Unit 1 understanding the expected pattern of development for children and young people from birth to 19 year
Understand the expected pattern of development for children and young people from birth–19 years
1.1 Explain the sequence and rate of each aspect of development from birth – 19 years
At Birth, Babies are developing their reflex skills. They are learning reflexes so that they can swallow and suck to feed.
At one month they begin a pattern and learn different ways to communicate.
At three months they have grown in height and weight.
At six months, they are now able to hold their own heads and turn and look at what is happening around them.
By one year a baby is able to crawl and may even try to walk by holding onto something. They are able to pull themselves up onto their feet with support of a person or object.
At one year they can also sit up by themselves and are able to feed themselves using their fingers.
At eighteen months children are becoming a lot quicker on their feet and interaction is a lot more with adults and other children, they are beginning to user some words, and understand what adults are saying to them. They can also posh themselves on toy rider and enjoy toys that pop up or where you have to post toys.
At two years of age, children are running and climbing. They are learning to build with bricks and are able to complete simple jigsaws. Speaking has increased and around 200 words are being used.
At two and half children are starting to use words together and some are even forming sentences. They are learning to ride a tricycle. Pretend play has started and they use toys such as farm animals.
At three years of age, they are beginning to walk up the stairs using alternative feet. They are interested in painting and are now making marks using paint and crayons.
At four years old children are now playing co-operatively with others and role play is much more fun and they know exactly what they want to play. Hand co-ordination is much more grasped and they are interested in threading and cutting activities. Communication is fluent and they are much more understanding of adults. They are learning to be thoughtful towards others. By this stage most children will be attending a social group such as nursery or crèche, and this is very important as it helps them to interact with others and learn separation from parents.
At five to six years of age most children will be at school and some will be ready to learn to read and write. Friendships start to form and some will be able to establish friendships and preferences, fine manipulative movements will increase as they start to learn to write. Counting will be achieved and children will learn to do simple calculations.
At seven to nine years, children are now very confident in themselves and have good co-ordination skills. Physically they are still growing in height. Reading and writing have become easier and skills such as cutting and writing have now become more accurate. Friendships are more stable and playing games, they are now making up and following rules.
Nine to eleven years of age, movements are much larger and faster they are confident In themselves and enjoy friendships for some especially in girls, puberty may start, breasts may start to show and some may start menstruating.
At eleven to thirteen years’ children want to become more independent and this could involve walking to and from school alone. They are learning the need for rules but the biggest development is the physical change on their bodies. Puberty has now kicked in for girls and boys and this is preparing for adulthood.
At 13-19 years they are reaching adulthood. For most girls puberty will have finished, but for boys it will continue. Skills will have developed wider and even will know how to use computers. Communication with friends will have developed to the use of phones and other technology. Pressures of exams will have started in the thinking about the future. Morals will have been learnt and right and wrong, and also consequences of actions. Relationships sexually will have started , and this should be at the age of 16 but romantically will probably start earlier.
1.2 Explain the difference between sequence of development and rate of development and why the difference is important.
Sequence of development normally refers to the same basic pattern developing, the sequence development is A define milestone that children and young people meet and accomplish. Example a toddler being able to call before they come walk.If they are unable to accomplish the milestone it can sometimes have a delay in progressing to the next development milestone. Sequence of development milestones should be accomplished before moving to another. Rate of development refers to the speed the young persons development takes place. This also varies in each individual child, but they tend to follow the same pattern. All children are unique and develop at their own rate, but the main difference between a sequence development and rate of development is that the sequence order in which development takes place, One of the rate of development is a pacific time frame given for the average development of a child at a certain age. The rate of development is normally just a guideline. But The sequence of development is normally a steady increase where as the rate of development can change considerable amounts when factors such as height and weight is taken in consideration.
2.1 explain how children and young people’s development is influenced by a range of external factors
External factors are things that happen after the child has been born, and there are many different external factors that can play a big role on a Childs development. Housing and living conditions can play a big part, and some families may have a low income therefore have a poorer housing, they may not be able to warm the house effectively and this could cause damp, this affect on a child or young person’s health, also the house might be crowded and this may not give the child enough space to grow and develop as they should. Education can Influence development. Families with a lower income may not be able to send their children to the best schools which may cause children to miss out on certain tools and learning scales, such as the Internet.
Personal Factors such as genetics can indolence on children’s and young people’s development. Influences start before and at birth the egg and sperm provide genetic information such as hair colour. Genetics can sometimes play a part in causing depression, addiction and other issues. This can have a role in child’s development, as the child may genetically lack in confidence which can result them not learning and developing. Health can influence a child’s development, as a child’s ill health may cause them to spend time in hospital and miss time from preschool and school affecting their education on all levels. Disability can also influence a child’s development. Depending on the severity of the disability a child may have to wait for a professional or tool to help them, and this can slow down their development or bring it to a haul all together.
2.3 explain how theories of development and frameworks to support development influence current practice
Positive reinforcement increases the likelihood of a child repeating The right actions and negative reinforcement is to avoid unpleasant actions but to make it pleasurable. If a child misbehaves and is told off for it they are more than likely to not repeat it again
Negative punishment is about taking a pleasant stimulus away such as if a teenager had been told not to stay out past curfew, and they did, they would then be grounded. This will take away going out together which will probably mean that the teenager next time will be home by curfew.
In my work settings we also praise good behaviour which is positive reinforcement and see the good behaviour over and over again. We use negative where appropriate, for example at the dinner table we want to sit around correctly and use knives and forks so sometimes we have to repeat ourselves and sometimes we see that they have just done it without us saying which proves that negative reinforcement works.
There are five main factors to stimulate development, stage one basic needs should be Met, I.e such as food, water and warmth. Stage two is having all safety needs met, once these needs are met then we can move on to stage three. Stage three is belongingness and love, having making sure these needs are met we can go to the next stage. Stage four is about self-esteem and respecting ourselves and having esteem for others. Stage five is self actualisation needs, The need for filament to reach out potential. Stage six is about needing to know and to understand what is going on around us, and the final stage, stage seven is about aesthetic needs, aesthetic needs explores the nature of art, beauty, and to taste with the creation and appreciation of beauty. In my work settings we provide stage one, warmth, food and shelter, so this allows us to concentrate on the next stages. Stage two we provide this security by providing shelter and A secure setting, such as locked doors and padlocks on gates. Stage three we met by having strong relationships with the young people. Parental contact we keep managed. Parents can ring the house phone when ever they wish so the young people know they are loved. All Young people are treated equally and fairly so they have a sense of belonging. Stage four, we promote self-esteem by always empowering and praising, we teach them manners and behaviour in the community Also.
3.1 Explain how to monitor children and young people’s development using different methods
When a young person’s development is assessed it helps carers and professionals to notice that the young person I’m not progressing as they should. It often necessary that these assessments take place to make sure that young person is not suffering from and in impairment. When professionals intervene early in the child’s life, they will be able to get the appropriate support sooner rather than later. There are many different methods of monitoring The development of a child, here is just a few,
• Assessment frameworks. This requires carers and professionals to keep an overall diary on a daily basis as it’s an important part of the development and learning. Parents and carers should be made aware of the child or young person’s progress and development regularly.
• Observations. This method involves carers and professionals Watch the children play and observe how they are behaving. Not all observations involve the carer or professional to interact with them, while others may be more appropriate for the carer or professional to be involved To help and support learning and development. When this method is carried out it Ables the professionals to get a clearer understanding of the Childs interests and how their interaction with friends and adults as well as concentration levels.
• Growth assessments. This is used mainly by professionals or nurses, this is to measure the young persons height weight and head circumference.
• Information from parents/carers colleagues and others. professionals should be gathering as much information as they can from parents when monitoring and assessing children’s development, as the parents and carers are the people that spend the most time with the child or young person. They are able to see the child or young person in a variety of different situations, their approaches to learning and general behaviour outside the setting.
3.2 explain the reasons why children and young people’s development may not follow the expected pattern
Some children come across different issues in life that have both positive and negative influences on them which can have further affects on them later in their life and affects how they follow the expected stages of development. As practitioners our duty of care is to ensure that these children and young people are given everything they need as to improve their life chance and this is achieved by the following the every child matter outcomes.
Physical Factors- The children and young people’s genetics can cause development problems which can be physical growth and strength. In some cases the reason as to why the chid or young person does not follow the expected development is unknown. A possibility is that the reason why is down to the children or young person’s genetic makeup.
Social, economical and cultural factors- Some families may choose to live their life a different way to others which would have an effect on the children’s or young person’s development such as travelling. Some family’s travel from place to place meaning the children would be in and out of schools without any fixed routine which could cause the children/ young people’s expected development.
Poverty – There are many reasons as to how poverty can delay a child or young person’s development these can be from malnourishment due to families not being able to provide basic needs, not enough money for resources and aids to assist with the chid or young person’s development, heat in the winter and clothing all of these factors could have a negative impact on the child or young person development.
Housing and Community- The condition of the child or young person’s home could have a negative impact on their health and development. If a child or young person’s is living in poor housing conditions like damp then there would be a risk that the child or young person could full ill which will affect their learning. Area’s with high anti-sociable behaviour are also a risk to a child or young person’s development, if they were to live in one of these area’s then they could be distracted from their development or be a victim to the anti-social behaviour which will both have a negative impact on their development.
Poor parental supervision/ neglect – Children need to rules boundaries and guidance to help them stay on track of their personal development and these have to be applied and upheld by the parents. Failure to provide these could result in the child or young person having little respect for authority at school and onto further behavioural problems and even crime which will affect their development.
Educational Settings – These settings have to apply with a statutory requirement and if not could have an effect on a child’s development. A cause that may have a negative impact on a child or young person is bullying, this could have a big effect of the child or young person which could prevent them going to school.
Health status and Disability – A child or young person with a disability or health problem could be discriminated against and not may leave them feeling like they not fit in; this will have an effect of their development and lives.
Learning needs- If a child or young person has a learning disability then they would require additional help and support which will delay their development.
Bereavement and loss- Losing a family member of close friend has a big impact on a child or young person’s physical well being and emotional well being which could cause delays in their development progress, as well as grief being a hard emotion for a child or young person to deal with.
Religious beliefs and customs – Due to religious beliefs some children or young persons may not be able to participate in activities which could make them stand out and not fit in, this could have a negative impact on their development.
Communication skills- Children and young people who have issues with communication result’s on their learning and development which leads to problems with their development pattern. Social, emotional and behaviour and intellectual/cognitive development all are linked with communication development.
3.3 explain how disability may affect development
Good knowledge and understanding of particular impairments and how each one can affect each child or young person differently is vital for a Practitioner. To meet the child or young person needs the practitioner must understand how their impairment is affecting them and always try to find ways of improving their development and learning.
Social model of disability – When we are not set up as a society to meet the needs of children or young people with an impairment then we would label them as a disablement instead of giving them the skills to enable them the skills to enable themselves. Children and young people with an impairment or learning disability will struggle to interact with others which will affect both their social and emotional development. We need to identify a child or young person with impairment and engage them in positive activities that are achievable for them in order to create a positive outcome.
Medical model of disability – People without a disability or impairment see others who have a disability as a problem that needs to be fixed or cured even though the majority cannot be cured. A medical disability can be very negative on a child or young person development path as this limits their opportunities. The children or young persons who are most likely not able to achieve their full potential is those who have long term medical conditions or physical disabilities which is why we need to ensure that the correct help and support is available in order for them to continue development.
Expectations- When an expectation is low of a child or young person with a disability or impairment then they could be discriminated against and not given the same opportunities as others which in turn will affect their development. This attitude towards them could also affect the way that they feel about themselves and make it harder for them to make friends and feel like they fit in.
Stereotyping – A child or young person with a disability or impairment may suffer stereotyping and discrimination which can affect their self esteem and confidence.
Cultural differences – A child or young person could miss out on the learning, playing and working due to being discriminated against because of their disability or background. All cultures should be more understanding and look past a child or young person’s disability, impairment or background and help them to reach their full potential.
3.4 explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
4.1 analyse the importance of early identification of speech language and communication delays and disorders and the potential risk of late recognition
4.2 explain how multi agency teams work together to support speech language and communication
4.3 explain how play and activities are used to support the development of speech and language communication
5.1 explain how different types of transitions can affect children and young people’s development.
5.2 evaluate the effect on children and young people of having positive relationships during periods of transition