Tda 1.3

Topics: Developmental psychology, Jean Piaget, Childhood Pages: 12 (3430 words) Published: May 5, 2013

Developmental Folder

Name: Farida Bodiat
Task 1
1.1 An explanation of the sequence and rate of each aspect of development from birth to 19 years. Every child develops at a different rate, but it is important to know the expected pattern of development. Complete the table, showing the stages of development you may observe in the different age ranges. An example has been completed for you. Age| Area of development| What you may observe at each age range| 0–3 years| Physical| Crawling, rolling, shuffling, walking.Pointing, holding small objects.Climb stairs and furniture.Riding a trike| | Communication| Crying, gurgling, pointing, tantrums, head banging, nodding, baby noises, smiling, frowning, scared, flinching, gradually the baby talk starts to form single words then by the ages of two and three can form some sentences, and show more signs of clearer understanding for example nodding at the right times or crying and throwing tantrums if they don’t get what they want.| | Intellectual/Cognitive| Starts to trust parents consistent response to crying, distressed if needs not met, differentiates between people, sounds and objects, watches hands when they come into view, is quietly alert, cause/effect understanding begins, touch dangling toy it moves, long term memory builds as they wait for expected response, differentiates between speech and other sounds.| | Social, Emotional, Behavioural & Moral| Smiles in sleep, moulds body against person holding them, distinguishes parents voices, no routine to eating, sleeping and waking, smiles responsively(not wind), reads or response to parents moods, maintains eye contact/loves faces, can track moving object with eyes, likes to be held cries if put down, stays awake longer when interacted with, smiles easily laughter begins, shrieks loudly enjoys hearing own voice, varies cries to communicate needs,| |

3–7 years| Physical| Throw a ball, use a spoon, hold a pencil. Colour, draw and paint, use blunt scissors, build with blocks, stand on one foot, skip, hop, somersault, try to dress themselves, draw a picture , a face, a person, dress and undress with no help, take care of their bathroom needs,| | Communication| Speech becomes more social, actively learning, asking more questions,Enjoy make believe play, listen to stories and ask questions, questions using what, where and why, use longer sentences and link them together, start to be able to play games with others, use their language skills to help them read and write, understand spoken instructions , understand sequence words such as, now, then, next, use sentences that are well formed, understand feelings and descriptive words, like carefully, slowly, clever, use language in a range of social situations, share and discuss more complex ideas, use language for different purposes such as asking questions or persuading.| | Intellectual/Cognitive| Develops an understanding of concepts, shapes, colour, time-through different method, playing, talking, listening to you, asking questions and imitating, learn to use their senses, watching, touching, listening, tasting and smelling. Capable of problem solving, responds to do’s and don’ts, inquisitive, questioning and imaginative, do multiple tasks, can read their own name, count up to twenty, can do easy sums and hold longer conversations. | | Social, Emotional, Behavioural and Moral| Children go through many stages of social and morale development from early childhood to adolescence, and they also face many social and emotional developments, during infancy children develop socially and morally. Babies begin to realise that humans are not inanimate objects. A child begins to realise how to behave in order to accomplish a goal. They become aware of how their actions influence the people around them, at 18 months children become knowledgeable of what behaviours cause certain emotions from...
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