Child Development

Topics: Childhood, Developmental psychology, Jean Piaget Pages: 6 (1704 words) Published: January 4, 2014
UNIT 01 CHILD AND YOUNG PERSON DEVELOPMENT

Introduction

1.1 Describe the expected pattern of children and young people’s development from birth to 19 years to include:

(a) physical development
(b) communication and intellectual development
(c) social, emotional and behavioural development.

Using Teena Kamens’ book “Teaching assistants Handbook Level 2” she describes the expected pattern as sequences. These sequences do not occur at fixed ages but do occur between birth and age 19. The expected pattern includes (a),(b) and (c) because these are regarded as the aspects within the sequences of a childs development and this is for every child.

Every child will develop physically, intellectually, socially, emotionally and communicably and ( on this course) we have been taught to remember this by using the word spice as in S.P.I.C.E. The acronym SPICE is categorised using the following:

Social Development – Interacting with others
Physical development – body capabilities and growth
Intellectual Development – thinking, solving problems
Communicating – Interacting verbally and non-verbally
Emotional Development – form feelings about self and others.

The expected pattern is divided into age ranges. These age ranges are from birth to 3 months old, 3 months old to 9 months old, 9 months old to 18 months, 18 months old to 2 years old, 2 years old to 3 years of age, 3 years old to 5 years old, 5 years old to 7 years of age then 7 years old to 12 years old, 12 years old to 16 years of age and finally from 16 years old to 19 years old. So basically there are 10 expected sequences within a child’s development from birth to 19.

It is important for me to identify that a child’s development is influenced by five principals and these are that a child’s development is; -sequential,
- follows a similar pattern,
- lasts all of their childhood,
- Individually dependant and,
-interrelated.

To further describe this I have included this table which simplistically shows some examples of this development taken from Kamen page 10, 2012

Social
0-3 months Child cries to get the attention of others
3-9 months a child will react favourably to others but is now wary of strangers. Physical
3-9 months a child gains control of their head and neck muscles so can move their head to follow their interest of others and objects. 9-18 months a child is moving and crawling after things and people. Intellectually

9-18 months a child explores their nearest areas and uses their senses. 18 months -2 years old, a child can now follow simple one step instructions. Communicating
18 months -2 years old, a child starts asking what dat?
2-3 years old a child can use about 300 words.
Emotionally
2-3 years old a child will
Still rely on parents or guardians in unfamiliar places and situations 3-5 years old a child will be less reliant on parents or guardians in new and unfamiliar circumstances.

1.2 Describe with examples how different aspects of development can affect one another.

Teena Karmen gives a simple example in her book, of how aspects of development can affect one another when she writes “we must refer to a young person’s development as holistic with each area being interconnected.” She then goes on to use the example of observing a pupils writing skills. She says when doing this we will be observing this pupils intellectual development but to show this skill the pupil must also use fine motor skills to use their pen or pencil which is a physical skill that they have developed. With this, the pupil will use their vocabulary and structure of language skills while writing and therefore display language and communication skills. This shows how different aspects of development are linked directly and work hand in hand with each other. Then this pupils physical, intellectual and communication skills are further affected if the teacher/assistant is observing this pupil in a group...
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