Difference Between Sequence Of Development And Rate
Aspects of Development, Sequence and Rate.
Introduction
As practitioners working with children, there is a great deal that must be known, it is important that there is an understanding of the different aspects of development and also a greater understanding between the sequence of development and rate of development and why the difference of the two is important. The physical growth and development growth of children underpins other aspects of their development, the two go hand in hand and it can often be difficult to separate one from another.
1) Aspects of development
The different aspects of development which are all very important are as follows:
Physical development is where children increase in all physical skills …show more content…
which include fine motor skills - this is the ability to perform small, accurate movements i.e. using their hands to be able to eat, draw, dress, play and write among many other things, gross motor skills - is the ability to move the whole body well using large groups of muscles to sit, stand, walk and run, and locomotive skills which is keeping balance, changing positions and walking correctly. The physical development area allows children to become more independent.
Communication/Language development is where children learn the skills to communicate with others which include non-verbal communication, spoken language also included, is gestures, body language, reading and understanding what others say.
Cognitive/Intellectual development is the area which processes thinking and understanding which includes learning, remembering, problem solving, reasoning, concentration, memory, imagination and creativity.
Social development is the growth and ability to relate and interact with others, having relationships with family, friends and teachers also cooperating with others appropriately and become independent within a social framework.
Emotional development is the growth and ability to feel and express an increasing range of emotions appropriately such as happiness, fear, excitement, affection, worry, sadness anger, pride, jealousy, shyness and many more, including those about oneself.
Behavioural development is the growth and ability to act and relate in a specific way both acceptably and unacceptably.
Moral development is about the decisions that children and young people take, the principles they adopt and their behaviour towards others. It is a sub-set of social and emotional development.
1) The development of children 0-19 years of age
| |Physical |Cognitive |Communication |Social, emotional and |Moral |
| | | | |behavioural | |
| |Reflexes – Swallowing, |Recognises the smell |Cries to make their |Close contact when | |
|Birth |Sucking, Rooting, |and voice of their |needs know.
Eg when |feeding, needs to feel | |
| |Grasping, Startling, |mother. |hungry, tired or |calm and safe. | |
| |Walking, Standing. | |distressed. | | |
|1 Month |Less curled and less |Stops crying when |Starts cooing when |Starts smiling when | |
| |startled. |hears a familiar |happy. |asleep and awake. | |
| | |voice. | | | …show more content…
|
|3 Months |Lift and turn their |Start to notice |Will smile back when |More settled in routines| |
| |heads and possible hold |objects around them, |smiled at, will suck |and enjoys routines e.g.| |
| |head up for several |presses hands |lips at sound of feed|bath time. Show distress| |
| |seconds. |together. |preparation |at loud noises. | |
|6 Months |Using fine and gross |More alert, toys being|Lifting arms to their |Similes of delight, | |
| |motor skills. Balance on|played and explored |carer to show they |friendly with strangers | |
| |their fronts with arms |more, watches people |want to be picked up. |(on most occasions) Can | |
| |and legs in the air, |in the room. |Babbles using sing |show anxiety if | |
| |reach out for toys. | |song vowel sounds. |separated from their | |
| | | | |main carer. | |
|9 Months |Using pinsa grip to |Exploring objects |Babbles more tuneful, |Will try to stay near | |
| |feed, sits unsupported, |more, happily splashes|copies simple sound. |the parent or carer, | |
| |pulls to standing. |water in the bath | |loves to play | |
| | |deliberately. | |peek-a-boo, copies | |
| | | | |facial expressions. | |
|12 Months |Eyesight as good as a |Recognises their daily|Long strings of |Are very weary if | |
| |adults, stands up and |routines and becomes |babbling but starting |strangers approach or | |
| |holding (‘cruising’) or |excited by some of |to try first words, |handle them, have a need| |
| |walking around the |them, have a better |point fingers to what |to stay near their | |
| |furniture. |understanding of what |they want. |parents or carers. | |
| | |is going on around | | | |
| | |them. | | | |
|18 Months |Sitting and pushing |Enjoys pop-up toys, |Less babbling and more|Signs of temper and | |
| |themselves on |build 3 brick tower, |words sounding more |frustration, can feed | |
| |sit-and-ride toys, using|scribbles backwards |like speech, will |themselves and drink | |
| |fine and gross motor |and forwards. |chatter away while |from a cup, no sense of | |
| |skills e.g. pinsa grip | |playing. |danger, resist naps. | |
| |to pick up smaller toys,| | | | |
| |kneels when playing. | | | | |
|2 Years |Running using the whole |Playing with simple |Has a good vocabulary |Will parallel play, | |
| |foot, climbing and |jigsaws, builds a 6 |of around 200 words, |enjoys role play, | |
| |negotiating obstacles. |brick tower, |can name well-known |becomes angry and | |
| | |identifies pictures or|objects. |frustrated if do not get| |
| | |objects. | |their own way. | |
|3 Years |Using alternate feet to |Has an interest in |Has understandable |Interests in other |Follows simple rules |
| |climb stairs, can tread |books and painting, |speech, can have a |children, will share, |but no understanding |
| |beads. |will draw a head. |conversation. |uses humour, have a |of wrong or right. |
| | | | |vivid imagination. | |
|4 Years |Can use scissors, use |Has more concentration|Will now ask |Enjoy praise off adults,|Mainly thoughtful to |
| |pedals to steer, walk on|when enjoying an |questions, can recite |will play alone, have |adults and sometimes |
| |their tiptoes. |activity, will add |songs and rhymes. |‘best friends, will |other children. |
| | |some features to a | |‘show off’. | |
| | |draw head. | | | |
|5-6 Years |Can control ball games, |Can count using their |Starting to decode |Has more preference of |Keen to understand |
| |hop, and dances, can |fingers and achieve |familiar words and can|friendship, more |rules and use them. |
| |complete a ‘harder |simple sums. Can copy |have confusing over |independent, can control| |
| |jigsaw.
|letters. |some letters/sounds. |their behaviour more. | |
|7-9 Years |Drawing, cutting and |Can and will read a |Will hold a |Have stable friendships,|Will follow rules and |
| |writing is more |book to themselves |conversation with |will compare themselves |tell others when they |
| |accurate, more |silently, can solve |adults, have verbal |with others. |are braking them. |
| |energetic. |simple problems. |arguments, enjoys | | |
| | | |chatting and telling | | |
| | | |jokes. | | |
|9-11 Years |Excellent fine and gross|Good at problem |Great use of |Enjoys been given |Increased |
| |movement skills. Good |solving tasks, will |imagination within |responsibilities, has |thoughtfulness, aware
|
| |coordination skills, |express their thoughts|writing stories, |stable relationships |of behaviour and |
| |good speed when carrying|and feelings. |reasonably |with friends. |consequences |
| |out tasks, | |grammatical. | | |
|11-13 Years |Changes in their body |Reasoning and problem |Negotiating and |Strong attachments to |Understanding the |
| |i.e. growth, puberty. |solving and |persuading peers and |friends, wanting more |needs of rules in |
| | |understanding more |adults, good reading |independence, |society. |
| | |abstract concepts. |and writing skills. |exploration of | |
| | | | |boundaries. | |
|13-19 Years |Occasional poor spatial |High level of skills |More use of technology|More confidents when |Show more interests in|
| |awareness (common in |in most areas, |to communicate i.e. |with friends, can have |moral issues, a |
| |boys) | |phones, pc with |poor behaviour if faced |greater understanding |
| | | |internet access. |with low self-esteem. |of right and wrong and|
| | | | | |consequences of their |
| | | | | |actions. |
(The information in the table above is an estimate)
Cephalocaudal and Proximodistal Principles of Development
Cephalocaudal principle of development proceeds from the head downward. The child gains control of the head first, then the arms, and then the legs. Babies develop control of the head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months of age they start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms always precedes coordination of legs. Galloway & Thelen (2002) states that “they have found evidence that a strict Cephalocaudal progression does not apply, as they observed that a infant can interact with toys using their feet before they can reach with their hands”.
Proximodistal principle of development proceeds from the centre of the body outward. This means that the spinal cord develops before outer parts of the body. The child's arms develop before the hands and the hands and feet develop before the fingers and toes. The finger and toe muscles are the last to develop in physical development. Each change in the child’s development should result in an increasingly refined level of skill development.
(1.2) The sequence and rate of development
All babies, children and young people follow the same general pattern of growth and development, the stages in which they learn their new skills generally follow in the same order, this is known as the sequence of development and this progress is normally measured by a set of functional skills or age-specific tasks that most children can do at a certain age range. Babies, children and young people need to reach one milestone in development before they can progress and move onto the next, so although they will all follow the same general pattern, each milestone has an age level, the actual age when a (normal) developing child reaches that milestone can vary quite a bit, Newell & van Emmerik (1990) states that “An object may be too small or too big to pick up but given a different size the infant may achieve the milestone of grasping” The rate of their development will depend on a number of different factors but in general most will have met the requirements by their age range. It is however, usual for children to pass through each milestone of development within a few weeks either side of the average age. Every child is unique! (2000)
2) The importance
The difference between the sequence of development and rate of development is crucial for each and every child, as practitioners who are working closely with babies, children and young people need to know the stages in relation to their age as this will have an impact, meaning the child could under develop on their milestone and also within their personal learning targets, practitioners are then able to judge if there are any significant problems that may need to be addressed.
Reference list
Minett, P. 1985. Child Care & Development. 4th edition. London. John Murray.
Moonie, N. Lavers, S. et al. 2005. Health & Social Care. Oxford. Heinemann.
Tassoni,P. Beith, K. et al. 2010. Children and Young People’s Workforce – Early learning and Childcare. Heinemann.
Introduction
As practitioners working with children, there is a great deal that must be known, it is important that there is an understanding of the different aspects of development and also a greater understanding between the sequence of development and rate of development and why the difference of the two is important. The physical growth and development growth of children underpins other aspects of their development, the two go hand in hand and it can often be difficult to separate one from another.
1) Aspects of development
The different aspects of development which are all very important are as follows:
Physical development is where children increase in all physical skills …show more content…
which include fine motor skills - this is the ability to perform small, accurate movements i.e. using their hands to be able to eat, draw, dress, play and write among many other things, gross motor skills - is the ability to move the whole body well using large groups of muscles to sit, stand, walk and run, and locomotive skills which is keeping balance, changing positions and walking correctly. The physical development area allows children to become more independent.
Communication/Language development is where children learn the skills to communicate with others which include non-verbal communication, spoken language also included, is gestures, body language, reading and understanding what others say.
Cognitive/Intellectual development is the area which processes thinking and understanding which includes learning, remembering, problem solving, reasoning, concentration, memory, imagination and creativity.
Social development is the growth and ability to relate and interact with others, having relationships with family, friends and teachers also cooperating with others appropriately and become independent within a social framework.
Emotional development is the growth and ability to feel and express an increasing range of emotions appropriately such as happiness, fear, excitement, affection, worry, sadness anger, pride, jealousy, shyness and many more, including those about oneself.
Behavioural development is the growth and ability to act and relate in a specific way both acceptably and unacceptably.
Moral development is about the decisions that children and young people take, the principles they adopt and their behaviour towards others. It is a sub-set of social and emotional development.
1) The development of children 0-19 years of age
| |Physical |Cognitive |Communication |Social, emotional and |Moral |
| | | | |behavioural | |
| |Reflexes – Swallowing, |Recognises the smell |Cries to make their |Close contact when | |
|Birth |Sucking, Rooting, |and voice of their |needs know.
Eg when |feeding, needs to feel | |
| |Grasping, Startling, |mother. |hungry, tired or |calm and safe. | |
| |Walking, Standing. | |distressed. | | |
|1 Month |Less curled and less |Stops crying when |Starts cooing when |Starts smiling when | |
| |startled. |hears a familiar |happy. |asleep and awake. | |
| | |voice. | | | …show more content…
|
|3 Months |Lift and turn their |Start to notice |Will smile back when |More settled in routines| |
| |heads and possible hold |objects around them, |smiled at, will suck |and enjoys routines e.g.| |
| |head up for several |presses hands |lips at sound of feed|bath time. Show distress| |
| |seconds. |together. |preparation |at loud noises. | |
|6 Months |Using fine and gross |More alert, toys being|Lifting arms to their |Similes of delight, | |
| |motor skills. Balance on|played and explored |carer to show they |friendly with strangers | |
| |their fronts with arms |more, watches people |want to be picked up. |(on most occasions) Can | |
| |and legs in the air, |in the room. |Babbles using sing |show anxiety if | |
| |reach out for toys. | |song vowel sounds. |separated from their | |
| | | | |main carer. | |
|9 Months |Using pinsa grip to |Exploring objects |Babbles more tuneful, |Will try to stay near | |
| |feed, sits unsupported, |more, happily splashes|copies simple sound. |the parent or carer, | |
| |pulls to standing. |water in the bath | |loves to play | |
| | |deliberately. | |peek-a-boo, copies | |
| | | | |facial expressions. | |
|12 Months |Eyesight as good as a |Recognises their daily|Long strings of |Are very weary if | |
| |adults, stands up and |routines and becomes |babbling but starting |strangers approach or | |
| |holding (‘cruising’) or |excited by some of |to try first words, |handle them, have a need| |
| |walking around the |them, have a better |point fingers to what |to stay near their | |
| |furniture. |understanding of what |they want. |parents or carers. | |
| | |is going on around | | | |
| | |them. | | | |
|18 Months |Sitting and pushing |Enjoys pop-up toys, |Less babbling and more|Signs of temper and | |
| |themselves on |build 3 brick tower, |words sounding more |frustration, can feed | |
| |sit-and-ride toys, using|scribbles backwards |like speech, will |themselves and drink | |
| |fine and gross motor |and forwards. |chatter away while |from a cup, no sense of | |
| |skills e.g. pinsa grip | |playing. |danger, resist naps. | |
| |to pick up smaller toys,| | | | |
| |kneels when playing. | | | | |
|2 Years |Running using the whole |Playing with simple |Has a good vocabulary |Will parallel play, | |
| |foot, climbing and |jigsaws, builds a 6 |of around 200 words, |enjoys role play, | |
| |negotiating obstacles. |brick tower, |can name well-known |becomes angry and | |
| | |identifies pictures or|objects. |frustrated if do not get| |
| | |objects. | |their own way. | |
|3 Years |Using alternate feet to |Has an interest in |Has understandable |Interests in other |Follows simple rules |
| |climb stairs, can tread |books and painting, |speech, can have a |children, will share, |but no understanding |
| |beads. |will draw a head. |conversation. |uses humour, have a |of wrong or right. |
| | | | |vivid imagination. | |
|4 Years |Can use scissors, use |Has more concentration|Will now ask |Enjoy praise off adults,|Mainly thoughtful to |
| |pedals to steer, walk on|when enjoying an |questions, can recite |will play alone, have |adults and sometimes |
| |their tiptoes. |activity, will add |songs and rhymes. |‘best friends, will |other children. |
| | |some features to a | |‘show off’. | |
| | |draw head. | | | |
|5-6 Years |Can control ball games, |Can count using their |Starting to decode |Has more preference of |Keen to understand |
| |hop, and dances, can |fingers and achieve |familiar words and can|friendship, more |rules and use them. |
| |complete a ‘harder |simple sums. Can copy |have confusing over |independent, can control| |
| |jigsaw.
|letters. |some letters/sounds. |their behaviour more. | |
|7-9 Years |Drawing, cutting and |Can and will read a |Will hold a |Have stable friendships,|Will follow rules and |
| |writing is more |book to themselves |conversation with |will compare themselves |tell others when they |
| |accurate, more |silently, can solve |adults, have verbal |with others. |are braking them. |
| |energetic. |simple problems. |arguments, enjoys | | |
| | | |chatting and telling | | |
| | | |jokes. | | |
|9-11 Years |Excellent fine and gross|Good at problem |Great use of |Enjoys been given |Increased |
| |movement skills. Good |solving tasks, will |imagination within |responsibilities, has |thoughtfulness, aware
|
| |coordination skills, |express their thoughts|writing stories, |stable relationships |of behaviour and |
| |good speed when carrying|and feelings. |reasonably |with friends. |consequences |
| |out tasks, | |grammatical. | | |
|11-13 Years |Changes in their body |Reasoning and problem |Negotiating and |Strong attachments to |Understanding the |
| |i.e. growth, puberty. |solving and |persuading peers and |friends, wanting more |needs of rules in |
| | |understanding more |adults, good reading |independence, |society. |
| | |abstract concepts. |and writing skills. |exploration of | |
| | | | |boundaries. | |
|13-19 Years |Occasional poor spatial |High level of skills |More use of technology|More confidents when |Show more interests in|
| |awareness (common in |in most areas, |to communicate i.e. |with friends, can have |moral issues, a |
| |boys) | |phones, pc with |poor behaviour if faced |greater understanding |
| | | |internet access. |with low self-esteem. |of right and wrong and|
| | | | | |consequences of their |
| | | | | |actions. |
(The information in the table above is an estimate)
Cephalocaudal and Proximodistal Principles of Development
Cephalocaudal principle of development proceeds from the head downward. The child gains control of the head first, then the arms, and then the legs. Babies develop control of the head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months of age they start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms always precedes coordination of legs. Galloway & Thelen (2002) states that “they have found evidence that a strict Cephalocaudal progression does not apply, as they observed that a infant can interact with toys using their feet before they can reach with their hands”.
Proximodistal principle of development proceeds from the centre of the body outward. This means that the spinal cord develops before outer parts of the body. The child's arms develop before the hands and the hands and feet develop before the fingers and toes. The finger and toe muscles are the last to develop in physical development. Each change in the child’s development should result in an increasingly refined level of skill development.
(1.2) The sequence and rate of development
All babies, children and young people follow the same general pattern of growth and development, the stages in which they learn their new skills generally follow in the same order, this is known as the sequence of development and this progress is normally measured by a set of functional skills or age-specific tasks that most children can do at a certain age range. Babies, children and young people need to reach one milestone in development before they can progress and move onto the next, so although they will all follow the same general pattern, each milestone has an age level, the actual age when a (normal) developing child reaches that milestone can vary quite a bit, Newell & van Emmerik (1990) states that “An object may be too small or too big to pick up but given a different size the infant may achieve the milestone of grasping” The rate of their development will depend on a number of different factors but in general most will have met the requirements by their age range. It is however, usual for children to pass through each milestone of development within a few weeks either side of the average age. Every child is unique! (2000)
2) The importance
The difference between the sequence of development and rate of development is crucial for each and every child, as practitioners who are working closely with babies, children and young people need to know the stages in relation to their age as this will have an impact, meaning the child could under develop on their milestone and also within their personal learning targets, practitioners are then able to judge if there are any significant problems that may need to be addressed.
Reference list
Minett, P. 1985. Child Care & Development. 4th edition. London. John Murray.
Moonie, N. Lavers, S. et al. 2005. Health & Social Care. Oxford. Heinemann.
Tassoni,P. Beith, K. et al. 2010. Children and Young People’s Workforce – Early learning and Childcare. Heinemann.