Child Development 0-3 Years

Task A

Development | 0-3 years | 3-7 years | 7-12 years | 12-16 years | Physical | Beginning to move , sit up, crawl, grasp objects and walking, exploring new things and climbing. | Riding a bike, swimming, running faster, able to eat with a knife and fork. | Able to aim and throw balls on targets, cutting straight with scissors are now easy. | Growth and changes to their bodies, starting of puberty. | Intellectual | Turning pages in books and pointing to object/recognising things. | Asking questions and enjoying talking, drawing things they recognise and have meaning to the child. | Detailed drawings, reading book silently and able to problem solve. | Have develop skills on an equal with adults for example, computer, writing, reading. |
Social | Begin to play along side or with children they like.
| They begin to find out about friendships, and have their first arguments with friends. | Friends become increasingly important, they word best friends is used frequently. | Form friendship groups, and discover their own identity through music, culture and clothing. | Emotional | Have different cries for different things such as being bored, hungry or tired. Smile laugh and sequel with enjoyment | Less anxious when mum and dad leave them with strangers. | Children's confidence and enthusiasm can be affected at this age as they notice other children's skills which they might not be good at. | Begin to have mood swings, Physical changes can cause embarrassment. | Communications | Lifting arms to show they want picking up, smiles when they like something, making noises and first words. | Able to say sentences have enjoyment of jokes. | They have a wide vocabulary sometimes have verbal arguments with others. | Start to push boundaries with parents and carers.
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Task A ii)There are many ways a child practitioner can observe and record children and young peoples developments. Photographs are a great way to capture a child's development, by regularly taking pictures of the children doing activities you will be able to build up a great record of their development. Post It Notes come in useful when recording a child's development as you can write down what the child has done quickly on a post it note and come back to it later to expand on the note and add it to the child's learning story (a folder of their work and development, with examples of their work, pictures and notes on their development). A check list is used to focus on a particular aspect of the child's development, this is used to see what a child can do, and is tick off when a child performs this in front of a child practitioner.
Task A iii)
In my childcare centre if a practitioner has any concerns about a child or young person's development during an observation, they would then go to speak to their floor manger about my concerns, my floor manger would then speak to the manger of the nursery, who would then allow for more in-depth observations to take place over a few sessions, when accessing children, practitioners will highlight area's that may need improving and bring this into planning an activity. If after these observations concerns are still there and more noticeable problems are seen, we would then ask the parent or carers of the child to come into the setting and explain what we have noticed and what could be done to help their child and their development, all development records of this child would be shown to the child carers and we would ask for permission to contact a support group for child with development issues.