TDA 2.1: Child and young person development.
| Physical development
| Communication and intellectual development.
| Social, emotional and behavioural development.
| New born
| Babies are born with reflexes which are actions they do without thinking. There reflexes are linked to survival
| Babies will cry in order to communicate their needs. They will also look around and react to sounds.
| Babies and their primary carers usually mothers. Which they will be to develop a strong relationship or bond. Sometimes the baby may stare at the mother.
| One year old
| Standing up and holding onto furniture and small objects being picked up and handled.
| Waving bye-bye, fingers pointing at objects to draw an adult’s attention to them and tuneful babbling that sounds like talking.
| Crying if they cannot see their parents or carers and repetitive play as the baby enjoys doing something over and over again.
| Playing on sit-and-ride toys, running and climbing and building bricks doing simple jigsaw puzzles.
| Points to pictures of familiar objects and names them.
| Keen to show things to adults, anger and frustration if they cannot do what they want to do and delight and happiness when they are enjoying something.
| Able to use the toilet and able to walk up stairs on alternate feet.
| Speech that adults unfamiliar with the child can understand enjoyment of sand and water play and interested in mark-making, painting and books.
| Keen to help and copy adults, enjoys dressing up and playing with small world toys and interest in other children and some co-operative play.
| Children riding on tricycles, climbing and enjoying simple ball games and skilful use of the hands to do activities such as threading pouring and using scissors.
| Children asking questions and enjoying talking and speech and pretend play that models adult life.
| Children responding well to adults praise and recognition, co-operative play between children along with the odd squabble and argument.
| Five-six years
| Ability to kick and control a ball and more legible handwriting and increase fine manipulative movements.
| Enjoyment of jokes and beginning to decode some familiar words.
| Keen to understand and use rules and some friendship preferences.
| Seven-nine years
| Skilful, precise and confident hand movements and good at balancing, running and throwing
| Verbal arguments, persuasion and negotiation, children beginning to read books silently and children telling jokes and enjoying chatting.
| Play that involves turn-taking, children who understand rules and consequences and clear differences in play activities that interest boys and girls.
| Nine –Eleven years
| Skilled at drawing, colouring and manipulating small objects and kicking and using whole body movements.
| Problem solving, detailed and representational pictures where children enjoy drawing.
| Stable friendships that are usually same sex and enthusiasm when gives areas of responsibility.
| Eleven- Thirteen years.
| Changes in body shape and increase in strength and stamina.
| Able to read and write fluently manage own responsibilities.
| Enjoyment when with friends and more confidences.
| Thirteen- Sixteen years
| Increase in strength and stamina and changes to body shape due to puberty
| High levels of skills in some subjects.
| Confidence and enjoyment when with friends.
| Sixteen –Nineteen years.
| Girls now fully developed, boys likely to be still growing until they reach 18 years and boys with higher levels of stamina and strength.
| Growing confidence in communicating with older adults and increasing levels of intellectual maturity.
| Good levels of confidences in young people who have identified their future goals and many young people exploring their sexuality.
1.2- Different aspects of development can affect children and young people. Such as physical development- walking to find someone, running to a hiding place....
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