Understand Child and young person development 1. Understand the expected pattern of development for children and young people from birth-19 years As a nursery practitioner I should know the sequence and rate of each development from birth-19 years of age. I have discovered that the sequence of development: broadly the same sequence and normal ranges of development. Something I studied‚ that I thought was very interesting‚ was the Kohlberg’s stages of moral development. He says that he agreed
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Physical Development Birth to 3 month Babies develop basic reflexes that they need to survive e.g. sucking‚ swallowing‚ coughing‚ gagging‚ elimination‚ grasping‚ blinking and startling Babies keep their hands clenched in fist most of the time Babies can turn from side to back Arm and leg movements are jerky and uncontrolled Babies turn their head towards the light an stare at bright and shiny objects Babies use their fingers to grasp the carers fingers Can lift head and chest off
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which I follow. This is based on the Early Years Foundation Stage (EYFS‚ DfES‚ 2007)‚ whilst still keeping true to my own beliefs in the best environment for learning to meet the needs of all the children whom attend my setting. My setting has eleven children enrolled‚ from one to ten years; all children are able bodied‚ although some have specific behavioural needs. I belong to a local quality assurance and childminding network. As an early years provider I have a responsibility to implement
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CYP Core 3.1.1 - Understand the expected pattern of development for children and young people from birth - 19 years. 1.1 Explain the sequence and the rate of each aspect of development from birth to 19 years The sequence of child development means the expected development of a child from birth to 19 years. Child development refers to the biological and psychological and emotional changes that occur within this time. As the individual progresses from dependency to increasing autonomy. Because these
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Understand Child and Young Person Development Outcome 1 Understand the expected pattern of development for children and young people from birth – 19 years. |AGE |PHYSICAL |INTELLECTUAL COGNITIVE |COMMUNICATION |SOCIAL‚ EMOTIONAL‚ BEHAVIOURAL & MORAL | |At |Born with swallow and suckle reflex and will ‘root’‚ |Will recognise the sound of their primary
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Early years Foundation Stage for childminding task 1 The EYFS is set to ensure all children in early year’s settings including children with disabilities and special needs have the best possible start in life which they deserve. A child needs to not only have a safe‚ secure and happy childhood but also one which is rich in positive parenting and high quality learning. These will provide the foundations and tools a child needs to reach their full potential. The EYFS must be followed by all
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expected pattern of children and young people’s development from birth to 19 years. Development is a holistic process but each child is different and will develop in their own way and not always at the same rate as others. Age Ranges: | Physical Development: | Communication and Intellectual Development: | Social‚ Emotional and Behavioural Development: | 0 – 3 years | From birth – very little control over their bodies‚ movements are reflexes i.e. sucking‚ swallowing‚ grasping.From their first year
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for early years education In the ECM agenda and Childcare Act 2006 it became an entitlement that all 3 and 4 year olds in England have free part time early years education‚ part time being 15 hours per week and 38 weeks a year. The government will pay funding to local authorities so that this part time education can happen. However should a parent want to their child to do any extra hours in the early years education they will have to pay for the extra hours that they do. In early year provision
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A pre-mature baby has delayed physical development as their bodies are smaller and often not as developed as a full term baby. Due to having to stay in special care baby units their emotional development can be affected as they can’t build bonds with parents and family members that healthy babies make due to staying in incubators and not being able to be cuddled or fed normally. A disabled child (depending on disability) has their physical development affected by being in a wheelchair‚ being unable
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The progress in the development of theoretical nursing is definable in terms of seven stages. Each of this stage has helped nurses come close to identifying the domain of nursing‚ to defining its mission‚ and defining its theoretical base. The development of the discipline of nursing is tied to its theoretical development. Without its development‚ the practice of nursing would remain to where Florence Nightingale left it – in the stage of practice. a. Stage of Practice‚ Apprenticeship and Service
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