Level 2 Unit 201 Child And Young Person Development

Level 2 Certificate

Supporting Teaching and Learning in Schools

Unit 201 – Child and young person development
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Unit 201 – 1.1b, Unit 203 – 3.1 – Development of speech
Match the developmental stage and age to the relevant picture
0 – 6 Months

Begins to use vowels and consonants
Example: ‘dada’, by ten months understands about 18 words, begins to point, and enjoys speech games such as ‘round and round the garden.’
6 – 12 Months

Crying, coos, gurgles, and differentiates tone of voice, beginning to smile, later laughs, babbles.

1 – 2 Years

Telegraphic speech or telegraphase, echolalia. Progress from simple sentences to fluency.
2 – 4 Years

Understands speech and simple instructions with gestures, ‘come to daddy’ and ‘clap hands’ speaks two to six or more recognisable words echolalia, holophrase.
4 – 5 Years

Can talk about past/future, talks fluently, asks questions, interested in reading/writing, asks about abstract words, recognises name, attempts to write.

6 – 8 Years

Increased ability to speak, express ideas, highly verbal, enjoy telling jokes, read with increased fluency, able to write fairly long essays.
8 – 12 Years

Adolescents experience a major shift in thinking from the concrete to the abstract- adults way of thinking, about possibilities, through hypothesis, metacognition, fast legible style of handwriting.
12 – 16 Years

Grammatically correct for most part, able to express themselves in speech and writing.

Unit 201 – 1.2p – Child Development

Every child is unique. However, all children follow basic patterns of growth and development, from infancy and early childhood through middle childhood and on to adolescence.
Issues regarding teething, bedwetting, toilet training, thumb sucking and temper tantrums are faced by most parents.

While there are guidelines for the developmental stages (eg speech or language, learning and play), a delay in these areas does not always indicate a medical problem.

Healthy children develop at their own pace, and it is normal for some to achieve various developmental milestones earlier or later than others. The time frames used in development charts should serve as a rough estimate rather than an exact schedule of how early childhood development will unfold. Parents looking for a specific behaviour at a specific time should observe the child over one month.

Normal growth and development encompasses all of the changes that occur from the moment conception takes place until a child reaches adulthood. For most of pregnancy, an embryo or foetus is unable to survive outside the mother's body. At birth, infants have many systems functioning, such as cardiovascular, respiratory and digestive, but they cannot survive on their own.

Throughout childhood, enormous physical, emotional, cognitive and behavioural changes occur as babies go from being dependent on their parents for all of their needs to becoming independent adolescents, capable of functioning alone and reproducing themselves.

Cognition
Cognition consists of the perceptual and intellectual tools we use to learn about and navigate our world. The field of Cognitive Development is the study of what these processes are, how they develop throughout the lifespan and how they are related to meaningful life activities such as school, work, and social relationships.

Learning
The learning process is based upon cognitive abilities. For example, reading requires visual thinking and logical thinking to give meaning to the words on the page. Visual thinking is the way we mentally construct images or models of what we are reading. Logical reasoning helps us to organize the concepts and facts into relevant groups and order them by importance. Some children are able to decode the words on the page but not sufficiently comprehend their meaning or relevance. Improving visual and logical thinking can address this difficulty by improving comprehension.

Learning can be adversely affected by underdeveloped cognitive abilities at a more basic level. A child may struggle to read efficiently. She might skip lines of the text, misread words, or fatigue when reading. Underdeveloped eye-tracking, auditory imaging or visual thinking can be the cause of such reading difficulties. Improving these cognitive abilities can facilitate increased efficiency to the process of reading.

Unit 201 – 1.2p – Maslow’s Hierarchy of Needs

Unit 201 – 2.1a, 2.1b, 2.1c, 2.2 – Effects on development
Complete below showing effects on children and young people’s development of each type of influence, also recording why recognising and responding to each one is important.
Type of influence
Give one example of the effect on development
Why recognizing and responding to this is important
Background
Children who come from different countries. This can effect social, emotional and intellectual development.
Recognizing and responding to that issue is very important. Those children can feel isolated from the others. They may have learning difficulties because they don’t understand the language and also they may lose their sense of value. All those influences may have a huge effect on their future development. It is important to give them extra support until they want settled. That can improve their independence and help build up their sense of value. Also with some extra support their social development can progress in line with others.
Health
Children with chronic diseases for example cancer, asthma.
Those type of influence has a massive effect on physical and emotional development. It is important to follow requirements about physical development as much as possible. Because of their diseases the emotional development is quicker because they need to face problems which are not expected to deal at their development stage. We need to be sure to treat them as normal as possible. Give them chances to develop in their own time and give the more support and understanding.
Environment
Education (parents with high expectation).
Those children can be pressured to do things they don’t want to do or they are not interested in. That influence can strongly effect intellectual development. To meet parents expectation they can be not so successful as they might be in things they would choose. That can reduce their ability to be strong and successful in the future. Our responding should be based on encourage them to follow their interests and to achieve own goals. Support them with decisions they make.
Unit 201 – 3.1, 3.2, 3.3 – Pattern of children’s development
Identify a range of transitions experienced by most children and young people. Starting nursery/school
Moving house
Changing friends
New siblings
First exam
Changing school
Puberty
Identify those experienced by only some of them.

Adoption
Foster parents
Death of family member
Parents’ divorce
Diagnosis of disability
Living in a new country
New step parents/partners
Unit 201 – 3.1, 3.2, 3.3 – Pattern of children’s development
Write a report describing how 3 of these transitions MAY have an effect on children’s development and the difficulties that MAY occur.
Transition is a significant change or experience in the life of child that can affect many aspects such as behaviour or development.
Since we are borne we experience transitions. Some of them are not so significant with the effects but some of them may have a huge impact on child behaviour or development.
Three examples of different effects are describe below.
Moving house- for children that transition have an effect on social development as well as on behaviour. If they are mowing house they need to face with new school environment, makes new friends and settled down in the new area.
At the beginning those children may start to demonstrate uncharacteristic behaviour. They may show their upset and anger about new situation. Regarding to social development they can be more quiet and can be an outsider of the group. Our job is to encourage them to make new friends, give them more time to settled down and try to talk to them about new situation and help them in it. If there’s a possibility tray to prepare them for such transition before it happen. Try to explain why moving house is necessary, show them new area and help them make new friends and also if that possible show them new school so they want feel uncertainly at the first day.
Adoption- that kind of transition make significant changes to children development and behaviour. Those children do not trust so easily. After that kind of experience they always ask many questions and they never will be satisfied with avoiding answer. As a carer we need to be sure we treat patiently and give them as much support as possible. Our answers to questions need to be accurate and without much promises or without promises we cannot make it. We need to be sure they can trust as and build such as trust. Emotional development of those children is quicker than the others. Sometimes they behave more like adults because they need to understand more things regardless their situation. Our aim is to bring back their peace of mind and allow them to behave like other children.
Also social development is affected. They do not feel secure with strangers and making new friends for them is harder because they do not trust so quick and they have a lower sense of value.
Living in a new country- that transition effect only some of the children. It changes all aspects of development and behaviour. Children in that situation need to deal with all of the changes like home environment, changing school, making new friends. But also they need to learn new language which can be difficult depend on child age. Those children can become quiet and withdrawn. That is an effect of different language. Also if they are confident with the language making new friends can be hard. They are trying to conformed to others or sometimes can behave aggressive or rude that’s all because they are seeking our attention.
Children development is not in line with age group. Those children need to get extra support to help them settled down. We need to pay more attention to them and try to help with simple things. Just to make them feel welcome and re built their own independent and self-confidence. Unit 201 – 3.1, 3.2, 3.3 – Pattern of children’s development
Report continued

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