Unit 19 P1

Describe the expected patterns of development from 0-16 years and the factors affecting development. (P1 & P2) Age | Social & Emotional | Physical | Language | Cognitive | 0-6 months | The child will begin to recognise their carers face and voice.They will start to develop their self-image.The child will smile at 6 weeks.They will be friendly with strangers but will start to show shyness and anxiety when carer is out of sight. | Newborn babies are born with rooting, sucking, hand grasp, startle and steeping reflex.At 3 months a child can hold head upright for a few seconds. They will begin to clasp and unclasp their hands together in finger play.At 5 months the movement of their hands are uncontrolled. At 6 months a child can roll over and can lift leg to 90° to grasp the foot. They can also use their whole hand to grasp an object which is held in the palm of their hand. | The child will cry to communicate their need for attention.They will begin ‘cooing’.They will vocalise when they are on their own and can respond vocally to their carer’s interaction.At 4-6 months the child can practice sounds by using
their tongue and lips to change the tone.
They will also begin to respond to the direction of the tone.At 6 months they will begin ‘babbling’ and use gestures as a form of communication. | The child will be capable of imitating facial expressions.They will begin to be able to differentiate between familiar and unfamiliar faces.They are capable of demonstrating certain types of
memory.Their language development will begin.A child will recognise that an object remains the same size and shape even if they are distant.The child will begin to explore the world around them. | Age | Social & Emotional | Physical | Language | Cognitive | 6-18 months | Babies will develop their understanding that they exist separately from others. The child will become interested in mirror images.They will begin to show the emotion of fear. The child will develop strong preferences for people and toys.They will become increasingly shy or anxious with strangers and they will prefer their primary caregiver above others. | At 9 months the child can lean forward to pick up a toy, can sit alone for 10-15 minutes and move around the floor by rolling.At 12 months they may be able to stand upright for a few minutes and pull themselves up.They will learn hand-eye coordination to pick up small objects and use an early pincer grasp.At 12 months the child will use both hands freely but they may show a preference for one.At 15 months the child will be able to release an object from their grip skilfully. They will grasp a crayon with their whole hand with a palmar grasp.At 18 months a child will hold a pencil with the tripod grasp and will spontaneously scribble to and fro. They will also turn the pages in a book. | Children will be capable of responding to their own name and will attempt to respond to sounds by making sounds.They are capable of responding to ‘no’.Their babbling will to include short strings of consonants, e.g. dah, dah.They will begin to understand that words refer to physical objects.They will use gestures as a form of communication. | They will begin to acquire the notion of object permanence.They will attempt to use objects correctly, e.g. their feeding cup. They will explore objects in a number of different ways; throwing, shaking and dropping.They will begin to recognise their own facial features.They will begin to recognise the difference between self and other people. | Age | Social & Emotional | Physical | Language | Cognitive | 18-24 months | The child will begin to show increasing independence from their caregiver. They start to show feelings of envy and embarrassment. The idea of separation anxiety will fade away.The child will imitate the behaviours of others, especially adults and older children.They will display the idea of empathy. | May show hand preference but may not fully decide for a number of years. They are capable of copying simple horizontal and vertical lines and building towers. They child can walk up and down stairs while holding onto a support. The child can turn over contains to pour out the contents. The child will begin to master the skill of unassisted walking and may eventually begin to run. | One word is used initially with a pointing gesture, e.g. toy.Vocabulary will be built up to 200 words and understand more words. The child will add 10-20 words a day during this period.The child will then begin to string 2 words together in a meaningful manner e.g. doggy gone. The child can become frustrated with their inability to say words effectively. | The child will begin to pretend in play.They will use objects correctly, e.g. their feeding cup or a phone.The child will recognise and name familiar people in photographs.They will begin to show an increased memory for details and routines. A child will understand two part requests such as, ‘please go to the shelf and bring back the blocks. | Age | Social & Emotional | Physical | Language | Cognitive | 3-7 years | They child will become more capable and confident in dressing and undressing themselves.They will demonstrate an increasing ability to share.The child will learn to cooperate more with other children.They will view themselves as a whole person; their body, mind and feelings.They will learn to abide by rules but will have difficulty in turn-taking and will want to please their friends. | They will become primarily right or left handed.They are capable of standing on one foot for up to 5 seconds and longer over time and go up and down stairs without support.They can throw a ball overhead and can move forward and backward with ease. They become capable of dressing and undressing themselves without assistance.They will become able to hop, somersault, swing and climb. | The child will begin to use connecting words and their sentences will become more grammatically correct.Children will enjoy more complex stories and will be able to answer questions about them and they can tell stories in a logical sequence. Over time they will be able to retell stories and messages with few mistakes.They will be able to carry out meaningful conversations with both adults and their peers. | At these ages the children will become involved in increasingly inventive fantasy play.The child will become increasingly confident in naming different colours and numbers.They will begin to have a clearer sense of time. They will realise that other people may have different visual views of the same object. | Age | Social & Emotional | Physical | Language | Cognitive | 8-11 years | The child will become less dependent on close adults for support and they are able to cope with their wider environment. They will enjoy being in groups of other children of a similar age and they will be strongly influenced by their peer group.They will develop an understanding that some kinds of behaviour are not acceptable. A child will start to form close relationships with their peers, particularly the same sex.They still require adult help to manage disagreements in play.They can be arrogant and bossy or shy and uncertain. | They are capable of fine hand and finger movements and will have both stamina and skill for gross motor activities. They will be able to use small tools and equipment effectively. They will begin to show outward signs of puberty.They will be very active and energetic. | They will be introduced to new words which they may not encounter in conversation.They will understand that some words will have multiple meanings. They will learn to acquire new information from written text.They will understand most of the common phrases. They can explain the relationships between the meanings of multiple-meaning words. | They will be able to memorise and recite facts, but may not show deep understanding. They will read to learn, rather than learning to read.They will be able to keep their train of thought and will continue to work after interruptions. They will be able to combine oral, visual and written materials in their school work.They will begin to realise that others may hold different views and beliefs from their own. |

Age | Social & Emotional | Physical | Language | Cognitive | 12 - 16 years | They will be generally pleasant and good natured.They become very enthusiastic about their likes and dislikes.They will experience a strong need to conform to their peers. Their friendships have developed to be calm and without much turmoil.They will begin to show interest in the opposite sex, however girls seem to do so more than boys. | During these ages they will see many physical developments which change the appearance of their bodies. All rates of growth are different and during adolescence, coordination and strength increase greatly. Boys at this age are beginning to develop sex characteristics such as deep voices and body hair and also experience muscle growth and start to take on a manly physique. Testicle and scrotum growth begins in early to mid-puberty. Penis growth starts a bit later but continues for a longer period.After initial breast budding around the age of 10, a girl’s breasts gradually begin to swell. Her pubic hair will begin to grow, darken and become curlier. Their bodies become more rounded, developing the curves of womanhood. | They will be able to explain meanings of proverbs in context.The average level of vocabulary is approximately 10,000 words. | They can categorise information in order to make sense of it and summarise information from written text into their own words.They will learn to proof read their work for any mistakes of grammar, spelling and logic.They begin to read adult newspapers or magazines, particularly about topics of which interest them. |

Factor | Positive effects on development | Negative effects on development | Social | Families that have strong social networks can provide opportunities for children to thrive socially and emotionally. Children will gain confidence through mixing with others and this will enhance language and cognitive experiences. | Little or no experience of mixing with others may affect social and emotional development.Restricted social experiences and interactions means that there are inadequate opportunities for mental experiences such as imagination and thought. | Economic | Children who live in favourable economic circumstances are more likely to have a healthy lifestyle. By having less stress in the home can increase the likelihood of emotional stability. Parents may be able to afford more out of school and additional learning opportunities, such as music and coaching and access to computers. | Children who live in poverty are more likely to have a poorer quality of life. Poor housing, inadequate diet and high rates of pollution can affect a child’s physical development. By having too easy access to resources and opportunities may present fewer challenged for these children as it could affect their drive to develop and progress. | Cultural | Families where books and arts are valued can stimulate children’s creativity and widen their cognitive, social and emotional experiences. Some cultural groups value extended families and this can enable children to have a good support network which can promote their development. | Children who live in rural areas and areas of ethnic groups may have little experience of mixing with people from other cultures, which can affect their social confidence and tolerance within culturally diverse situations in later life. | Gender Differences | All children are expected to have the same opportunities within the caring and educational services and these promote social, emotional and cognitive development, therefore widening their future career aspirations. | Despite legislation to promote equality of opportunity, discrimination and stereotyping still exist and this can affect a child’s self-concept and their emotional and cognitive development. | Motivation | Children who grow up in a stimulating environment and experience interested and interactive parental support are more likely to be well motivated to learn. | Children who have few stimulating resources and experience little interest by adults are less likely to be well motivated to learn and be aware of the world around them.Parents who are over-eager to motivate their children may cause undue pressure and stress for their children, which may affect their mental and emotional well-being. | Health status | Children who have health problems and special needs are encouraged to attend mainstream schools and therefore avoid social isolation.This has a positive effect on healthy children who learn to value their peers who may have additional needs or disabilities. | Frequent periods of ill-health and hospitalisation can have significant effects on a child’s development as it can slow down the rate of growth, can restrict cognitive, social and emotional development. | Adult expectations | Parents and carers who have achieved educational success are more likely to stimulate their children, be aware of their developmental needs and will seek the best educational services for their child. They are likely to have high expectations for their child’s achievement. | Parents and carers who have little educational achievement may give educational progress a lower priority. They will lack the skills and knowledge that enable them to access the best educational opportunities for their child. |