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Describe with Examples the Kinds of Influences That Affect Children and Young People’s Development.

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Describe with Examples the Kinds of Influences That Affect Children and Young People’s Development.
Unit 1 Question 2 1
Describe with examples the kinds of influences that affect children and young people’s development. As we have seen in the previous question, stages of development provide a framework of expectation or usual occurrence of reaching each stage by a certain age. More commonly we are calling child development a sequence, this sequence also takes into account external influences and factors and is individual to each child. The previous charts show a framework which is generally followed, however each child needs to be holistically viewed. Holistic development is the process of recognising that all the stages of development are linked and can be influenced by each other. Holistic development views the child as a whole person a mix of emotion, intellectual, social, physical, moral, cultural and spiritual characteristics. Viewing children holistically will enable us to have a greater understanding of them, their situation and be aware that all individuals develop at their own rate. For example, we cannot expect all children to be walking by the time they reach one year of age, each child will develop these skills at their own pace and other factors such as coaxing, opportunities to experiment and parental interaction may greatly advance the walking age. Some will also excel in one areas such as language and be delayed in others such as physical development or growth rates. There are many influences that can affect development this list is exhaustive. Influences can begin from the moment were born, a could could experience trauma or negative early years experiences, such as neglect or abuse, causing the child to have a negative outlook on life and become withdrawn and scared of human contact, leading to severe emotional and social problems in later life. Background is a very important factor; this includes social, cultural, ethnic, economic, family structure etc. A child living in poverty may not have had access to social activities or

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