LO 1 Know The Main Stages

LO: 1. Know the main stages of child and young person development.

1.1: Describe the expected pattern of children and young people's development from birth to 19 years, to include: physical development, communication and intellectual development social, emotional and behavioural development.

Social:
0-3 years:
Some babies respond to sound and family voices
Babies also make eye contact e.g. Baby usually makes eye contact with their family member
All babies cry to indicate need e.g. they might be hungry or they need their dirty nappy
Changed
3-7 years:
The child begins to use plurals, pronouns, adjectives, possessives, time word, tenses and sentences
Child loves to chat and ask questions e.g. what, where, and who
Child enjoys much more complicated stories and asks his and for her favorite ones over and over again
The child should be able to read simple stories and answer a question`s about their stories
Use sound/letters links to read and spell unknown words
7-12 years:
Tends to find fault; has strong emotional reactions
Understands the difference between right and wrong
Follows the rules
Knowledgeable at sharing
Being confident
Able to control the emotions can hide the true feeling from someone, growing sensitivity and realise other feelings too
12-16 years:
Experiencing teenage years (puberty)
Understand the needs and opinions of others
Have a best-friends and more personality
Needs to make up their mind and changing into adulthood
Wants to spend more time with their friends and less time with their family
Peer pressure is an important influence for a teenager
16-19years:
Friendship is important to teenagers e.g. they might to go out with their friends and have fun
Pushes at the boundaries
Personality has developed
Hormones are at the higher level as the bodies are still changing

Physical Development:
0-3 years: -The baby lies on his or her back (supine)
- Baby hands are usually tightly closed
- Some babies brings hand to mouth
- Babies raises head and chest when lying on stomach
3-7 years:
The child can jump from a low step - the child can control a pencil using thumb and first two fingers in active supportwith the grasp.
Children also become more physically skilled for example able to cut out with a Many children will have groups of close friends and some will have best friends
7-12 years:
A child should to be able to jump, skip, and walk on her or his toes
Able to use scissors, draw people, spring up a ball quite a few times, ride a bicycle and dress her or himself independently.
Her or his balance and coordination will only carry on improving.
12-16 years:
Children differ in physical adulthood. Girls experience puberty earlier than boys do and are often as much as two years ahead of them. Child body size is becoming more similar to adults.
16-19years:
Physical changes occur during puberty
The following changes occur in boys and girls are:
- The head, feet and hands grow to adult’s size first
- The arms and legs will grow in length and strength reproductive system for example the growth of pubic hair both sexes.
Sexual maturity and the ability to reproduce.

In girls: breasts develop
Body size and shape, hips widen
Menstruation

In boys: their voice breaking body size and shape, shoulders widen chest Hair penile erections

Both girls and boys will have the following things:
Pubic hair
Sweat
Oil glands
Height and weight will change
Body composition
They will go through Puberty

Intellectual:
0-3 years:
Important to keep babies stimulated
To explore surrounding with touch
Recognizes pictures
Use fine motor skills e.g. to draw a circle and line
3-7 years:
Child likes to take part in simple non-competitive games.
Child also understands ideas such as more and fewer and bigger and smaller
At four the child usually knows how to count up to 20
Children include more details in their drawing e.g. a house may not have only a window it may have a roof etc.
Children will recognize his or her own name
7-12 years:
Children beginning to decode some familiar words
Reading books silently
Able to tell the time
Able to follow complex instructions
12-16 years:
Children begins to understand the motives behind the actions of another
Child may be curious about drugs, alcohol and tobacco etc.
Reading books silently
16-19years:
Young people think ahead -start to plan ahead often in a systematic way e.g. younger children may look forward to a holiday
Thinking about situations that are contrary to fact through hypotheses. This gives them the ability to make and test hypotheses and think

Communication and language:
0-3 Years:
Some babies respond to sound and family voices
Babies also make eye contact e.g. Babies make usually makes eye contact with their family members.
All babies cry to indicate need e.g. they might be hungry or they need their dirty nappy changed
3-7 years:
The child begins to use plurals, pronouns, adjectives, possessives, time word, tenses and sentences
Child loves to chat and ask questions e.g. what, where, and who
Child enjoys much more complicated stories and asks his and for her favorite ones over and over again
Child begins to understand book language and that the stories have characters and a plot
Child begins to realize that different situations require different ways of talking
Children begin to be able to define objects by their function
7-12 years:
A child will need help in tackling the complexities of spelling
The child vocabulary will grow if adults bring in new words and new ways of using language
To speak fluently and describe complicated happenings and read out loud
Able know the different tenses and grammar
The child should read simple stories and answer a question about their stories
Use sound/letters links to read and spell unknown words
Follow extended directions or instructions and long stories
12-16 years:
A child uses and understand complex sentences
The child can use reference books with increasing skill
A child should show good writing skills
16-19years:
Young people have a legible style of handwriting
Young people communicate in an adult manner, with increasing maturity
Young people understand abstract thought and ideas
Young people can use technology e.g. mobile phone, computers etc

Emotional and behavioural:
0-3 years:
Babies form an attachment to the people around them and can get worried when they leave
Approximately two years old they will feel disturbed and can be prone to having bad temper
Babies can also become restless to unfamiliar faces
3-7 years:
Having difficulty unraveling their emotions to each other
Are able to make and know the difference with their emotions, sad, happy and angry
Look for commend a support from other
7-12 years:
Becoming worried
Troubling about what other think about them
Might have low self –esteem
May possibly have out bursts of annoyance
12-16 years:
May develop mood swings
May remain lacking in confidence
Not knowing where they feel right
Troubled what other may think about them
Sexual needs rise
Girls may have mood swings when their periods are due
May develop unconfident about themselves
16-19years:
Improved independent performance and self –confidence
May develop firmer more organized sense of identity
More emotional strength (early teen years)
Difference with parents begins to drop off (in the early teen years)
Enhanced interest in future plans and larger ability for goal-setting

1.2: Describe with examples how different aspects of development can affect one another.

If a has less English, when it comes to children and young people having to write or to spell on the table in a group, they may feel uncomfortable and unable to from a friendship due to the embarrassment and having that low self-esteem. This will then affect their communication and social development. This can affect the child or young person to feel alone and annoyed at them because they are not at the other children level of learning.

If a child or young person doesn’t like to share toys, this can cause a difficulty with social communication where they will find it hard to form friends. The other children and young people will try to avoid the child or young person that is unable to share the car toy. This can affect the emotional and social development of child or young person who is unwilling share as they will feel alone and neglected and even dumped. This can also affect the languages development of child or young person who is unwilling to communicate with their friends.

If a child or young person is used to having his / her way in the time , such as him / her lunch at the same time as watching TV, when the child is at nursery and limits are in place this will cause the child or young person to have a temper tantrum and become annoyed. This will affect his or her social, emotional and behaviour development as he or she will not be aware that at home he or she can watch TV and eat on the sofa, but at the nursery he or she has to sit on the table with other children and young people and eat the food. This will make him or her feel very disturb and annoyed as he or she is unable to understand the reason behind it.

LO: 2. Understand the kinds of influences that affect children and young people’s development.

2.1: Describe with examples the kinds of influences that affect children and young people’s development including: background, health, and environment.

Background: Children and young people will come from different part of ethnic backgrounds, culture, environment and condition. Poverty can affect children and young people development; statistics are showing that children and young person who has come from disadvantaged backgrounds are less likely to do well in school as parents may find it difficult to supervise their needs. Some children and young people may come from home school environment therefore when they start a new school it will be a hard for that child or young person to adapt to changed teaching methods therefore that child or young person may need extra support in school or college. Health: Children and young people development of opportunity can be limited for some of children and young people, if a child or young person who are suffering from poor health or disability problem. For example a child or young person who has a disability might be less able to engage in some activate during school time or at home. This can affect the child or young person physical development however they may also be limited of their social and communication development, for example, in the playground. While a child or young person is alert of their needs it can affect the emotionally. It`s central that children and young people are supported to make sure they are built-in as much as likely.

Environment: The dissimilar environment and condition that child or young person is showing at the school and during their childhood and their teen this can affect their development. A lot of family are going through different changes, which will have a shock on the way of the children and young people respond in different situations. Family may be break up, parents might get a divorce or a new partner may come in which may affect the child or young person emotionally. Family might more house or changing country, this can affect children and young people socially, there could be a bereavement or illness in the family members, that can be a distressing an upsetting for the whole family members. For example if a child or young person who is being looked after or in a care home that can affect the child or young person development such as their emotional , social and their physical.

2.2: Describe with examples the importance of recognising and responding to concerns about children and young people’s development.

Recognition is important when working with children and young person’s because if a child or young person falls behind with their work than all areas of their development may be affected. For example if a child or young person was playing on their own in the playground for more than a few days, this can affect the child or young person social and intellectual development. In a social situation a child or young person would not be playing with other children and young people of their own age and this can cause them to have low self confidence in socialising with others in the future. This could be affecting them intellectually due to not being able to meet friends and play in the playground with their peers .Because of this the child or young person may not feel comfortable working in the classrooms. For that reason, if they are not working together in a group then they may not learn the similar as everyone else in the class, or not at the similar speed as the other in the class.

If a child or young person does not speak to anyone or only says a few words compared to other children and young persons, this is a concerns. This would be a social affect to the child or the young person because they would find it tricky to make friends, working in a group or even relate with an adult. This will also affect the child or young person communication development because they would find it difficult to speak to other people or their friends and also they may find it tricky to listen to information’s. The early action would be a best way to respond to this concern; the earliest step will be to have the child or young person for a hearing test because if the child or young person has poor hearing they will find it tricky to hear people or they friends as a result the child or young person will not want to communicate with their friends or with other people in this case there might be something wrong with the child or the young person.

LO 3: Understand the potential effects of transitions on children and young people’s development.

3.1: Identify the transitions experienced by most children and young people.
Starting nursery
Puberty
New college
Moving house
Making new friends
Dearth of a family member
Going to new secondary school
College or University
Changing school
New step parents
First exam change of room /classroom attending breakfast club or afterschool club

3.2: Identify transitions that only some children and young people may experience e.g. bereavement.
Bereavement
Divorce
Separation of parents
Moving to a new home, class
Living in a new country
Transition within classes
Supply teacher
Movement around school
Change of class teacher / supply teacher
New sibling change of routines

3.3: Describe with examples how transitions may affect children and young people’s behaviour and development.

Most transition share effect children’s and young people behaviour and development. Most effects in children and young people and usually had short-term however some may have a long term impact.

Changing of carers (supply teacher): when children and young people have a supply teacher they are going to have a new childcare minder or having a new member of a staff. When a new member a staff come in they should get to know the children and young people and to do something`s fun with the child or young person like playing games, a new member of staff should come in and getting to know the children and young people so the children and young people will able to know that’s they new teacher. In the setting the children and young people with the setting is working with the old key worker should find out about each child or young person and to have a one to one with the child or young person and knowing them.

Moving to a new home:
When children and young people are moving house they might find it really difficult to leave that house behind them, for example, when they are leaving that house they are leaving behind their childhood memories. This can affect the child or the young person behaviour development and they might act out really bad because they are moving housings.

Change of room within setting:
When children and young people are change room they might leave their friends behind them and they key worker behind as well. The children and young people are taking a transition with them because they are moving from one setting to anther setting. Change room might be difficult for the child or young person because they taking a transition with them and also they are leaving there key worker behind them.

Start to attend breakfast club/ afterschool club: when children and young people start to attended breakfast or afterschool club they have different staff, different routine and new people

Bibliography

http://www.greatschools.org/special-education/health/731-developmental-milestones-your-7-year-old-child.gs http://www.silkysteps.com/forum/showthread.php?t=13162 http://www.livestrong.com/article/144118-physical-development-7-12-year-olds/ http://www.scholastic.com/parents/resources/article/stages-milestones/how-physical-skills-develop-age-age http://www.homelearningcollege.com/docs/default-source/course-contents/ncfe-level-2-supporting-teaching-and-learning-sample.pdf?sfvrsn=2 http://www.cumbria.gov.uk/elibrary/Content/Internet/537/705/1109/1173/1193/3817512363.PDF http://www.onetoughjob.org/development/0-1/growth-a-development-infants-0-1 http://www.studymode.com/essays/Identify-Any-Transitions-Experienced-By-Most-1353872.html http://www.studymode.com/essays/2-2-Describe-With-Examples-The-Importance-992759.html http://www.studymode.com/essays/2-1-Describe-With-Examples-The-Kinds-39494998.html http://www.studymode.com/essays/Describe-With-Examples-The-Importance-Of-897068.html