Cyp 3.2 1.1
1.1 Explain the sequence and rate of each aspect of development from birth – 19 years
Aspects of a child and young person’s development include:
• Physical Development: Gross motor movements (such as throwing a ball/ picking up a ball. Using the larger muscles such as arms and legs). Fine motor movements (such as tying shoe laces/ sifting through sand. Precise use of our muscles such as hands and fingers).
• Social and Emotional: This area of development involves the development of a child’s identity, self-image, understanding oneself. Also the development of relationships with others and learning the necessary skills of living in society.
• Communication: This area of development is about learning how to communicate, how to send your …show more content…
message and how to receive/ understand the communication from others.
Keeping in mind every child is an individual; each child grows at a different rate to each other and therefore may vary. The sequence for a child and young person must be looked at as a guideline.
Sequence and rates of development:
• From birth, babies are born with reflexes, which are actions performed without thought. Examples of reflexes include: Swallowing and sucking reflex (to ensure the baby can feed), Rooting reflex (baby can move their head to find milk if babies cheek or mouth is touched), Grasp reflex (babies will close their fingers around an object once their palm has been touched), Startle reflex (react to a sudden noise or sudden bright light), Walking and standing reflex (usually make stepping movements when held upright with their feet on a firm surface)
Babies can also recognise the smell and sound of their mother’s voice, and they communicate by crying when they are hungry, tired or distressed.
• At 3 months, babies have grown in height and weight and will develop more of a sleeping pattern to sleep through the night. They may also smile when someone smiles at them and acknowledge the sound of the parents’/ carers voice.
They can lift and turn their heads and they start to notice objects around them.
• At 6 months, babies are more interested in social interaction, to see what is happening around them. They enjoy playing and show it by smiling and squealing with delight. Toys and other objects are being explored by putting them in their mouth or touching with their fingers.
They have started to understand communication so they try to communicate back with sounds. Also stretch out their arms to show they want to be picked up. At this age they may start to try to feed themselves by picking up the spoon.
• At 9 months, babies are trying to find ways of being mobile; crawling, trying to sit up without any support. Language is also developing, babbling is a bit more understandable with longer strings of sound and they understand certain key words ‘drink’, ‘food’, ‘play’.
They also start to recognise the person they are being left with; they may start to cry when left with a stranger.
• At 1 year, babies are now more mobile and may be on the verge of walking. They may try to stand up by holding onto something such as a piece of furniture. As well babies are also becoming skilled at using their hands.
They are able to sit up and feed themselves using their fingers. Most will already know what they do and do not like and may ask for it.
• At 18 months, children have begun to find their feet, they move quickly and are keen to play. They start to cry and throw tantrums if they want something and do not get it. Their language skills are improving, less babbling and more recognisable words.
• At 2 years, children are showing their individuality, they know what they want to do, touch and hold and they get frustrated when they cannot do things for themselves which can lead to temper tantrums and emotional outbursts. At this age, children move more confidently, are walking and picking up things to play with them. They also start to enjoy pretend play and play near other children rather than with them.
• At 4 years, most children have made big steps in their development; are fairly fluent in their speech and are easily understandable for adults.
Most 4 year olds ask a lot of questions and enjoy talking. Their fine motor skills have already become skilful; to carry out activities such as pouring and using scissors.
Cooperative play between children and they enjoy the company of other children and are developing friendships. Mainly do things for adult approval and respond well to adult praise and recognition.
• At 5-6 years, have most likely begun formal education therefore increased fine motor skills for a more legible handwriting. They have the ability to count and do simple calculations and are more familiar with words and have a larger vocabulary basis. Keen to understand.
Started having friendship preferences and may become a bit more independent from parents/ carers and stay overnight at friends.
• At 7-9 years, children have started to gain confidence and have changed the way they think and reason, present in the games they play and their ability to solve simple problems. Start to experience responsibility and respond well to clear explanations for rules, and tell others the rules and are keen to point out if someone broke those
rules.
Children at this age are more physically skilled, drawing and writing is neater, cutting more accurately.
Friendships are even more important at this age and may already have a close group of friends. They may begin to compare themselves with others which may affect their confidence and enthusiasm.
• At 9-11 years, children are fairly confident and have mastered their skills; greater coordination and may have decided what they are good at and what they are not good at. At this age they are skilled communicators and enjoy spending time with their friends, story- telling with imagination.
Children may start to show signs of puberty.
• At 11-13 years, young people look for independence and start questioning rules and pushing boundaries in certain relationships such as arguing with parents. They are testing their negotiation and persuasion skills. At this age they have built strong attachment to their friends and may also have developed anxiety for coping with the pressures of school.
This period marks growth changes which may cause embarrassment and anxiety as they see the changes to their bodies.
• At 13-19 years, young people mover closer to adulthood and become increasingly aware of the duties and responsibilities that come with a certain age. They now have the understanding of right and wrong, consequences of their actions and form their own opinions on values. Due to this the young people move further away from their parents/ carers and closer to their group of friends. Young people who do not have a group of friends to turn to may result in lack of self- confidence and in extreme cases may turn to suicide.
During this period they may show ‘avoidance behaviours’ to put off something they know they should be doing, especially regarding their education and start messing around in class and in some cases may start bullying another person.
Aspects of a child and young person’s development include:
• Physical Development: Gross motor movements (such as throwing a ball/ picking up a ball. Using the larger muscles such as arms and legs). Fine motor movements (such as tying shoe laces/ sifting through sand. Precise use of our muscles such as hands and fingers).
• Social and Emotional: This area of development involves the development of a child’s identity, self-image, understanding oneself. Also the development of relationships with others and learning the necessary skills of living in society.
• Communication: This area of development is about learning how to communicate, how to send your …show more content…
message and how to receive/ understand the communication from others.
Keeping in mind every child is an individual; each child grows at a different rate to each other and therefore may vary. The sequence for a child and young person must be looked at as a guideline.
Sequence and rates of development:
• From birth, babies are born with reflexes, which are actions performed without thought. Examples of reflexes include: Swallowing and sucking reflex (to ensure the baby can feed), Rooting reflex (baby can move their head to find milk if babies cheek or mouth is touched), Grasp reflex (babies will close their fingers around an object once their palm has been touched), Startle reflex (react to a sudden noise or sudden bright light), Walking and standing reflex (usually make stepping movements when held upright with their feet on a firm surface)
Babies can also recognise the smell and sound of their mother’s voice, and they communicate by crying when they are hungry, tired or distressed.
• At 3 months, babies have grown in height and weight and will develop more of a sleeping pattern to sleep through the night. They may also smile when someone smiles at them and acknowledge the sound of the parents’/ carers voice.
They can lift and turn their heads and they start to notice objects around them.
• At 6 months, babies are more interested in social interaction, to see what is happening around them. They enjoy playing and show it by smiling and squealing with delight. Toys and other objects are being explored by putting them in their mouth or touching with their fingers.
They have started to understand communication so they try to communicate back with sounds. Also stretch out their arms to show they want to be picked up. At this age they may start to try to feed themselves by picking up the spoon.
• At 9 months, babies are trying to find ways of being mobile; crawling, trying to sit up without any support. Language is also developing, babbling is a bit more understandable with longer strings of sound and they understand certain key words ‘drink’, ‘food’, ‘play’.
They also start to recognise the person they are being left with; they may start to cry when left with a stranger.
• At 1 year, babies are now more mobile and may be on the verge of walking. They may try to stand up by holding onto something such as a piece of furniture. As well babies are also becoming skilled at using their hands.
They are able to sit up and feed themselves using their fingers. Most will already know what they do and do not like and may ask for it.
• At 18 months, children have begun to find their feet, they move quickly and are keen to play. They start to cry and throw tantrums if they want something and do not get it. Their language skills are improving, less babbling and more recognisable words.
• At 2 years, children are showing their individuality, they know what they want to do, touch and hold and they get frustrated when they cannot do things for themselves which can lead to temper tantrums and emotional outbursts. At this age, children move more confidently, are walking and picking up things to play with them. They also start to enjoy pretend play and play near other children rather than with them.
• At 4 years, most children have made big steps in their development; are fairly fluent in their speech and are easily understandable for adults.
Most 4 year olds ask a lot of questions and enjoy talking. Their fine motor skills have already become skilful; to carry out activities such as pouring and using scissors.
Cooperative play between children and they enjoy the company of other children and are developing friendships. Mainly do things for adult approval and respond well to adult praise and recognition.
• At 5-6 years, have most likely begun formal education therefore increased fine motor skills for a more legible handwriting. They have the ability to count and do simple calculations and are more familiar with words and have a larger vocabulary basis. Keen to understand.
Started having friendship preferences and may become a bit more independent from parents/ carers and stay overnight at friends.
• At 7-9 years, children have started to gain confidence and have changed the way they think and reason, present in the games they play and their ability to solve simple problems. Start to experience responsibility and respond well to clear explanations for rules, and tell others the rules and are keen to point out if someone broke those
rules.
Children at this age are more physically skilled, drawing and writing is neater, cutting more accurately.
Friendships are even more important at this age and may already have a close group of friends. They may begin to compare themselves with others which may affect their confidence and enthusiasm.
• At 9-11 years, children are fairly confident and have mastered their skills; greater coordination and may have decided what they are good at and what they are not good at. At this age they are skilled communicators and enjoy spending time with their friends, story- telling with imagination.
Children may start to show signs of puberty.
• At 11-13 years, young people look for independence and start questioning rules and pushing boundaries in certain relationships such as arguing with parents. They are testing their negotiation and persuasion skills. At this age they have built strong attachment to their friends and may also have developed anxiety for coping with the pressures of school.
This period marks growth changes which may cause embarrassment and anxiety as they see the changes to their bodies.
• At 13-19 years, young people mover closer to adulthood and become increasingly aware of the duties and responsibilities that come with a certain age. They now have the understanding of right and wrong, consequences of their actions and form their own opinions on values. Due to this the young people move further away from their parents/ carers and closer to their group of friends. Young people who do not have a group of friends to turn to may result in lack of self- confidence and in extreme cases may turn to suicide.
During this period they may show ‘avoidance behaviours’ to put off something they know they should be doing, especially regarding their education and start messing around in class and in some cases may start bullying another person.