Explain the Difference Between Sequence of Development and Rate of Development and Why the Difference Is Important.

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CYP3.1 Outcome 1.2
Explain the difference between sequence of development and rate of development and why the difference is important.

It is important to know the difference between the sequence and the rate of development as it helps to identify the Childs needs during the stages of their school years. It is crucial to plan effectively ensuring the child receives the support they need in the areas they find most difficult in, for example physical development shows a pacific pattern; a baby will learn to hold their head up before learning to sit unaided or a child will learn to walk before they can run. Another example is a child of 4 should be capable of writing their own names and drawing basics pictures such as shapes before moving onto more complex tasks like joining up writing at around the age of 8. It is importance to identify the differences and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. The chart enables to provide a structure or picture that can measure where a child might be in need of support or extension. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another skill such as running and jumping. CYP3.1 Outcome 1.1

Development chart from birth – 19 years that cover the following aspects of development:

Physical Development
Childs age | Stage of development | Activities/experience to support | New born| * Begins to develop a strong, close bond with main carer | Physical contact with main carer | One month | * Some reflexes are not as strong as birth| CuddlesPhysical comfort| Three months| * Babies may lift and turn head. * Interest in playing with fingers | Hanging toys/mobiles.| Six months| * Exploring toys and objects in the mouth as well as fingers * Sitting up with support * Rolling over back to front| Tummy time| Nine months| * Crawling or rolling * Sitting up without support * Using fingers to feed| | One year| * Standing up and holding onto furniture * Small objects being picked up and handled | | 18 months | * Walking up and down the stairs with adult help * Sitting and pushing off with legs on sit-and-ride toys * Able to feed self with spoon| | Two years| * Playing on sit-and-ride toys * Running and climbing * Building bricks, doing simple jigsaw puzzles| | Two years and 6 months | * Pedalling a tricycle or pushing it along with feet * Turning pages in books and pointing out objects| | Three years| * Able to walk up stairs on alternate feet * Able to use toilet| | Four years| * Riding on tricycles, climbing and enjoying simple ball games * Skilful use of hands to do activities such as threading, pouring and using scissors| | Five to six years| * Ability to kick and control a ball * More legible handwriting and increased fine manipulative movements| | Seven to nine years| * Skilful, precise and confident hand movements * Good at balancing, running and throwing.| | Nine to eleven years| * Skilled at drawing, colouring and manipulating small objects * Skilled at throwing, kicking and using whole-body movements| | Eleven to thirteen years| * Changes in body shape * Increased strength and stamina | | Thirteen to sixteen years| * Changes to body shape as a result to puberty * Increase in strength and stamina| | Sixteen to nineteen years | * Girls now fully developed * Boys likely to be still growing until they reach 18 years or so * Boys with higher levels of stamina and strength| |

Social Emotional and Behavioural Development
Childs age | Stage of development | Activities to support...
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