Communication and speech development: this is learning to communicate with friends, family and all others. It is important to remember that all the areas of development link together. From being a tiny helpless being at birth, by the age of 19 years, children change to highly complex young people who have all the basic skills for life, including talking, running, writing and the ability to think in academic ways. From being relatively immobile babies, children are able to walk, run, skip and climb. From not being able to talk, children become capable communicators.
Communication and intellectual development As babies, children communicate through crying and quietening with increasing sophistication. Before they are a year old, infants will generally attempt to say simple words. By the time they are between one and two years old they will use around 30 to 40 words and by three years old they will be able to use full, complex sentences. When a child starts school aged six, they will develop their social skills through
• Startle reflex: when babies hear a sudden sound or see a sudden bright light they will react by moving their arms outwards and clenching their hands. Congnitive: Babies recognise the smell and sound of their mothers voice Commuication: babies cry when they are hungry, tired or distressed. Social, emotional, and behavioural: contact between primary carer and baby especially when feeding. Babies at 1 month: in the 1st month of a babies life they will have usually have started to settle into a pattern, they will still sleep at lot but will gradually start to be awake for longer periods of time. They cry to communicate and parents will start to recognise the different types of cries.
Even from a few months old they will smile and engage with their carer and by four months can vocalise by ‘babbling’ and ‘cooing’. From six months old an infant will become more interested in social interaction, although that depends on the amount of time spent with other children and his/hers personality, they will also have a fear of strangers and distress at the separation of a parent or carer. By the time they are nine months old an infant can recognise familiar and unfamiliar faces. From one year ‘temper tantrums’ may have begun. They become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’.
Contribute to the Support of Child and Young Person Development Know how to support children and young people experiencing transitions 3.1 describe the different transitions children and young people may experience. Babies weaning - Young children may not like the taste or texture of different foods and may lose weight if weaning attempts to replace a milk diet too early. children may begin to have disturbed sleep patterns, be more irritable whilst awake and less motivated to try new foods Starting nursery - Children are not used to leaving parents, separation can be a very upsetting and confidence shattering experience. Repeats of this negativity may cause withdrawal, regression - toilet using children may begin to wet the bed, be aggressive where usually amenable and may begin experience anxiety issues - becoming fearful of separation/clingy, not want to take part in activities that would usually engage some interest. Loss of a comforter - The transition between having a dummy, muslin, teddy bear, blanket and not having one can be quite upsetting .
Assignment 023 Understand Child and Young Person Development A1. Below is a table that shows the sequence and rate of development for children and young people from birth to 19 years. Physical development | Intellectual and cognitive development | Communication development | Social, emotional and behavioural development | Moral development | 0 – 3 months Baby begins life in reflex mode. Reflex actions such as suckling, rooting enable baby’s survival. | Baby may recognise smell and sound of mother, baby stops crying when it hears a familiar voice.
Understand the expected pattern of development for children and young people birth – 19 years. 2. Understand the factors that influence children and young people’s development and how these affect practice. 3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4.
Babies show increased anxiety and restlessness when they are with unfamiliar people. The first and most important relationships serve as a child’s earliest lessons in forming close, emotional bonds. A primary caregiver can be another, a father, or any person close to the child to who they form a strong bond with. They can show emotions by crying for help, responds to parent’s smiles and voices, and gurgles in response to sounds around her, or smiling back when you smile at him/her. | Closely related to infants' emotional development is their social development; it's through relationships with caregivers and other people that children learn how to apply and use their emotions, expressions, and emotional understanding.
By six months a babies muscles will begin to develop, so they will reach out and hold objects in their hands. They develop their social and emotional development by responding to voices and face’s especially that of their close family. Children’s language development usually begins in there first three-six months. They will start making new and different noises and display their feelings by crying, squealing and laughing and enjoy vocal play, trying to mimic movements and sounds. By one they will begin to crawl or shuffle along, pulling themselves up onto furniture or pushing on things to stand up using furniture as a support to move themselves along.
UNIT 1: Understand children and young person’s development 1 – Understand the expected pattern of development for children and young people from birth to 19 years 1.1 Explain the sequence and rate of each aspect of development from birth to 19 years old Age | All aspects of development | 0-3 months | * Can move their head and limbs * Start smiling and respond to sounds * Will recognize a parent or carer voice * Will cry when are hungry, tired or distressed and can stop crying at the sound of a voice * Can respond differently to changes in the tone of a voice and will laugh and chuckle when being spoken by parents or carer. | 3-6 months | * Take everything to the mouth * Follow people or objects moving their head * They show trust especially towards parents * Develop tastes and are able to recognize differences * Start to use vowels, consonants or simple sounds * Can imitate sounds that they hear | 6 months- 1 year | * They could be sitting alone, without support * Pulling and pushing on furniture to stand * Start crawling and shuffling * They have no idea of sharing and a strong sense of “mine” * They can recognize familiar and unfamiliar faces * They are able to point a named object as well as parts of a body * They know their name and can understand some simple messages such as “clap hands” or “where are your shoes” | 1-3 years | * Are able to walk alone * Can kick, roll and throw a ball * Can walk up and down stairs with both feet in one step and run without falling * Learn to be separated from parents or carers for short periods of time * May have close friends and play with both genders * Can paint using a large brush * Will be able to draw a man with head, arms and legs * They can count to 10 and can make simple sentences * At this age