Observe & Record Aspects of the Development of Child or Young person

Topics: Attention span, Attention, Jean Piaget Pages: 10 (4123 words) Published: November 5, 2014

Unit 1
Observe & Record Aspects of the Development of Child or Young person 1.1
AGE 0-3 M
PHYSICAL Sleeps much of the time & grows fast
Tries to lift head
Starts to kick legs, with movement gradually becoming smoother Starts to wave arms about
Being to hold objects when placed in hand, for example an appropriate size/shaped rattle Grasp reflex diminishes as hands and eye co-ordination to develop Enjoys finger play such as simple finger rhymes

Becomes more alert when awake
Learns to roll from side on to back
See best at distance of 25cm then gradually starts watching objects that are further away Needs opportunities to play & exercise, for example soft toys, cloth books & play mate with different textures & sounds COMMUNICATION

INTELLECTUAL Recognises familiar voices; stops crying when hears them Aware of other sounds; turns head towards sounds
Responds to smiles; moves whole body in response to sound / to attract attention Pauses to listen to others; makes noises as well as crying, such as burbling Recognises parents; concentrates on familiar voices rather than unfamiliar ones Aware of different smells

Explores by putting objects in mouth
Observes objects that move; responds to bright colours and bold images Stores and recalls information through images
Sees everything in relation to self ( is egocentric)
BEHAVIOURAL Cries to communicate needs to other; stops crying to listen to others Responds to smiles from other; responds positively to others, such as family members & even friendly strangers unless very upset (when only main caregiver will do!) Considers other only in relation to satisfying own needs for food, drink, warmth, sleep, comfort & reassurance. Becomes very attached to parent / care ( usually the mother) Experiences extreme emotions, may be very scared, very happy or very angry; these moods change in an instant Requires the security & reassurance of familiar routines May be upset by unfamiliar methods of handling & care.

AGE 3-9 M
Establishes head control ; moves head round to follow people & objects Begins to sit with support ; form about 6 months sits unsupported Rolls over
May begin to crawl, stand & cruise holding on to furniture (from about 6 months) Learns to pull self up to sitting position
Begins to use palmar grasp & transfers objects from one hand to the other Develops pincer grasp using thumb & index finger from about 6 months Continues to enjoy finger rhymes
Drops things deliberately & searches for hidden/ dropped objects (from about 8 months) Puts objects into containers & takes them out
Enjoys water play in the bath
Needs opportunities for play & exercise including soft toys, board books, bricks, containers, activity centres, & so on COMMUNICATION
INTELLECTUAL Responds with smiles
Recognises family names, but cannot say them
Enjoys looking at pictures and books
Even more responsive to voices and music
Participates in simple games, such as ‘peep-po’; tries to imitate sounds during rhymes Starts babbling, uses syllable sounds, for example ‘daa’, ‘baa’, and ‘maa’ From about 7 months uses two syllable sounds, such as ‘daada’, ‘baaba’, ‘maama’ Shouts to attract attention

Knows individuals and recognises familiar faces
Recognises certain sounds and objects
Shows interest in everything especially toys and books
Concentrates on well defined objects and follows direction of moving object Anticipates familiar actions and enjoys games such as ‘Peep-po’ Searches for hidden or dropped objects (from about 8 months) Observes what happens at home and when out and about

Explores immediate environment once mobile
Processes information through images
Enjoys water play in the bath
Sees everything in relation to self (is still egocentric)
BEHAVIOURAL Responds positively to others, especially to familiar people such as family members; by the age of 9 months...
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