CYP 3.1 Understand child and young person development
1.2. Explain the difference between sequence of development and rate of development and why the difference is important. Some aspects of Development follow a definite sequence. This is particular true when it comes to physical development for example, babies have to learn to lift their heads before they can sit; toddlers have to walk before they can run. It is also the case in other areas such as communication as, for example, a baby recognise words before producing them. While these sequences of development are typical in all children, what can change between individual children is the speed or rate at which they develop. This means some babies will sit unsupported at 7 months, while others may take a couple of months longer. It is also interesting. When looking at an individual child’s development to note the way that they may have different rates of development in different areas; for example a baby at 13 months may not be walking, but may already be saying a few words, an 7 years-old may be strong swimmer, but find reading difficult.
Importance of sequence and rates of development
It is important when working with individual children and young people to note both the sequence and the rate of their development in each of the different areas. To know the difference because as child develops if they achieve this development by sequencing it enables you to plan effectively and at the right time. When recording the rate of development it helps us to identify any concerns that we may have within the development area, this enables you to further investigate why this is happening. The sequence of development is a process where an event is followed one after the other and achieves a level of succession with a series of changes or growth that a process undertakes normally to improve on that process leading to a matured state.
Area of Development\Approx
| 0-1 years
| 1-3 years
| 3-5 years
| 5-7 years
| Social, Emotional & Behaviour
| Feeling smiles when asleep, Trying to stay near their parent or carer, close contact between primary carer and baby.Enjoyment of bath time.
| Need to stay near their parents and carers, anxiety if stranger approach or handle them.Interest in other children signs of temper and frustration.Parallel play- (playing next to rather than with other children) anger and frustration if they cannot do what they want to do.
| Cooperative play between children along with the odd squabble and argument children responding well to adult praise and recognitionInterest in other children.
| Some friendship preferences
| Babies lift and turn their heads, reflexes-see above, looking less curled up and startle less.
| Standing up and holding onto furniture, sitting and pushing off with legs on sit- and – ride toys, can run and clime, pedaling a tricycle or pushing it along with the feet, walk upstairs on atternate feet
| Walking upstairs on alternate feet Skillful use of the hands to carry activities such as threading, pouring and using scissors
| Ability to kick and control a ball more legible handwriting and increased fine manipulative movements
| Intellectual / Cognative
| Babies who recognise the smell and sound of their mother’s voice.Exploring objects using hands and mouth
| Recognising the routines of the day (e.g. becoming excited when they hear the bath water or have a bib put on)Enjoyment of pop-up and posting toysPlaying with building bricks and doing simple jigsaw puzzlesPretend play with farm animal’s teddies or in the home corner.
| Interest in mark- making, painting and booksConcentration when an activity has caught their interest.
| Ability to count and do simple calculations.
| Babies crying when hungry tired or distressed. Stop crying when hear family voice. Smile back when they see a smiling face.Babies coo when contented (from around 5or 6 weeks)
| Fingers pointing at objects...
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