Child and Young Person Development free essay sample

Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well.Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. In their first year they will gain more control over their bodies and by 12 months will have some degree of mobility such as crawling or walking.In their second year they will start to walk. Their ability to control their movements means they will start to use their hands for pointing or holding small objects, even starting to dress and feed themselves. They will also be able to play with a ball and start climbing things such as stairs and furniture In their third year they will start to use pencils and crayons and enjoy looking at and turning pages in books, use cups and feed themselves, walk and run with more confidence and use toys such as tricycles 3-7 years Children start to carry out more co-ordinated movements and start growing in confidence as a result. They will have more control over fine motor skills such as cutting, writing and drawing * Become more confident at running, hopping, skipping, kicking a ball and use larger equipment 7-12 years They may start to have hobb ies and interests which mean they become more practised in certain areas such as dance or sport. They may also be able to make controlled finer movements used for playing instruments or sewing. Girls in particular will start to show signs of puberty from ages 10-11, when there will be another period of rapid physical growth 12-16 years During adolescence young people will grow stronger.Boys will be starting to go through puberty whilst girls would have completed the process and have regular periods. So between these ages there can be quite a difference in height and strength. At the end of this stage, on average, most boys will be taller than most girls. 16-19 years At this stage most girls have reached Physical maturity but boys will continue to grow and change until their mid-20’s. Communication and Intellectual Development 0-3 years Babies will listen to language from those around them and will enjoy songs and games, most will start to try to speak are around 12 monthsBetween 1-2 years old they will start to put word together. By two years old most children will know about 200 words Between 2-3 years old children will start to use negatives and plurals in their speech, their vocabulary will increase rapidly, they will start to make errors in grammar when speaking e. g. â€Å"I drawed it†. 3-7 years Start to use increasing number of familiar phrases as well as asking a large number of questions. They will be able to talk about things in Past and Future tenses with more confidence.During this period they will become more skilled at aspects of number and writing as well as continuing to learn about their words. Start looking for adult approval, and start to learn to read. 7-12 years By this stage most children will be fluent speakers of a language. They will be developing and refining their reading and writing skills. Their language skills will enable them to think about and discuss their ideas. They will be developing their own thoughts and preferences and will be able to transfer information in a more abstract way. 12-18 years By now young people will have a clear idea about what their favourite subjects are.They will be selecting + taking GCSE’s and A levels which they are able to achieve. They may lack self-confidence or avoid situations in which they have to do subjects they don’t like and may even lead to truancy. It’s often important to teenagers that they feel good about themselves and they belong. 16-19 years By this time they leave school and will begin to think about career and university choices based on qualifications they have selected, Focus on areas of strength and look forward to developing these as they move on. Social, Emotional and Behavioural Development -3 years Very young children will be starting to find out about their own identities. They will need to form a strong attachment, the earliest of which will be a parent/carer. In nursery, children are usually given a Key Worker who will be their main contact. At this stage they may start to have tantrums through frustration and will want to do things for themselves. 3-7 years Children will still be developing their identities. They will start to play with peers and socialise through imaginative play. This will help them develop their concept of different roles in their lives.They will need to learn the importance of boundaries and why they are necessary. They respond well to being given responsibility. 7-12 years Children’s friendships will become more settled and will have groups of friends . Need to have the chance to solve problems + carry out activities independently. They will continue to need praise + encouragement and will be more aware of what others think of them. 12-16 years Self-esteem of children and young people can be vulnerable at this stage. Their bodies will start to show outer signs of becoming an adult but will still need guidance in many ways.They will want to spend more time with their friends and may continue to display childish behaviour. They may feel under pressure of what’s expected of them growing up and be unsure of how to behave in different situations. 16-19 years Children enter adulthood but may still need advice and guidance from other adults. They will lack experience and different people will vary in emotional maturity and the way in which they interact with others. Although development is often separated into different ‘headings’ it is important to remember that these areas all link with each other. For example- Developing physically and refining skills can affect their ability to become independent, socialise and grow in confidence. Many activities will stimulate interest and encourage pupils to develop skills in different areas. Cooking Cooking Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Physical Development * Fine motor skills and hand – eye co-ordination Physical Development * Fine motor skills and hand – eye co-ordinationCommunication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Communication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Understanding the kinds of influences that affect Children and Young Peoples Development Moved from another Country Moved from another CountryBereavement Bereavement Introduction of a new partner Introduction of a new partner Can affect development in different ways Can affect development in different ways Usually monitored closely with regular meetings Usually monitored closely with regular meetings Academic involvement Academic involvement Influences Influences Illness Illness Background Background Parents split up Parents split up Extra-curricular activities Extra-curricular activities Personal Choices Personal Choices Looked after/Care Status Looked after/Care Status Friends Friends Poverty + DeprivationPoverty + Deprivation Less likely to achieve at school Less likely to achieve at school Education Education Parents find it difficult to manage their needs which will impact on all areas of development Parents find it difficult to manage their needs w hich will impact on all areas of development May restrict their development opportunities and be less able to participate in activities May restrict their development opportunities and be less able to participate in activities Restrict social activities e. g. on the playground Restrict social activities e. g. on the playgroundPoor health or physical disability or impairment Poor health or physical disability or impairment Health Health May come from a country where education begins later May come from a country where education begins later Come from a home schooling environment Come from a home schooling environment May have been taught previously in a different way and so will need additional support to settle in May have been taught previously in a different way and so will need additional support to settle in If you have any concerns about a pupils development you should always share them with others. In the case of primary pupils refer to the class teacher in the first instance, followed by the special educational needs co-ordinator. In secondary school you may wish to go straight to the SENCO. You should give dates and example for you concerns, if possible, so that they can be backed up. It’s important that if a school has concerns about a pupil, their parents must always be informed. Understanding the Potential effects of transitions on children and Young Peoples Development Transitions experienced by most children include things such as starting school, changing classes or key stages, or passing on to Junior or Secondary schools.