1.1. Children go through a continuous process of growth, development and learning all the way into adulthood. This process of development is measured using milestones of emotional, social, physical, speech (language) and intellectual reached. Children will reach these milestones at varying points in their development but as a whole all children will follow a similar development pattern. Children will develop at different rates and may progress unevenly through across some areas, but will generally reach the milestones in roughly the same order.
From birth through to 19 years children continually grow, develop, and learn. It is important to remember that development is a holistic process. A child’s development can be measured through social, emotional, intellectual, physical and language developmental milestones. All children and young people follow a similar pattern of development so the order in which each child advances from one milestone to the next will be roughly the same. However, each child will develop at a different rate and their development may not progress evenly across all areas.
Unit 2 1. A) Explain the difference between sequence of development and rate of development from birth to 19 years of age. Please ensure that you include the following • physical • communication • intellectual/cognitive • social, emotional and behavioural • moral Each child is unique and will develop in there own way and own time, many of these skills and areas of development will overlap with one another. The main aspects of development include physical development,Communication and Language development, Intellectual and cognitive development, and social,emotional,behavioural and moral development. Most children will follow the same “pattern of development” but the ages at what they meet them may differ depending on the individual.
Developing a General Outcome Measure of Growth in Movement for Infants and toddlers is an important outcome in early childhood, is necessary for physical, cognitive, and social-emotional development. The development of an experimental measure for assessing growth in movement in children ages birth to 3 years is described. Based on general outcome measurement (GOM) procedures , the measure was intended for the identification of children having difficulty acquiring movement skills and the evaluation of the effectiveness of interventions for these children. Results from its use with a sample of 29 infants and toddlers demonstrated the feasibility of the measure. The 6-minute GOM was found to be reliable in terms of inter-observer agreement and odd-even and alternate forms indices.
506 Child Development 1.2 What is the difference between ‘sequence’ of development and ‘rate’ of development and explain why the difference is important. Sequence of development is when there is a definitive pattern to development like a baby learning to sit and balance before he or she can crawl, or a toddler learning to walk before he or she can run. The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation of the next development stage to be reached. Rate of development is however, when individuals reach certain targets or milestones and at the speed of which they do so, and is also about recognising and identifying any concerns in development and how you can adapt and assist learning and development. Building blocks need to be in place for each developmental stage to happen.
1.1 Explain the sequence and rate of each aspect of development from birth to 19 years Development of children overlaps in different areas with many skills that are varied and make each child unique as they develop in their own way. We must look at development as a wider picture which include Physical, communication and language, intellectual/ cognitive, social, emotional and behavioural and moral. Physical development a child develops many skills naturally as they grow and must be left to do this in a variety of ways, some of this happens automatically without realisation and it is important that a child has the opportunity to do so with any support needed. 0-1 year: as soon as a baby has ben born within a few weeks a baby will start to react to sounds and environments around them often with a smile eventually following movement and sound with their eyes until they can move their head to follow. By 6 months as they become stronger and muscles develop they will reach for and hold objects as well as putting fists, and objects into their mouths.
A child can accomplish milestones quicker in one area such as mathematics but may take more time to accomplish a physical milestone like running or fine motor skills. The rate of development describes how quick a child takes to accomplish these milestones as the speed can vary from child to child, for example one child could learn to stand unsupported at 10 months whereas another could achieve walking at 14 months. It is important to identify the difference and how each of them plays a role in identifying the accomplishments of a child or young person, what milestones have been reached and when. They enable charting of a child or young person's development to happen and provide a structure or picture that can measure where a child might be in need of support or
The sequence and rate of each aspect of development go from the ranges of 0-3, 3-7, 7-12, 12-16 and 16-19. The sequence is usually the same but the rate will often change. It gives me the chance to monitor the development and plan appropriately to a specific child’s needs; it will show if there are any areas that they may need extra support in. * A child who is in the range of 0-3 years at birth to 11months their physical development should be ‘rolls over from front to back, from back to front’ and ‘explores objects with mouth, often picking up an object and holding it to the mouth. At 16-26 months their development should be ‘walks upstairs holding hand of adult’ and ‘Makes connections between their movement and the marks they make’.
Each and every child develops at differing rates; there development also goes through periods of peaks and troughs, right from the very beginning a child learns to react to different situations, recognising familiar faces and smells. Milestones are set to keep tract of children’s development and to highlight any problem areas. Although every child is different and the speed in which they reach set mile stones can vary hugely the sequence in which these milestones are achieved vary very little. A young baby will generally learn to hold its head before it can sit, then roll over before its starts to crawl, a toddler learns to walk before it can run, say single words before full sentences, although some children may skip some of the milestones set they generally follow the same sequence of event, although there are exceptions to every rule, they do tend to be just that. Physical development is the growth of movement skills in both fine and gross motor skills and development in hand to eye co-ordination.
Understand how to monitor children and young people's development and interventions that should take place if this is not following the expected pattern. 1. Explain how to monitor children and young people's development using different methods. Children and Young people are likely to be monitored and assessed at many different points in their lives and by different services; the health service will check a newborn. Monitoring and assessing a child's early development is crucial as it has been seen that early intervention can make a huge difference to a child's overall outcome.