CYP 3.1 understand child and young persons development

CYP core 3.1: understand child and young person development.
1.1.
Age. Physical. Cognitive. Communication. 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 9-11 years. Greater coordination and speed when carrying out fine and large movements. Problem solving (e.g. how to play cooperatively, use materials fairly). Stories and writing that show imagination as well as being legible and reasonably grammatical. Stable relationships with friends. Enthusiasm when given areas of responsibility. Awareness of consequences or behaviour and increased thoughtfulness.
Young people at 11-13 years. Growth and changes to their bodies. Understanding of more abstract concepts. Reasoning and problem solving. Good reading and writing skills. Negotiating and persuading adults and peers. Strong attachments to friends. Anxiety about coping with the pressures of school. Exploration of boundaries in relationships e.g. arguments with parents. Understanding for the need of rules in society.
Young people at 13-19 years. Occasional poor spatial awareness as a result of the body shape changing quickly – particularly common in boys. High level of skills (e.g. using computers). Use of phones and technology to communicate with friends. Confidence and enjoyment when with friends. Behaviour linked to low self-esteem (e.g. smoking, misuse of substances, early promiscuity). Understanding about right and wrong and consequences of actions. Interest in moral issues.

1.2. The difference between sequence development and rate of development is that the sequence development is the things they need to do before doing something else e.g. a baby must be able to pick their heads up before they can sit up, a toddler must be able to walk before they can run. The rate of development is they speed they are able to do it. This is different for ever child; some babies are able to sit up at seven months but some babies it could take reasonably longer. It is important to know the sequence and rate of development in each and every child so you are able to support them into the development in the next stages of their life.
2.1. Children and young people’s development is influenced on a range of different personal factors. Personal factors are a range of factors which affect children and young people’s development before and at birth. It is increasingly being formed by genetics. It all starts before the birth of the child. There are the genetic causes such as hair colour and height, but genetics could play a part in causing the child to suffer with depression or an addiction. The child could also be harmed during pregnancy or have development issues if the mother smokes, uses drugs or drinks alcohol. Development of the baby could also be affected at birth e.g. a few babies may not be able to breathe straight away or may be injured during birth. Also if the child lacks oxygen this could affect the brain function later in life and can cause learning difficulties. Health status’ can harm children at birth such as some could be born with a blood disorder, or some children may have circumstances which can trigger things off such as damp living conditions or the parents smoking could trigger the child to develop asthma .
2.2. children and young people’s development is influenced by a range of external factors such as poverty and deprivation, diet, housing, education, play and leisure opportunities, aspirations and expectations, family environment and backgrounds, family circumstances, personal choices and looked-after children. An external factor is what happens to a child after they have been born, these could be called environmental or external factors. Poverty is one of the most common reasons to a low level of development in a child. This can include a poor diet, which means that the child could be affected in growth, behaviour and development. Inadequate housing can affect a Childs health and their play opportunities. Poverty can also lead to low self esteem and reduced motivation from the parents.
2.3. The different theories of development is the is the “Piagets theory of cognitive development”
3.1. the different methods of monitoring children and young people’s development is that in a early years setting they have a learning journal of all the children in the setting, each carer has their key children. They monitor the children by taking observations of the children making a tick list of tasks i.e. seeing if a child is able to balance on one leg for 20 seconds. If the children aren’t at the right stage of the EYFS profile for their age there is further investigation needed and if they are discovered to have a learning disability you would follow the stages of the P-scale.
3.2. The reasons why children and young people’s development may not follow the expected pattern is because maybe the child has physical, emotional, environmental, social or cultural reasons. The environmental reason is a child may not follow the expected pattern is if their family structure is supportive and are able to send the child to school, a reason for them not able to attend school all the time is if their parent or carer is disabled and needs the care of their child. If a child does not have very good communication skills this could make them frustrated and agitated if they feel like they are not able to ask how to do something.
3.3. Disability may affect the Childs development whether it is the child of the parents/carers. If the parent or carer has a disability this may mean that the child might have to stay at home and even when they are at school they may not be able to focus because they will be thinking of the tasks they would have to do when they get home such as care for little siblings or washing. The disability in the child may affect their education, it has been known for children to be denied in schools because of their disability.
3.4. the different types of intervention that promotes positive outcomes for children and young people where development is not following the expected pattern is professionals which work together to help ever child achieve the most they could possibly achieve. The types of profession depend on whether they are just focusing on the child or the whole family. SENCO, social worker, speech and language therapist, educational psychologist, psychiatrist, physiotherapist, nurse specialist, additional learning support teams and youth justice teams are examples intervention the promotes a positive outcome.
4.1. The importance of early identification of speech, language and communication delays and disorders is that the earlier that you identify these mean that there will be more of a chance they will be able to build on these as their brain it still growing. It is important because these help them develop in to a young adult. The risk of not identifying them early is because they are more likely to become isolated and with-drawn or develop anti-social behaviours which could have been helped.
4.2. Multi-agencies work together to support speech, language and communication skills. Once the people involved have identified that the child is not following the expected pattern and is agreed with the parents they should take their child to a GP and from there they will refer the child to the appropriate place for therapy. This may be to rule out basics such as hearing or visual impairments. Sometimes the GP with directly refer the child to the speech and language service. Once they have found out what it is that the child needs them department will work together to help the child develop alongside the parents/carers and the setting where the child is placed.
4.3. Play and activities are used to support the development of speech, language and communication because children learn from other children and adults. Play activities particularly are good for children because they learn the language and communication easier is they sing a nursery rhyme with actions rather than a person asking them to repeat something over and over again.
5.1. Different types of transitions can affect children and young people’s development. If a child moves setting they may not know anyone in their new setting and may feel uncomfortable for a little amount of time this may stop them from interacting with other children and joining in their activities. If a child is involved in an accident whether it is a car accident or if they have just simply fell off of the slide and broke a bone, this may make the child scared to go back on the slide. Is a child moves into a different county they will obviously find it hard to communicate with other children and they will also start getting confused with the other language they may have to learn. This could put the child behind the expectations they should follow.
5.2. If a child or young person has a posit vive relationship during a period of transition is that they would have someone to show support and affection towards the child. This could be someone at the setting such as the Childs key-worker or maybe a parent. The idea of having a key person for every child in the setting is that the child feels safe and secure if they need to speak to someone about a transition what they are going through.