CYP core 3.1: understand child and young person development. 1.1.
Social, emotional and behavioural.
Moral. Babies at birth.
Swallowing and sucking, rooting grasp and startle reflexes.
Babies who recognise the smell and sound of their mothers’ voice.
Babies crying when hungry tired or distressed.
Close contact between primary carer and baby, especially when feeding.
- Babies at 1 month.
Babies looking less curled up and startle less.
Babies stop crying because they hear familiar voice.
Babies coo when contented (from around 5 or 6 weeks).
Fleeting smiles when asleep (smiles of contentment begin from 5 or 6 weeks).
- Babies at 3 months.
Babies lift and turn their heads.
Babies start to notice mobiles and other objects around them.
Babies smile back when they see and smiling face.
Enjoyment of bath time.
- Babies at 6 months.
Babies who look like they are parachuting as they lift both their hands and feet up in the air and balance on their fronts.
Toys and objects being explored in the mouth as well as with fingers.
Arms lifting up to show a carer that they want to be picked up.
Smiles of delight when they are playing with their primary carers.
- Babies at 9 months.
Using fingers to feed.
Exploring objects using hands and mouth.
Tuneful strings of babbling.
Trying to stay near their parent or carer.
- Babies at 1 year.
Standing up and holding onto furniture.
Recognising routines of the day (e.g. becoming excited when they hear the bath water or have a bib put on).
Fingers pointing at objects to draw an adult’s attention to them.
Need to stay near their parents or carers and anxiety if strangers approach or handle them.
- Children at 18 months.
Sitting and pushing off with legs on sit-and-ride toys.
Enjoyment of pop-up and posting toys.
Less babbling and more recognisable words.
Interest in other children. Signs of temper and frustration.
Children at 2 years.
Running and climbing.
Playing with building bricks and doing simple jigsaw puzzles.
A vocabulary of around 200 words.
Parallel play – (playing next to rather than with other children). Anger and frustration if they cannot do what they want to do.
- Children at 2 ½ years.
Pedalling a tricycle or pushing it along with their feet.
Pretend play with farm animals, teddies or in the home corner.
Two-word compounds such as “daddy-gone” or “drink-no”.
Playing alongside other children and copying their actions. Temper tantrums if they are frustrated.
No understanding of wrong and right but understanding the word “no”. Children at 3 years.
Walking up stairs on alternate feet.
Interest in mark-making, painting and books.
Speech that is easily understood.
Interest in other children and some cooperative play.
No understanding of wrong and right, but can follow simple rules most of the time. Children at 4 years.
Skilful use of the hands to carry out activities such as threading, pouring and using scissors.
Concentration when an activity has caught their interest.
Children asking questions and enjoying talking.
Cooperative play between children along with the odd squabble and argument. Children responding well to adult praise and recognition.
Children who are thoughtful at times towards others, but who do things mainly for adult approval. Children at 5-6 years.
Ability to kick and control a ball. More legible handwriting and increased fine manipulative movements.
Ability to count and do simple calculations.
Beginning to decode some familiar words.
Some friendship preferences.
Keen to understand and use rules. Children at 7-9 years.
Drawing and writing and neater; cutting out is more accurate.
Reading books silently.
Telling jokes and enjoying chatting. Verbal arguments, persuasion and negotiation.
Stable friendships. Clear differences in the play activities that interest boys and girls.
Children who tell others the rules and are keen to point out when rules have been broken. Children at...
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