Assignment overview Introduction This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development from birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Level 2 Unit 201, Child and young person development. Tasks There are three tasks to this assignment. A Complete table B Complete table C Complete table This is a summary of the evidence required for the unit. Task | Evidence required | Unit coverage | A | Complete tables | 1.
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. Rate/Speed involves a time frame linked to age. Sequence/Order involves patterns and an order of development linked to body, mobility and intellectual growth - sequence can include an order that's both positive and negative - deterioration. Rate - what happens at 1 year old, 24 months old, 7 years old? Sequence - how things happen in an expected order, sequence i.e.
By the time Dominic was 14 months old, he could climb everything! The following text is taken from www.silkysteps.co.uk Development is often referred to on a timeline and is broken down in ages. As development is more rapid in early years the milestones start by being quite close together before becoming further apart as baby becomes a child and then a young adult. The aspects of development that children are measured on are physical, language, social and emotional, and intellect. Physical development is usually very rapid early on in the child’s development.
Unit 201 Child and Young Person Development This unit is intended to provide evidence of your knowledge and understanding of children and young people’s development from birth to 19 years. By completing all tasks, you will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 201. There are 3 tasks to complete: Task | Evidence required | Unit coverage | A | Complete table | 1.1a, b, c | B | Written questions | 1.22.1, 2.2 | C | Complete table | 3.1, 3.2, 3.3 | Assessment Criteria 1.1 a, b, c Task A Complete the table below by describing the key developments children and young people go through at each age. | Physical development | Communication and intellectualdevelopment | Social, emotional and behaviouraldevelopment | Birth to 3 years | * Sucking and Grasping. * Turn heads towards sounds.
Shereatta Willis Kaplan University PS220 Unit 9 Assignment Early childhood development is defined as ,a set of concepts, principles, and facts that explain, describe and account for the processes involved in change from immature to mature status and functioning (Bukatko, 2008),development is also generally divided into three broad categories, physical development, cognitive development, and social emotional development. Physical development addresses any change in the body, including how children grow, how they move, and how they perceive their environment. Cognitive development pertains to the mental processes like, language, memory, and problem solving, that children use to acquire and use knowledge. Emotional and social development addresses how children handle relationships with others, as well as understand of their own feelings. Physical development in children follows a directional pattern, large muscles develop before small muscles, legs and arms develop before those in the fingers and hands, and children learn how to perform gross ,or large motor skills such as walking before they learn to perform fine ,or small, motor skills such as drawing.
Child development is the term given to the growth of babies through to childhood. All children will go through the same stages of development, but will do so at varying speeds. There are five key stages of development that take place during the first eight years of a child’s life:- Physical, Intellectual,
Developmental Milestones: Birth to Age Two Unit 5 Rasheda Turner Early Childhood Development (CE114-03) Jill Hurley May 21, 2013 | |Birth to Age 1 |Age 1 to Age 2 | |Physical and Motor |1. Lifts head |1. Points to items | | |Strategy: Place baby on tummy to encourage lifting head |Strategy: Place interesting objects in toddler’s environment | |
Communication and language. Intellectual and cognitive. Physical Development 0-3 years Physical development at this stage is very rapid. From birth babies use reflexes for movements to enable them to feed or grasp whenever they touch something. At 12 months they have more control of their body.
4. What is the cephalocaudal pattern of development? How does it differ from the proximodistal pattern of development? The cephalocaudal pattern is in infants, they develop from their head down to their legs and feet. They first learn to hold their head up, then sit up and finally start to walk.
Assignment 005 Child and young person development Task A Complete the following four tables showing the different stages of development against the different ages and identify how development is holistic by showing how it links to other development areas. |Physical Development | |Age range |Description of the stage – explain what the stages of physical development are|Give an example of how this impacts on another | | |for each age range. |aspect of development. So give an example of how a | | | |physical development can affect a different form of| | | |development(intellectual, communicative or | | | |social/emotional/behavioural) for example a child | | | |with a cleft palate may find communicating | | | |difficult (include an explanation of why and in | | | |what way) | |0 – 3 months |From birth the baby’s reflexes will allow him to turn his head to suckle when |Links to emotional development, because he has a | | |you touch his cheek.