Cu230P Ct230 Understand Child and Young Persons Devlopment

Child development
The sequence and rate of each aspect of development from birth until 19 years
Babies at birth
Most babies are born around the 40th week of pregnancy babies who are born three weeks or more are called premature babies. If the baby is premature it is more likely to need a little more time to reach the same levels of development as a baby born at 40 weeks. Examples of what we may see | Physical | Reflexes such as swallowing, rooting reflex, grasp reflex, startle reflex, and walking and standing reflex. | Cognitive | Babies will recognise the smell and sound of mum. | Communication | Babies will cry when they need attention. | Social, emotional and Behavioural | Close contact with primary carer. |

Babies at one month
Babies change a lot in their first month of development they will usually begin to settle into a pattern of day to day needs such as feeding.

Examples of what we may see | Physical | Babies look less curled up and startle less. | Cognitive | Babies stop crying when they hear a familiar voice. | Communication | Babies start to make sounds. | Social, emotional and Behavioural | Begins to smile. |

Babies at 3 months
Babies at 3 months will have gained height and weight. Some babies will also start to learn the difference between day and night and will become able to sleep though the night.

Examples of what we may see | Physical | Babies will begin to turn and lift their heads. | Cognitive | Babies start to notice mobiles and other things around them. | Communication | Babies smile back, when they see a smiling face. | Social, emotional and Behavioural | Enjoyment of bath time. |

Babies at 6 months
Babies at 6 months would have learnt many skills. They are very alert and turn their heads to see what is happening. They enjoy playing, they show they are enjoying it my smiling and squealing.

Examples of what we may see | Physical | Babies will lift both their arms and legs in the air and balance on their front. | Cognitive | With will explore taste and texture by putting toys into their mouth and touching them with their fingers. | Communication | Arms lifting up to show the primary carer that they want to be picked up | Social, emotional and Behavioural | Smiles of delight when they are playing. |

Babies at 9 months
Many babies will be crawling and exploring ways to move, they can also sit up without support. Languages skills will also be developing with babbling.

Examples of what we may see | Physical | Using fingers to feed | Cognitive | Exploring objects with hands and mouth. | Communication | Tuneful strings of babbling | Social, emotional and Behavioural | Trying to stay near primary carer. |
Babies at 12 months
The first birthday of a child is a big celebration will family and friends; babies will be a lot more mobile and may be on the verge of walking. They will also try and stand up by holding onto furniture. They will also be able to feed themselves. Examples of what we may see | Physical | Standing up while holding on | Cognitive | Recognising routines | Communication | Fingers pointing at objects | Social, emotional and Behavioural | Need to stay near primary carers as anxiety will develop if strangers approach |

Babies at 18 months
Children at this stage are considered to be toddlers as they have begun to walk and will begin to find their feet. they will also been keen to play and explore. Language skills are developing and the child will be able to learn simple words.

Examples of what we may see | Physical | Sitting and pushing off with legs on sit and ride toys. | Cognitive | Enjoyment of pop up and posting toys. | Communication | Less babbling and more recognisable words. | Social, emotional. And behavioural | Interest in other children signs of temper and frustration |

Children at 2 years
Children begin to show individuality, and decision making develops as the child begins to decide what activity they want to do. Temper tantrums begin this is often a way of communication of how they are feeling. Some two year olds will move on from nappies and become toilet trained.

Examples of what we may see | Physical | Running and climbing | Cognitive | Playing with buildings bricks and completing simple puzzles | Communication | A vocabulary of around 200 words | Social, emotional and Behavioural | Parallel play, anger and frustration if they cannot do what they want to do. |

Children at 2 ½ years
Children will become egger to be independent and may find it hard to understand why they cannot have what they want. Language also is developing and they are able to put words together to make small sentences. The child will begin to play with other children and share toys with them. Examples of what we may see | Physical | Pedalling on a tricycle or pushing along with feet | Cognitive | Pretend play such as farmer animal and shop keepers | Communication | Two word compounds such as ‘daddy- gone’ | Social, emotional and Behavioural | Playing alongside other children and copying. Temper tantrums | Moral | No understanding of wrong or right, but understand the word no |

Children at 3 years
Children at 3 years will take a huge development step, this is linked to language and body language. They will understand the needs of other children and become more aware of who is around them. Looking forward to pre-school. Examples of what we may see | Physical | Walking upstairs on alternate feet | Cognitive | Interest in mark making , painting and books | Communication | Speech can be understood | Social, emotional and Behavioural | Cooperative play | Moral | Following simple rules. |

Children at 4 years
Children at this age will be fairly fluent in their language. Most children’s behaviour will be cooperative, they will be able to feed and dress themselves. Most children at this stage will be attending pre-school and will be independently learning.

Examples of what we may see | Physical | Skilful use of hands to carry out activities such as treading. | Cognitive | Concentration when doing an activity that they enjoy. | Communication | Children ask questions about everything. | Social, emotional and Behavioural | Cooperative play between children. Children will respond well to adults. | Moral | Children are aware of others around them. |

Children at 5-6 years
Changes in physical development start to slow down, instead children are gaining confidence and coordination. Children will begin to make up jokes, they will also be in formal education.

Examples of what we may see | Physical | Ability to kick and control a ball, handwriting develops. | Cognitive | Ability to count and do simple calculations | Communication | Beginning to decode some familiar words | Social, emotional and Behavioural | Some friendship preferences | Moral | Keen to understand and use rules |

Children at 7-9 years
Children are now generally well coordinated, with both small and large movements. Children will also continue to grow in height, the games children play will become more organised but they will often make up the rules as well as following them.

Examples of what we may see | Physical | Drawing and writing becomes neater, and cutting out becomes more accurate. | Cognitive | Reading books in their heads. | Communication | Telling jokes and enjoying chatting with friends. | Social, emotional and Behavioural | Stable friendships, clear difference is play activities and interest in boys and girls. | Moral | Children make up rules and point out when the rules have been broken. |
Children at 9- 11 years
Most children are fairly confident and have mastered many skills, they can now read, write and draw. Puberty may start at around 10- 11 years old.

Examples of what we may see | Physical | Greater coordination and speed when carrying out movement | Cognitive | Problem solving | Communication | Stories and writing that show imagination | Social, emotional and Behavioural | Stable relationships with friends | Moral | Awareness of consequences of behaviour and increased thoughtfulness. |

Young people at 11- 13 years
Young people move closer to and reach adulthood. Physical changes will happen which may cause embarrassment for the young person.

Examples of what we may see | Physical | Growth and changes to their bodies | Cognitive | Understanding of more abstract concepts, reasoning and problem solving | Communication | Good reading and writing skills. Negotiation and persuading adults and peers. | Social, emotional and Behavioural | Strong attachments to friends. Anxiety about school, may have relationship with boyfriends/ girlfriends. | Moral | Understanding for the need of rules in society |

Young people at 13-19 years
By around the age 15/16 girls will have finished becoming a woman. For boys puberty will start at the age of 14 and will take around 3 years to complete. Pressure in school to pass exams may cause anxiety.

Examples of what we may see | Physical | Occasional poor spatial awareness as a result of the body shape changing. | Cognitive | High levels of skills | Communication | Use of mobile phones and technology | Social, emotional and Behavioural | Confidence and enjoyment when with friends | Moral | Understanding about right and wrong and consequences of actions interest in moral issues. |

The sequence of development
Once the simple reflexes have been developed the baby will go into another stage of development where it develops primary circular reactions, and after once it has accomplished it over a certain period, it will move on to yet another stage of development and so on. This is an example of sequence of development as most babies will follow a similar pattern of development, and these stages are known as sequences.

The rate of development
The rare of development is how fast the baby or child is developing for example Cognitive Development From the birth of a child to the moment the child starts to talk, the child will go through different stages of development and at different rates. At first a baby will start to learn simple reflexes by exploring new objects through the means of touching and seeing, over an average period of six weeks. At the end of the six weeks, the baby's hands will automatically grab whatever it is place in its hand, due to the palmer reflex.

The difference
The difference between the rate and sequence of development is very important as we need to recognise the difference so you can identify where children need help or if they will need SEN.

How children and young people’s development is influenced by a range of personal factors
There are a range of personal factors that will affect children and young people. One example is health, health can be genetic of caused by environment, diet of stress. Some child might be born with a health problem such as a blood disorder or asthma. Asthma can also be picked up by children who live in areas with poor air condition. Having ill health can have a big impact on a Childs life, they may not feel like playing or their condition could restrict them such as asthma can affect a child in physical activities. Another example is disability, sensory impairment and learning difficulties. This could affect the child because it may restrict what they can and can’t do for example if they are in a wheelchair they will find it hard to play in physical sports. This can also be very frustrating for the child.

How children and young people’s development is influenced by a range of external factors
Housing

Education
Diet

Play and leisure opportunities
Poverty and deprivation
External factors

Education
Aspirations and expectations

Looked-after children
Family environment and background

Family circumstances

Personal choices

External factors can have a big impact on all aspects of child development such as poor diet can have and affect on growth, and behaviour. Another example is housing, this could affect health and play opportunities. Education can have a big impact on communication, social, and emotional development it would also have and impact of behaviour as the child may not have learnt about right and wrong. The child will also find the future hard. Play and leisure can have an impact of physical, emotional, social, behavioural and cognitive.

How theories of development and frameworks to support development influence current practice
Theories of development are very important as they can influence practice and also help us to understand children’s behaviour, reactions and ways of learning. There are many therapists who can help us in our work with children. Over the past few years, different theories and ways of working with children have been combined and used to provide frameworks for children’s care and education. A good example of this is the early year’s foundation stage. This framework contains elements of Vygotsky’s theories, as their focus on adults working closely with children, observing and planning for their development. It also has elements of Piaget’s theory as children are meant to be given opportunities to play and explore independently. Approaches to cognitive development | outline | Theorist | Constructive | This looks at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners | Jean PiagetLev Vygotsky | Behaviourist | This looks at the way in which children repeat actions in response to stimuli and reinforcements | John B. WatsonIvan PavlovB.F skinner | Social learning | This looks at the way children can learn though imitation | Albert Bandura | Approaches to social and emotional development | Outline | Theorist | Psychoanalytical | Personality and actions are determined by the unconscious mind which develops in childhood | Sigmund Freud | Humanist | Motivation and personality are linked to our basic needs being met | Abraham Maslow | Attachment theory | This is linked to babies and young children having strong bonds or attachment with their primary carer | John Bowlby | How to monitor children and young people’s development using different methods
There are many methods of monitoring someone’s development: * Assessment framework - in education there are frameworks against which children’s development is measured, particularly in terms of academic performance. * Observations – there are many different ways in which observations can be conducted. Sometimes it requires someone outside of the setting to conduct them. * Standard measurements - there are some standardised assessment methods which are used by a variety of different professionals. These include auditory assessments, and health assessments. * Information from parents, carers and others - primary carers often spend more time with the children and therefore may notice development issues before the childcare setting.

Reasons why children and young people’s development may not follow the expected pattern
Communication
Disability

Emotional

Influences on development

Learning needs
Physical

Environmental

Social

Culture

For most children it will be these influences that are the reason behind them not following the expected developmental pattern for their age.

Disability - this can affect a child’s development in many ways, such as physical they may have a condition which prevents growth. It can also affect the child socially as other children can be scared and worried about meeting disabled children.

Emotional reasons – children and young people who are depressed or lacking in confidence may not be as motivated to try out new skills.

Physical reasons – some children will be affected by the genetic code which can affect growth.

Environmental reasons – their family structure and type of educational setting they attend can affect development.

Cultural reasons – in some families there are difference in how to raise children. This can in extreme cases mean that a child’s development is adversely affected. Families will also have different ideas as to what they consider to be important in terms of giving children freedom and independence. This will also affect children and young people’s development.

Social reasons – family structure and lifestyle seem to affect development such as having separated parents. Children who are born in poverty may have poor opportunities to meet friends.

Learning needs – this included damage to chromosomes, disease and difficulties at birth. Learning difficulties can vary from specific learning needs which only affect one aspect of development or they can affect all areas of development.

Communication skills – communication levels can have a big impact on other areas of development. Children whose communication levels are low may become frustrated and are more likely to show aggressive behaviour. They also may find it very hard to concentrate.

How disability may affect development
Reduce opportunities
May restrict physical activities

When children don’t reach the expected develop pattern Stereotyping And this can lead to low expectations

Reasons

If the child is deaf they may find communication difficult

If a child is mentally ill it can have a big impact on development because they will find it hard to learn and communicate which can be very frustrating

If a child is blind it may affect all aspects of development

If a child has a conditions for example autism this can intellectual development as they will find it hard to understand instructions.

How multi agency terms work together to support speech, language, and communication
Once parents and those involved with the child have identified that a child needs additional support, a multi agency approach may be used. The parent visits their health visitor or GP who will then make an appropriate referral. This may initially be a rule out of hearing or visual impairments. In other cases the GP may refer directly to the speech and language service. Some settings will have a drop in session for parents. For some children an assessment by an educational psychology will be required. One it s established what type of support a child requires, a collaborative approach is required in order that al professionals, the parents and the setting work together.

How different types of innervations can promote positive outcomes for children and young people where development is not following the expected pattern Professional | Role | SENCO | A person in an education setting who has responsibility for an organising identification and support for children with special needs education | Social worker | Employed by local authority or voluntary organisation to support venerable children and young people and their families. Vulnerable children may include those with disabilities as well as those on protection registers. | Speech and language therapist | A professional who supports children and young people who have difficulties in communication. Speech and language therapists also provide training for professionals working with children. | Educational psychiatrist | A professional who supports children who have difficulties with behaviour or learning. Will identify difficulties and also provide programs of support for teachers, early years practitioners and others. | Psychiatrist | A medically trained doctor who has specialised in mental health problems including depression. Will work alongside counsellors, play therapists and also psychiatric nurses. | Physiotherapist | Professional who has been trained to maximise the body’s movement and skill level. A physiotherapist may help a child who has difficulty controlling their movements. | Nurse specialist | Increasingly the health service is using specialist’s nurses to support and give advice to children and their families about managing chronic medical conditions. Some nurse teams are also involved in measuring and assessing children’s development. | Additional learning support teams | Most education services will provide a range of services within and out of schools that will help children who may have specific educational needs. Theses may include specialist teaching assistants, home tutors as well as advisers who visit the setting to support and train staff. | Youth justice teams | Children and young people who show antisocial behaviour will work with staff from the youth justice team. This may include probation offers in conjunction with social workers. |
How play activities are used to support the development of speech, language, and communication

Role play and dressing up

Books
Puppets and cuddly toys
Toys and activities to support language development

Nursery rhymes, songs and music instruments.
Blowing bubbles

Children can really benefit from using toys and activities to help them with language and communication skills. Children will learn more if it is fun, play activities that interest children allows them to be motivated and to take information on board. Even just singing a favourite nursery rhyme help their speech develop. It will be more encouraging for a child than having to repeat movements.

How different types of transitions can affect children and young person’s development
These can affect children because it can be very stressful and can impact on all aspects of development such as behavioural, social, and emotional.

Type of transition | Examples | Changes to family structure | New baby, parent separating, new step parents, new step siblings, grandparents or other family member coming to live. | Moving home | Change of home, change of location | Illness and bereavement | Illness or bereavement of a family member or friend | Being with a new/additional primary carer | Starting with a new childminder, starting at a pre-school, moving into foster care, moving into adoptive care. | Moving setting | Changing school, changing from pre-school to primary school, changing group or class, changing youth group, leaving care. | Admission into institution | Admission into hospital , youth offenders, institution, boarding school, children’s home | Changes to body | Changes to body image caused by puberty, scarring, accidents, or chronic illness. |

Self-harm

Aggression
Regression
Behaviour

Extroverted behaviours

Effects of transition on children and young people

Withdrawal

Food issues

Clinginess

Depression
Illness

Sleeplessness
Lack of concentration