Unit 1 Child And Young Person Developme

Unit 1- child and young person development

1.1 The main stages and pattern of development from birth to 19 years including physical, communication and intellectual development and emotional and social development.

Child development refers to the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence yet having a unique course for every child. It does not progress at the same rate and each stage is affected by the preceding types of development. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development.
There are various definitions of periods in a child's development, since each period is a continuum with individual differences regarding start and ending.
Some age-related development periods and examples of defined intervals are: newborn (ages 0–4 weeks); infant (ages 4 weeks – 1 year); toddler (ages 1–3 years); preschooler (ages 4–6 years); school-aged child
(ages 6–13 years); adolescent (ages 13–19).
The optimal development of children is considered vital to society and so it is important to understand the social, cognitive, emotional, and educational development of children

Physical development
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Child physical development means the way in which children's body increases in skill involving movement.
Developmental norms are patterns of growth that a child is expected to follow when growing. Variations will always exist, since each child is an individual developing in their own unique way.
Gross motor skills, using larger muscles such as those in arms and legs for example ,throwing , walking and running Fine motor skills, using smaller muscles such as those in the fingers—for example , a pencil or knife and fork, or doing up their clothes.

How Parents Can Help Kids Reach Physical Developmental Milestones
During early childhood, the progression of physical development can be an astounding thing to observe. One of the best ways parents can ensure that their kids achieve key physical developmental milestones is to create an environment that encourages kids to explore the world. For infants, this means giving your baby plenty of room to roll, crawl and play. Parents should also ensure that their infant has plenty of safe objects nearby to practice grasping, shaking and placing in the mouth.
In order to encourage large-motor skill development, it is essential to give kids plenty of opportunities to practice their newly emerging abilities. Giving kids the time, space and resources they need to roll balls, run, jump and balance. Offer kids the chance to engage in play, but do not pressure them to be experts at every single thing. Remember, kids need to be able to explore their abilities and build confidence in their skills.
Parents can help their kids develop fine-motor skills in much the same way. Give children play experiences involving drawing, putting together puzzles or stringing beads to help them build better findmotor movements and improved hand-eye coordination.
Remember that safety is essential. As infants and children become increasingly mobile and more physically active, it is important to have some basic safety precautions in place. Stairway gaits, electrical outlet covers and parental observation are all ways to minimize risks while still giving kids the freedom they need to explore and play.

0-3 years
What to expect of physical development
Physical development by six months
He will show basic distinctions in vision, hearing, smelling, tasting, touching, temperature and perceiving pain. He will also lift his head when on his stomach and possibly show squeals of delight as well as grasp objects and roll over.
Physical development by 12 months
He can control his torso and hands, sit without support, crawl and has growing control of legs and feet. He may stand or creep across the floor.
Physical development by age two
He can go up and down steps, run, sit self on chair, use a spoon and fork, turn single pages in a book, kick a ball, attempt to dress himself, build a tower of six blocks, kick a ball and has bowel and bladder control (though he may not care to show it and be toilet trained!).
Physical development by age three
He can run well, march, stand on one foot briefly, ride a tricycle, feed himself (with a bit of mess), put on his own shoes and socks (though not tie laces!), unbutton and button . They will start to have more control over pencils and crayons and will enjoy looking at and turning pages in books. 3-7 years
At this stage , children will be able to carry out more coordinated movements and will be growing in confidence as a result . The will be refining the skills developed so far and will have more control over fine motor skills such as cutting , writing and drawing. They will also become more confident in activities such as running, hopping , kicking a ball and using larger equipment.

7-12 years
Children will continue to grow and develop and will now be refining many of their skills. They may start to have hobbies and interests which mean that they are more practised in some areas for example ,spots and dance.
Between the ages of 7 and 12, children lose their remaining baby teeth. If they haven’t done so already, their 6year molars will finish growing in. During this age range, the 12-year molars may break through. Some children experience tooth crowding during this age because their teeth are coming in before their mouth has fully grown. Girls will start showing some of the early signs of puberty from the age of 10 or 11, in boys , puberty usually starts later ,when there will be another period of rapid physical growth.

12-16 years
Adolescence, the childhood development stage that encompasses ages 12 to 16, is a time during which children reach sexual maturity and form an adult identity within their social environment. During adolescence, physical changes in height and weight are usually drastic during a growth spurt that lasts around two years. Girls generally begin their growth spurt before boys, but in both sexes, at the end of adolescence, height gains may be between seven to nine inches and weight can gain can be around 50 pounds. Sexual maturation, determined by the release of hormones from the pituitary gland, occurs in girls around age 13 and in boys around age 15

16-19 years
This is the stage at which young people are adults, but although many girls may have reached physical maturity, boys will continue to grow and change until their mid-20s

Communication and intellectual development
It is widely acknowledged that communication and intellectual development are closely related due to the importance of language and its link to learning.childrens intellectual development will also depend to wide extent on their own experiences and the opportunities they are given from the earliest stages.

0-3 year
Right from birth, babies learn language and communication skills and are able to react to different sounds.
They will develop skills to understand language long before they start speaking. Each baby will develop these skills at a different rate, although there is a general pattern of early language development.
In case where babies are neglected and do not spend time with adults, they will find it very difficult to learn the skills of effective communication later.
In their first 12 months, babies develop many of the foundations that underpin speech and language development. For the first three years or so, children understand a lot more than they can say.
Language development supports your child’s ability to communicate, and express and understand feelings.
It also supports thinking and problem-solving, and developing and maintaining relationships. Learning to understand, use and enjoy language is the critical first step in literacy, and the basis for learning to read and write.

3-7 years
Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. However, there is still a tendency to focus attention on one aspect of an object while ignoring others. Concepts formed are crude and irreversible. Easy to believe in magical increase, decrease, disappearance. Reality not firm. Perceptions dominate judgment.
In moral-ethical realm, the child is not able to show principles underlying best behaviour. Rules of a game not develop, only uses simple do's and don'ts imposed by authority.

7-12 years
There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color. Categorical labels such as "number" or animal" now available. During this stage, the child has the ability to master most types of conservation experiments, and begins to understand reversibility.
Conservation is the realization that quantity or amount does not change when nothing has been added or taken away from an object or a collection of objects, despite changes in form or spatial arrangement. The concrete operational stage is also characterized by the child’s ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, and transpose differences between items in a series. The child is capable of concrete problem-solving.
Categorical labels such as "number" or "animal" are now available to the child.

12-16 years
Now as a young person they have a clear idea about their favourite subjects and activities and will usually be motivated in these areas. They will be selecting an taking GCSEs and A levels which they are able to achieve. It is very important phase of life in which they can lose their confidence or build up their confidence and should be feel good about themselves.

16-19 years
Teens essentially communicate as adults, with increasing maturity throughout high school. They comprehend abstract language, such as idioms, figurative language, and metaphors. Explanations may become more figurative and less literal. Teens should be able to process texts and abstract meaning, relate word meanings and contexts, understand punctuation, and form complex syntactic structures.
However, communication is more than the use and understanding of words; it also includes how teens think of themselves, their peers, and authority figures. As teens seek independence from family and establish their own identity, they begin thinking abstractly and become concerned with moral issues. All of this shapes the way they think and communicate.

Social , emotional and behavioural development The emotional aspect of development relates to a child understanding and controlling their internal emotions while balancing external social elements of interacting with other people and family.

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Healthy social and emotional development allows children to:
Develop relationships
Master the ability to initiate, discover, play and learn
Develop persistence and attention
Self-regulate their behaviour
Develop emotional rang
The development of the social and emotional health of a child is essential to his appropriate behaviour, understanding of life and transition to adulthood. Social emotional development helps shape a child into what he will become later in life by teaching proper reactions to emotional matters. Social skills are all about a child's ability to cooperate and play with others, paying attention to adults and teachers, and making reasonable transitions from activity to activity. Emotional development is the process of learning how to understand and control emotions. 0-3 years

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Social and emotional development is one of the most important parts of your child's growth, but also makes for some of the most trying aspects of it. Temper tantrums tend to peak around this age as your child learns to deal with stressful situations. And while there may still be a special adult in your child's life that she doesn't like to let out of her sight, three-year-olds are able to start to develop true friendships with new friends.
Starts to understand emotions -- his own and others. This may be through actually seeing someone express how they feel about something in person or on television or through reading a book. May use simple expressions -- "I'm mad!," "I'm sad!," "I'm happy!," to let you know how he feels.
Shows empathy when another person is hurt or upset and may even attempt to comfort the person.
Can start to share and take turns, although they may not always like it.
Starts to indicate preferences for things and understands what belongs to him.

3-7 years
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Becoming more independent and self motivated
Feels more secure and able to cope with unfamiliar surroundings and adults for periods of time
Becoming more cooperative with adults and likes to help
Sociable and friendly with others, plays with children and more able to share
Beginning to consider the needs of others and to show concern for others
Makes friends but may need help in resolving disputes
Developing understanding of rules, but still finds turn-taking difficult
Enjoys helping others and taking responsibility
Learns lots about the world and how it works, and about people and relationships
Makes friends (often short-term) and plays group games
Needs structure and a routine to feel safe
When behaviour is ‘over the top’, they need limits to be set

7-12 years
Children's friendships will become more settled and they will be group of friends. They will need to have the chance to solve problems and carry out activities which require more independence. They will continue to need praise and encouragement and will be increasingly aware of others may think of them

12-16 years
At this stage , the self esteem of children and young people can be very vulnerable . Their bodies will be taking on the outer signs of adulthood, but they will still need guidance in many different ways.
They will want to be independent of adults and spend more time with friends of their own age, but may continue to display childish behaviour . They can find that they are under the pressure of growing up and of increasing expectations; they may be unsure how to behave in different situations.

16-19 years