holding their head up, sitting up, baring weight on legs, walking and then running. This sequence of development generally has a said pattern or order. Even though elements are sometimes missed the development still proceeds in what's seen as an expected pattern. 1:2 The rate of development relates to the speed in which a child achieves their sequence milestones. This speed can differ greatly from child to child.
Unit 1: Understand Child & Young Person Development 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years Child development is a process every child goes through. The sequence of a child’s development, also known as developmental milestones are divided into five different aspects: Physical; Social, Emotional and behavioural; Communication and language; Intellectual and cognitive. PHYSICAL DEVELOPMENT 0 – 3 Years The physical development between the ages of 0-3 years is generally very rapid. At birth babies depend on reflexes for movements to allow them to feed or grasp whenever they touch something. By the age of one; they have a lot more control over their bodies.
Unit 6 Understand child and young person’s development. 09.09.13 Review A child's development usually follows a known and predictable course. The acquisition of certain skills and abilities is often used to gauge such development. Children will reach milestones at certain ages throughout their development, if a child does not seem to be achieving these areas of development this may be a concern and an area that needs special attention. From birth to 19 years a child should achieve a number of significant development areas, these are determined by a sequence of development and the rate of development.
022 Understand the expected pattern of development for children and young people from birth to 19 years. Aspects of a child and young person’s development include: • Physical development – includes gross motor skills (using large muscle areas such as arms and legs), and fine motor skills (precise use of muscles such as hands and fingers). • Intellectual/communication – includes learning the skills of understanding and communicating with others. • Social and Emotional – includes the development of a child’s identity, the development of relationships and learning the skills of living in society. Development is usually referred to on a timeline and is broken down into ages.
Cache level 1 Award in an Introduction to Early Years Settings. AiEYS 1: The value of play for babies and young children – Task 1 (1.1 & 1.2) |Developmental |Ways play can support the area of development |The value of play in the area of development | |Area | | | | |Walk forwards, backwards and sideways. |Basic physical and outdoor activities develop body management, balance, bodily | |Physical |Walk on tip-toes. Running, stopping and starting. Jump up and down on the spot.
Competency Goal II: To advance physical and intellectual competence. A caregiver is essential to the physical and intellectual development of children from infancy through pre-school years. The caregiver should provide the equipment and supplies for, physical, cognitive, communication, and creative development. To aid in the development of gross motor skills, children need space to run, climb, and jump. When playing outside provide the children with swings, slides, and a simple obstacle course.
Understand child and young person development Task A 1. Sequence for Physical development for ages 0-19 There are two types of physical development. Gross motor skills are whole body movement skills such as running, jumping and balance. Fine motor skills which are hand eye coordination skills an example of some of these are writing, threading, painting and drawing. Age Range | Sequence and rate of development | 0 – 3 months | Beginning to hold head when supportedSucking, grasping and rooting refluxes Lift head towards their chest when laying down Touch, pull and tug own hands | 3-6 months | Beginning to roll overUsing legs to bear down Pulling backwards and forwards with the body on objects Reaching out for objects and touching thingsUse objects to make discoveries such as shaking a rattle | 6 -9 months | Crawling Transferring objects from one hand to anotherGrasping at objects | 9-12 months | Aided walkingSitting unaided Roll a ballPick up objectsThrow objectsHold a pencil in a palmer gripBeginning to use the pincer grip | 1-2 years | Walking unaided Walk up and down stairs with aidWalking and running and stopping without fallingSeat themselves in a chairPick up objects from a standing position | 2-4 years | Kick a ballStability to runWalk on tiptoesJump with two feet together from a small height Explore more physical toys such as scooters and tricycles with confidence Running rapidly and safelyClimb stairs by stepping with one step at a timeUse a slide without any helpThrow over arm and begin to catch large balls Feed themselvesPick up tiny objects using pincer grip Use blocks to build a towerDraw circles and lines using a pencil/pen in a tripod gripCan thread large beads Use child safe scissors to cut | 4 – 7 years | Can ride a bike with stabilisers Can hop with balance Skip in time to music Catch and throw balls with
Their physical advances allow them to become increasingly adept at sports, physical games, crafts and hobbies that require hand/eye coordination. Cognitively, children's thinking skills advance and transform as they enter Piaget's Concrete Operational stage of development, and master a variety of cognitive operations associated with that stage. They become masters of concrete thinking, able to mentally represent and then mentally manipulate those things they can touch and see. They become more able to think in a purposeful, voluntarily manner, to
It will contain pictures and diagrams to back up my points and provide further explanation. What is Physical Development? Physical Development is the way a child grows physically, and their increasing skill at performing a range of tasks, using their Gross (big) and Fine (small) motor Skills. Gross motor skills use their whole body (big muscles) e.g. walking, riding a bike,
1.0 INTRODUCTION According to Papalia, Olds and Feldman (2009), aspects of physical development included bodily growth and change, brain development, and motor skills. In early childhood, children become easily slim down and shoot up. They also like to do activities like running, jumping, and throwing balls. Cognitive development involved Piagetian approach, the preoperational child, and young children have their own theories of mind. In processing-information approach, children have their own basic process and capacities, recognition and recall, forming and retaining childhood memories.