It is essential to comprehend the anticipated pattern of development in children and young individuals from birth to 19 years. Question 1 examines the sequential and rapidity of every aspect of development throughout this duration, highlighting that the continuous development of children can be assessed through different techniques. While there may be differences between individuals, a consistent sequence of development normally occurs in children. For instance, they must initially acquire skills like grasping objects before advancing to more intricate actions such as shaking a maracas.
Development is categorized into different stages based on age. In the early years, development progresses rapidly, with milestones occurring at close intervals such as 6 months, 1 year, and 18 months. As children grow into adolescence and young adulthood, these milestones become less frequent. The areas of development that children are assessed on include physical, language, social and emotional, and intellectual aspects.
Within the first 11 months of a child’s development, there is rapid physical progress. Soon after birth, usually within a few weeks, babies display facial movements such as smiling and yawning. They also begin to react to sounds and their surroundings. For example, infants can sleep peacefully regardless of noise, but as they become more attentive, they prefer a quieter and safer sleeping environment. By around 6 months old, most babies have developed enough muscle strength to sit up and grab objects that they want to hold or put in their mouth.
Babies at this stage begin to display curiosity towards objects and utilize their hands for exploration and discovering concealed items. Their hand-eye coordination progresses as they transfer objects from one hand to the other. It is also during this time that their initial teeth may start emerging, indicating it is an opportune moment to introduce baby-led weaning. Furthermore, babies of this age will commence developing communication abilities by producing diverse sounds and conveying emotions through crying, laughing, and squealing.
At this stage, babies’ social and emotional development becomes noticeable as they respond to voices and faces, particularly those of their Mothers and carers, by smiling. They are highly dependent on their mother/father or carer for reassurance and support since they have limited independence. When they reach 9 months, babies become more aware and begin to assess strangers, potentially displaying shyness towards unknown individuals and seeking comfort in their mother’s arms. Moreover, they start to engage in interactive games like peek-a-boo or hiding under a blanket and removing it.
At this age, cognitive and intellectual development begins with simple imitation and experimentation of new behaviors and play. This can include playing more rough or more gentle. While their confidence may start to grow, they still require reassurance from carers or adults as they develop an awareness of being separate individuals from their mother. Typically, by 1 year old, or even before, they begin to crawl or shuffle, pull or push on furniture to stand, and use furniture as support to move around.
During this time, walking will commence and gradually accelerate, as toddlers become more proficient and learn to run and change directions. They will also start pulling or pushing toys while walking. In my setup, I have various toys that encourage this, such as push-along cars and pull-along telephones. They will also begin picking up objects and banging them together to create sounds that children find enjoyable. As they start holding crayons or pencils to color and create marks, a preference for using one hand may emerge. Toddlers will also attempt to feed themselves using finger foods and spoons, and will use both hands to drink from a cup.
At this stage, waving goodbye becomes enjoyable as babies also begin to point to what they desire and shake their head to indicate ‘no’. Their communication skills continue to develop as they become more responsive and comprehend more words when listening. They also start imitating sounds, like their own name. Although they can understand simple commands, their understanding surpasses their ability to express themselves verbally at this point. Their vocabulary can range up to 150 words, and they will progress from using single words to phrases and eventually small sentences. They will also start asking numerous questions.
Social and emotional development during this stage can result in the manifestation of separation anxiety towards adults they are close to. They may opt for a specific object like a teddy bear or a blanket to find comfort. Interaction with other children becomes more enjoyable, and they generally exhibit cooperative behavior as they seek to please adults. They can easily get distracted as a way to avoid undesired actions. Between the ages of 2 and 3, their physical development advances, including improvements in fine hand-eye coordination. They progress from making marks on paper to scribbling. In addition, they may acquire the ability to throw or kick a ball upon request instead of simply holding it.
At the beginning, children will start to grasp the idea of interlocking blocks and constructing towers. At first, they will explore pouring liquids into containers and then emptying them while taking a bath. Their ability to communicate will develop as they begin using longer sentences and effortlessly acquiring new words, names, and locations. They will actively engage in singing songs and easily recall both the lyrics and accompanying hand movements, like those in the song “itsy bitsy spider.” By age three, their vocabulary may include several hundred words.
Between the ages of 2 and 3, children go through significant social and emotional development. They show a strong desire for independence and a need to do things on their own, which can lead to undesirable behavior if they are not allowed this freedom. They also start enjoying playing with peers of similar age or those who give them attention, although they may still be reluctant to share toys or seek adult attention from others. As children grow older, their independence continues to thrive, and by the time they turn four years old, they begin displaying self-motivation in particular activities.
Between the ages of 3 and 4, children show improved adaptability to new environments and people, as well as enhanced social skills through cooperative play with peers. They learn how to share, consider others’ needs and emotions, and become more helpful and cooperative with adults.
During this stage, their intellectual development remains similar to that of a 1-2 year old but progresses at a faster rate. Simultaneously, they experience another growth spurt in their physical development, gaining increased independence. Consequently, they acquire advanced motor skills like running, jumping, catching, and walking up and down stairs.
Children at this age improve their dexterity with smaller objects, such as puzzles and beads. They also become more independent in activities like getting dressed. At 4 years old, boys develop gross motor skills like throwing, building, climbing, and pedalling. On the other hand, girls have more developed fine motor skills like using scissors, drawing with a pencil, and threading small beads. Between ages 3-4, communication development expands children’s vocabulary to around 1500 words and improves language skills. Their ability to make controlled marks also increases. In terms of communication, they start using pitch and tone in both speaking and singing and may begin using past tense. Social and emotional development during this age remains similar to when children are between 1 and 2 years old. In terms of intellect development, children can now sort objects by size, color, shape, etc., and understand multiple instructions given at once.
Between the ages of 5-7, children experience slower physical development compared to earlier years. However, they do show improved pencil control and start imitating letters, shapes, and drawing people. Their ball games become more structured as they develop the ability to kick with aim. Additionally, they begin learning to hop on one foot, then the other, and eventually skip. By the age of 6, children should be capable of dressing themselves independently, mastering skills such as buttoning and lacing. Furthermore, their writing becomes more fluent as they progress from copying letter shapes to forming words and sentences with better pencil control.
Confidence in physical activities such as climbing, jumping from heights, and riding a bike has increased. By the age of 7, children start enjoying team games where they can hit a ball, run, jump, skip, and swing. Their communication skills also develop during this period, as their grammar becomes more accurate and their language and conversations/questions become more complex. They now understand that pictures in story books help them follow the story and can enjoy both worded and wordless story books. Additionally, their pencil control improves and they start forming letters and copying shapes/patterns.
As children progress in age, they acquire the capacity to identify their own name and commonly used words. Their linguistic abilities, both written and verbal, enhance gradually, enabling them to participate in discussions and generate and recall narratives. Their comprehension of literature deepens as they grasp the significance conveyed by the text and commence recognizing letters, sounds, and words. Moreover, children absorb a wealth of knowledge regarding social interactions, emotions, and their environment. They derive pleasure from being entrusted with or assuming duties and offering assistance to others. Furthermore, they start comprehending the significance of rules and value having orderliness and regularity.
Play is enjoyable in groups, but sharing turns can sometimes be challenging. As new friendships form, they may be broken relatively easily due to the need for assistance in resolving small conflicts and disagreements. Mentally, children will recognize similarities and differences in various aspects of life and comprehend that these differences can coexist harmoniously. They will also start to grasp the concept that individuals may perceive the same objects or situations differently; for instance, a set number of bricks will appear distinct depending on how they are arranged. Around the age of 7, although this timeframe varies among children, they will begin to engage in independent reading.
The development in this area remains consistent until teenagers begin to emerge. This emergence varies for each child but typically occurs between ages 12 and 19. This period, known as adolescence, signifies the transition from childhood to adulthood. Physical development during adolescence varies greatly among individuals, with some experiencing the onset of physical maturity while others have already reached full physical maturity. Boys generally enter adolescence around the age of 14, which is later than girls.
During puberty, boys typically surpass girls in size as they undergo muscle growth, altering their body shape and causing the growth of body hair. Additionally, there are observable advancements in strength, coordination, and vocal pitch, resulting in a deeper tone. In the early stages of puberty, the testicles and scrotum start to enlarge while the penis goes through an extended period of growth. Conversely, girls experience breast swelling around age 10 which continues to develop. They also encounter darkening and curling of pubic hair.
Girls go through physical changes during puberty that result in a more curvaceous body shape. While some girls may reach their full adult height by the age of 15, they can still develop larger breasts and a fuller figure. Puberty can start anytime between 8 and the late teens, with menstruation typically beginning around age 13 on average. Additionally, communication and language skills become more intricate during this stage, and girls start to grasp sarcasm and wit, which can impact their sense of humor.
As children in this age group become more intellectually developed, their ability to think logically also matures. This growth in their intellect may lead to an increase in confidence and the necessary skills for engaging in both formal and informal debates/arguments. Additionally, their social and emotional development at this stage is focused on gaining independence and requiring less support from adults. They will also become more conscious of their gender identity and tend to form strong friendships, usually with peers of the same gender. However, intervention from adults is often necessary to assist in resolving conflicts and differences of opinion.
Children start to grasp concepts of good and bad, gradually developing a moral compass. Peer groups hold significant sway over them, as they strive to conform to their norms and regulations. Adolescents may require substantial reassurance during their transition into adulthood. Their bodies undergo numerous physical transformations, leading to heightened self-consciousness. Additionally, they encounter intense emotional fluctuations, which can be challenging to manage, oscillating between childlike and mature behavior and desires. Their growing independence may lead them to create distance from their parents and form stronger connections with peers.
During adolescence, teenagers commonly defy and ignore their parents’ beliefs and values while constructing their own set of values. They may cultivate close friendships with individuals of the same gender and develop an interest in the opposite gender. Their intellectual capabilities will also enhance, leading to increased accountability for their choices and behavior. Moreover, they will start pondering about their future as adults, encompassing career paths and relationships. The support and guidance offered to teenagers during this phase exert a substantial influence on their growth rate.
Education plays a crucial role in shaping a teenager’s individual identity by providing guidance on moral, social, economic, and cultural codes. Q1. 2 The difference between sequence of development and rate of development and why it is significant: A1. 2 In development, certain aspects follow a specific sequence. For example, in physical development, babies typically learn to lift their heads before they can sit. However, the rate at which they achieve these milestones varies among children. Some babies may sit up unsupported at 7 months, while others may take a few more months to reach this stage.
The development of children follows a specific order and milestones are achieved in a distinct pattern. Monitoring their development rate is important for planning and timing these milestones effectively. This enables the identification of any concerns that need further investigation. It is also essential to consider personal factors that influence children’s development and how they affect practice.
Q2. How do personal factors impact children’s development?
A2.1 Personal factors can have various effects on children’s development. For example, choices made by mothers during pregnancy, such as consuming drugs or alcohol, can potentially result in addiction in babies even before birth. Additionally, genetic factors also contribute to individual development, leading to conditions like learning difficulties or disabilities.
The development of a baby can be greatly affected by their birth, especially if it is premature or difficult. Furthermore, the overall well-being of a child is heavily influenced by their health status, which encompasses genetic conditions, diet, environment, and stress. For example, medical tests and necessary medication for conditions like blood disorders or asthma can induce significant stress in the child.
Living in unfavorable conditions, such as a damp house or with smoking parents, can have an impact on the development of children. These external factors pose even greater challenges for children with disabilities, sensory impairments, or learning difficulties. For example, tasks that may seem easy for their peers, like tying shoelaces or using utensils, can be difficult for a child with autism and learning difficulties. Additionally, poverty and deprivation are external factors that can also affect a child’s development. This can lead to issues like malnutrition which not only affects concentration but also disrupts overall development. Furthermore, a child’s diet plays a key role in their growth and behavior. Families who have low incomes often rely on processed foods that are high in salt, fat, and sugar but lack proper nutritional value.
A child’s living conditions may sometimes be unsuitable, with issues such as dampness, lack of heating, or overcrowding compromising their ability to rest properly. Furthermore, children living in low-income areas may face unequal access to educational opportunities due to limited resources in schools. Moreover, some children may not have sufficient play and leisure opportunities, which can negatively affect their cognitive development by depriving them of stimulation. Additionally, growing up in a low-income environment can lead to a lack of aspirations and expectations, resulting in feelings of depression and lack of motivation among children.
The development of a child is greatly influenced by their family and environment. Parents and other family members play a crucial role in nurturing and providing for them. Nonetheless, if parents encounter personal challenges or come from a troubled background, they may find it difficult to effectively meet their children’s needs, which can result in negative consequences. Moreover, difficulties such as illness, unemployment, or disability within the family can lead to stress, anxiety, lack of motivation, and antisocial behavior in children.
During the adolescent stage, young people often make choices such as smoking, using drugs, or engaging in sexual activity. For children who are not under parental care, these decisions can result in negative emotions like resentment, stress, and discomfort. Theories and frameworks of development influence current practices by taking into account different personal and external factors that affect growth.
The importance of the theories of development lies in their assistance in our childcare practice, behavior, ways of learning, and reaction. The theories of Jean Piaget and Lev Vygotsky enable us to implement the concept of ‘schema’ in practice and utilize it for efficient planning of a child’s development. These theories adopt a constructivist approach to cognitive development by examining how children comprehend the world based on their experiences as active learners. On the other hand, the theories of John Watson, Ivan Pavlov, and B. F Skinner adopt a behaviorist approach to cognitive development.
The current practices of implementing these theories involve using rewards and punishments to incentivize positive behavior from children. This includes methods such as giving stickers, prizes, privileges for good behavior and using time outs and ignoring attention-seeking behavior for unwanted behavior. Albert Bandura’s cognitive development theory emphasizes social learning and suggests that children can learn through imitation. For example, they can observe and imitate actions like turning around or jumping by watching you.
According to Sigmund Freud, social and emotional development happens through his psychoanalytical approach. He claims that personality and behavior are determined by the unconscious mind, which develops during childhood. Despite potential inaccuracies and a lack of scientific validity in Freud’s theories, subsequent theorists have been greatly influenced by them and have built upon his work. Moreover, professionals working with children have gained from Freud’s understanding of the connection between the conscious mind and unconscious actions.
Abraham Maslow has a humanist perspective on social and emotional development. According to his theories, our motivation and personality are dependent on fulfilling our fundamental needs. Although Maslow’s theories have been undermined, they have served as a foundation for other theorists who further developed his hierarchy of needs, constructing their own models with 5 and 8 levels. Maslow’s explanations and interpretations remain relevant in comprehending human behaviors and motivations today.
This can be highly valuable in childcare as it helps address a child’s personal needs, ensuring their basic needs are met for their overall development. The final theory to be discussed is John Bowlby’s attachment theory, which states that social and emotional development in babies and young children is connected to the strong bonds or attachment they have with their primary caregivers. It is important to comprehend how to monitor the development of children and young people, as well as the interventions that should be implemented if their progress does not align with the expected pattern.
Q3. 1 Discuss various methods for monitoring the development of children and young people. A3. 1 Children and young people undergo monitoring from various services at different stages of their lives. For instance, midwives monitor infants to ensure they are gaining weight and growing at an average rate without encountering any issues. In my current environment, I employ the method of observation. This entails observing the children engaged in a variety of activities on a daily basis and recording their progress and accomplishments. By doing so, I am able to design activities that aid in their development.
There is another method called the assessment framework method where children’s progress is measured using frameworks that display the expected pattern of development. As a child-minder, I utilize the Early Years Foundation Stage (EYFS) which outlines the learning areas and the age at which a child should achieve certain milestones. I maintain a development folder to record the children’s progress, planned and unplanned activities, and evaluation times. This allows me to support their development and stay informed about their current stage of development.
Among the various assessment frameworks available, the 2-year progress check is utilized to evaluate children’s development. P-scales offer an alternative method for assessing the progress of children with learning difficulties. Additionally, materials from Early Support are often employed for assessment purposes. Standard measurement, in the form of school tests or cognitive aptitude tests, evaluates children’s academic abilities and their ability to retain taught information. These assessments enable comparisons to be made between larger populations of children of the same age.
Health programmes may include assessments of head circumference, weight, height, visual and auditory functioning. Additionally, reasoning tests may be conducted by educational psychologists to evaluate a child’s intellectual age in relation to their chronological age. Information is regularly shared with colleagues and parents for monitoring each child’s progress. To further involve parents, a development folder is sent home at least once per term. By receiving feedback from parents about their children’s activities at home, I can assess if these activities are being incorporated into my teaching.
Q3. Explain why children and young people’s development may deviate from the expected pattern.
A3.2 There are several reasons why children and young people may not follow the expected pattern of development. One possible reason is disability, which can affect multiple areas of development simultaneously. Early support can help lessen the impacts of disabilities. Emotional factors also contribute to deviations from the expected pattern. For example, children lacking stability and secure attachments often experience low self-confidence and self-esteem, leading to reluctance in attempting new tasks and lack of motivation.
Both genetics and environment play a role in the development of children. Genetics can result in physical growth problems or hindered learning, leading to deviations from the normal progression. Furthermore, as outlined in outcome 2.2, elements such as poverty, living conditions, education, and family structure also have an impact on a child’s development.
The development of children can be negatively influenced by cultural and social factors. In countries like China, there is a perception that girls are less valuable than boys, leading to an imbalance between genders and the belief that boys deserve certain privileges. Certain cultures also impose restrictions on children’s freedoms, further hindering their overall growth.
In addition to cultural factors, social factors also contribute to obstacles in child development. Children from impoverished families or those with divorced or separated parents are more likely to face negative consequences. These circumstances often result in parents having limited time for activities that promote their children’s growth, including important playtime necessary for healthy development.
Children with learning difficulties, diseases, birth difficulties, cognitive challenges, or struggles in writing or reading may find it hard to conform to the expected pattern. Additionally, medical conditions such as hearing impairments or tongue ties can contribute to communication issues. Consequently, children with communication needs may face challenges expressing themselves and might exhibit aggressive behavior due to frustration.
Children who have difficulties with communication may encounter obstacles in their reading and writing skills, impeding their overall development. Previously, children and young individuals with disabilities faced notable disadvantages as they did not receive the same treatment as those without disabilities. This disparity was primarily due to the absence of accessible equipment and methods that are now available.
Childcare facilities are making a greater effort to provide additional opportunities for children with disabilities. Nevertheless, disability can impede a child’s growth and limit their participation in activities alongside other children. Stereotyping and having low expectations create hurdles for these children. When youngsters deviate from societal norms, the adverse consequences of stereotypes become apparent, resulting in limited expectations for their capabilities.
When faced with a child who has learning difficulties, teachers or childcare providers often assume that the child is like others they have encountered in the past. This can result in low expectations for the child. However, it is possible that the child may actually possess more abilities than anticipated. Regrettably, if the teacher or childcare provider fails to engage with the child and recognize their potential, it can have a detrimental effect on their development. This oversight leads us to question 3.4, where we explore how various interventions can help foster positive outcomes for children and young people whose developmental progress does not align with expectations.
A3. 4 If a child’s development does not follow the expected pattern, there are different interventions that can assist in improving outcomes. One form of intervention is carried out by SENCO, who operate within educational settings and have the responsibility of arranging and identifying support for children with special education needs. Furthermore, certain children receive interventions from social workers employed by local authorities and voluntary organizations to aid vulnerable children, young individuals, and their families with any challenges they may face at home.
Children frequently require assistance from speech and language therapists to overcome communication difficulties. Educational psychologists also offer support for children facing challenges in behavior or learning, providing programs that aid teachers and practitioners in early childhood education. Occasionally, the attention of a psychiatrist, a medically trained doctor specializing in mental health, is necessary for certain children. Psychiatrists are able to diagnose issues in children and young individuals and develop personalized programs to help them, which may involve medication and counseling.
In intervention, various professionals play a role. A Physiotherapist uses exercises and training to enhance body movement. A Nurse Specialist aids children and families in managing chronic medical conditions. Learning support teams provide services for specific educational needs, both in and out of school. Additionally, some children require assistance from a Youth justice team to address antisocial behavior.
Recognizing the importance of early intervention for children and young people’s speech, language, and communication needs is crucial. It is vital to understand the significance of identifying delays and disorders in these areas early on, as well as the risks associated with late recognition. This emphasizes the essential role that early identification plays, especially during a child’s critical developmental period when their brain is still growing. Thus, it is absolutely necessary to identify speech and language difficulties at an early stage.
Recognizing a child’s needs early on is crucial for providing necessary support and preventing them from falling behind, especially in the areas of speech, language, and communication. These skills are vital for a child’s development and neglecting to identify these needs promptly can lead to drawbacks such as limiting their abilities, struggling with learning and understanding information, decreased independence, and feelings of isolation.
Children and young people who withdraw socially and lose interest in friendships may struggle with motivation, which can lead to depression. Additionally, these individuals may face challenges related to self-esteem, confidence, expressing feelings appropriately, regressing behaviorally, experiencing separation anxiety, and even engaging in anti-social behavior.
To support speech, language, and communication in children and young people, collaboration among multi-agency teams is necessary. Typically, the parent or caregiver visits a GP or health visitor for this process. They may then be referred for vision and hearing checks to identify any potential issues in those areas. In cases where communication difficulties are linked to other learning difficulties, an assessment by an educational psychiatrist might be needed. Regular speech therapy sessions with a speech therapist may also be required.
Once the type of support needed is determined, it is important for professionals, parents, and carers to work together. Q4.3 – Explain how play and activities are utilized to assist in the development of speech, language, and communication. A4.3 – Not everyone is naturally skilled in speech and language development; it requires encouragement from others through imitation. This can be done by offering engaging stimuli that capture the child’s attention, making the learning process enjoyable while also promoting communication skills.
The belief I have is that children acquire knowledge through play. There exist five primary forms of play that contribute to the development of speech and language skills. The initial type incorporates the utilization of puppets, dolls, and soft toys. When a child begins to exhibit an interest in verbal communication, they often partake in imaginative play such as pretending to offer a doll a beverage like tea. This serves as an indication that they are prepared to absorb new words. To foster this learning process, it is crucial to mention the word associated with the action, for instance “cup” or “doll.” It is imperative to cater to the child’s interests while engaging in this activity. Another form of play which fosters speech and communication involves role-playing and dressing up.
Adults can join children in playing to support their speech and communication skills. Addition
