Explain The Expected Pattern Of Development From Birth To 19 Years
Child and Young Person’s Development – Task 1
Describe the expected pattern of children and young people’s development from birth to 19 years, to include: 1. Physical development 2. Communication and intellectual development 3. Social, emotional and behavioural development
* Birth - 4 months: Gains about 1 oz. per day after initial weight loss in first week. At birth children have reflexes such as sucking, hands fisted, grasping, random movement etc. Around 1 month old they should be able to lift their head a bit and have some vocalising/gurgling. Soon after that they will start to become alert to the people surrounding them, then at about 3 months they might begin to try and roll over, chuckle, whine, smile and vocalise more. * Between 4 - 6 months: Gains 5-6 oz. per week. They should start to try pulling themselves to sit upright and eventually able to do so without support, able to take some weight on their legs, grasping their toys, laugh and smile, begin to turn towards the voices they can hear and initiates speech sounds. * Between 7 months - 11 months: Gains 2-3 oz. per week. They should try pulling themselves up to stand and gradually get better until no further support is needed, start to say dada or mama and shout/scream for attention. Learn to …show more content…
drink from a cup, know 2-3 more words other than mama or dada. * Between 1-5 years: Births weight triples. They will learn to scribble, know a few more words and maybe try to sing, begin to walk backwards and have better cup control (spilling less juice). Try to build things and start to use a spoon to eat. Vocabulary increases, starts to learn names of objects and colours. Begins to put on and remove own clothing, pulls adults hand to show them something. Able to walk up stairs, throw and kick balls, follow directions and help in small ways. Can ride tricycles, better building skills and can wash and dry own hands. Gains muscle control for toilet training, doesn’t like to share with peers and starts to display some self control. Buttons own clothing and can balance on one foot, walks heels to toe. Develops basic sense of time. Catches a ball 2 out of 3 times, cuts with scissors, talk to self and can share better. Paints and colours, climbs and runs. Broad vocabulary listens carefully and asks questions. Learns numbers and letters and how to write their name. Short and long term memory improves. Develops friendships with peers and recognises gender. * Between 6-11 years: Body proportions are similar to adults. Imagination is an important part of development. Learns to ride a bike without training wheels, swim, climb and other more complex physical tasks. Learns to read, understands time concepts such as yesterday, today and tomorrow. Average height 45-58”, average weight 45-85 lbs. Very verbal and may ask for instructions, social roles are better understood. Girls may experience growth spurt. Begin to tolerate frustration better, good with time concept. Needs affection and affirmation from adults. Concrete thinking with a strong sense of fairness. * Between 12-19 years: Wants to be with peers more often, puberty has begun or been achieved, awkwardness and self-doubt may occur with new growth.
Girl’s full stature is achieved; boys may continue some growth until the age of 18. Skills are developed and refined. Conflict between parents grows, will push you away as he or she begins to take on more autonomy. Peers values become more important, experimentation with social roles is expected. Boys may experience a growth spurt. Hormonal and growth development continues, interest in school increases or decreases, youth relies more on peers for affection and approval. Individual identity forms, seeks
independence.
Describe with examples how different aspects of development can affect one another.
* Reading time: If children are having quiet time and reading a book with their peers and one child cannot read or have a language barrier they may find it more difficult to mix with the other children as they might feel embarrassed.
* Riding bikes: If one child cannot yet ride a bike but has seen all the other children do it they may get frustrated and give up.
* Building blocks: Some children develop faster than others at building things so if one child see’s someone build something really good they might get jealous knowing that they can’t do it, they might act up and start throwing blocks or destroy what the other child has built.
Task 2
Knowledge and Understanding related to elements of competence:
Describe, with examples, the kind of influences that affect children and young people’s development, including: 1. Background 2. Health 3. Environment
* Family brake up, this can be stressful for a child and may influence the development as the child could lash out at people, become very quiet and upset, may stop eating listening and talking all together thinking that it was their fault that their parents broke up. * Parents always want to see their children do well but sometimes whilst trying to keep their children safe parent inadvertently hold their children back keeping them from exploring and reaching their full potential. Children need increasing amounts of freedom as they grow and mature. * Health problems such as Asthma which will affect the child’s breathing. Children getting breathless taking part in physical activities and having to use their inhaler to open the airway, this could affect them negatively leading to them giving up on physical activities all together.
Describe with examples the importance of recognising and responding to concerns about children and young people’s development.
* Speech/language: It is very important that we recognise this as this could socially affect children from developing and making friends, working in groups or even interacting with adults. * Poor reading and writing: It is very important that all children know how to read and write as these are the main skills they need to help them develop in all areas. Due to poor reading and writing the child/children will begin to fall behind his/her peers of the same age. They might begin to find it very difficult to interact or make friends with others who are more advanced.
Task 3
Knowledge and Understanding related to elements of competence:
Identify the transitions experienced by most children and young people.
1. Moving away: This could make the child very frustrated because they are being torn away from either their favourite place/friend, this could also make the child anxious.
2. Friends moving away: This could make the child nervous because they will have to make new friends which will not be easy for the child. The child could become shy and anxious.
3. Puberty: This could make the child very confused because they can’t control what is happening to them, this could make the child become dismissive or make the child become argumentative with their parents.
Identify transitions that only some children and young people may experience e.g bereavement
1. Illness (own parents or siblings): This could lead to a child being very withdrawn and not want to talk to anyone. 2. Violence/abuse: Being an abused or seeing someone very close to you being abuse can be very traumatic for a child. May lead to them acting up at school and getting into a lot of trouble.
Describe with examples how transitions may affect children and young people’s behaviour and development.
1. If a child just lost a very close friend or a family member they will find it very hard to get through the day without wondering where they are and why they aren’t around. This could lead to them not eating, wanting to be alone, very upset and getting ill. 2. If a child’s friend just moved away the child would feel very isolated and upset. This may keep them from wanting to make more friends.
Describe the expected pattern of children and young people’s development from birth to 19 years, to include: 1. Physical development 2. Communication and intellectual development 3. Social, emotional and behavioural development
* Birth - 4 months: Gains about 1 oz. per day after initial weight loss in first week. At birth children have reflexes such as sucking, hands fisted, grasping, random movement etc. Around 1 month old they should be able to lift their head a bit and have some vocalising/gurgling. Soon after that they will start to become alert to the people surrounding them, then at about 3 months they might begin to try and roll over, chuckle, whine, smile and vocalise more. * Between 4 - 6 months: Gains 5-6 oz. per week. They should start to try pulling themselves to sit upright and eventually able to do so without support, able to take some weight on their legs, grasping their toys, laugh and smile, begin to turn towards the voices they can hear and initiates speech sounds. * Between 7 months - 11 months: Gains 2-3 oz. per week. They should try pulling themselves up to stand and gradually get better until no further support is needed, start to say dada or mama and shout/scream for attention. Learn to …show more content…
drink from a cup, know 2-3 more words other than mama or dada. * Between 1-5 years: Births weight triples. They will learn to scribble, know a few more words and maybe try to sing, begin to walk backwards and have better cup control (spilling less juice). Try to build things and start to use a spoon to eat. Vocabulary increases, starts to learn names of objects and colours. Begins to put on and remove own clothing, pulls adults hand to show them something. Able to walk up stairs, throw and kick balls, follow directions and help in small ways. Can ride tricycles, better building skills and can wash and dry own hands. Gains muscle control for toilet training, doesn’t like to share with peers and starts to display some self control. Buttons own clothing and can balance on one foot, walks heels to toe. Develops basic sense of time. Catches a ball 2 out of 3 times, cuts with scissors, talk to self and can share better. Paints and colours, climbs and runs. Broad vocabulary listens carefully and asks questions. Learns numbers and letters and how to write their name. Short and long term memory improves. Develops friendships with peers and recognises gender. * Between 6-11 years: Body proportions are similar to adults. Imagination is an important part of development. Learns to ride a bike without training wheels, swim, climb and other more complex physical tasks. Learns to read, understands time concepts such as yesterday, today and tomorrow. Average height 45-58”, average weight 45-85 lbs. Very verbal and may ask for instructions, social roles are better understood. Girls may experience growth spurt. Begin to tolerate frustration better, good with time concept. Needs affection and affirmation from adults. Concrete thinking with a strong sense of fairness. * Between 12-19 years: Wants to be with peers more often, puberty has begun or been achieved, awkwardness and self-doubt may occur with new growth.
Girl’s full stature is achieved; boys may continue some growth until the age of 18. Skills are developed and refined. Conflict between parents grows, will push you away as he or she begins to take on more autonomy. Peers values become more important, experimentation with social roles is expected. Boys may experience a growth spurt. Hormonal and growth development continues, interest in school increases or decreases, youth relies more on peers for affection and approval. Individual identity forms, seeks
independence.
Describe with examples how different aspects of development can affect one another.
* Reading time: If children are having quiet time and reading a book with their peers and one child cannot read or have a language barrier they may find it more difficult to mix with the other children as they might feel embarrassed.
* Riding bikes: If one child cannot yet ride a bike but has seen all the other children do it they may get frustrated and give up.
* Building blocks: Some children develop faster than others at building things so if one child see’s someone build something really good they might get jealous knowing that they can’t do it, they might act up and start throwing blocks or destroy what the other child has built.
Task 2
Knowledge and Understanding related to elements of competence:
Describe, with examples, the kind of influences that affect children and young people’s development, including: 1. Background 2. Health 3. Environment
* Family brake up, this can be stressful for a child and may influence the development as the child could lash out at people, become very quiet and upset, may stop eating listening and talking all together thinking that it was their fault that their parents broke up. * Parents always want to see their children do well but sometimes whilst trying to keep their children safe parent inadvertently hold their children back keeping them from exploring and reaching their full potential. Children need increasing amounts of freedom as they grow and mature. * Health problems such as Asthma which will affect the child’s breathing. Children getting breathless taking part in physical activities and having to use their inhaler to open the airway, this could affect them negatively leading to them giving up on physical activities all together.
Describe with examples the importance of recognising and responding to concerns about children and young people’s development.
* Speech/language: It is very important that we recognise this as this could socially affect children from developing and making friends, working in groups or even interacting with adults. * Poor reading and writing: It is very important that all children know how to read and write as these are the main skills they need to help them develop in all areas. Due to poor reading and writing the child/children will begin to fall behind his/her peers of the same age. They might begin to find it very difficult to interact or make friends with others who are more advanced.
Task 3
Knowledge and Understanding related to elements of competence:
Identify the transitions experienced by most children and young people.
1. Moving away: This could make the child very frustrated because they are being torn away from either their favourite place/friend, this could also make the child anxious.
2. Friends moving away: This could make the child nervous because they will have to make new friends which will not be easy for the child. The child could become shy and anxious.
3. Puberty: This could make the child very confused because they can’t control what is happening to them, this could make the child become dismissive or make the child become argumentative with their parents.
Identify transitions that only some children and young people may experience e.g bereavement
1. Illness (own parents or siblings): This could lead to a child being very withdrawn and not want to talk to anyone. 2. Violence/abuse: Being an abused or seeing someone very close to you being abuse can be very traumatic for a child. May lead to them acting up at school and getting into a lot of trouble.
Describe with examples how transitions may affect children and young people’s behaviour and development.
1. If a child just lost a very close friend or a family member they will find it very hard to get through the day without wondering where they are and why they aren’t around. This could lead to them not eating, wanting to be alone, very upset and getting ill. 2. If a child’s friend just moved away the child would feel very isolated and upset. This may keep them from wanting to make more friends.