Understanding the Expected Pattern of Development for Children and Young People from Birth to 19 Years

Topics: Puberty, Developmental psychology, Hypothalamus Pages: 18 (3219 words) Published: June 10, 2013
CYP 3.1
Here are lists of developmental pattern’s children may go through, is important to remember some children may develop these developmental aspects at different stages and that is perfectly normal.  

At 0-3 months:
Sleeps on average 20 hours a day
Begin visual and oral exploration
Begins to recognize faces
Starts to move around more
Focuses both eyes together
Sensitive to touch
Can detect smells
Cries, coos and grunts
Can feel emotional distress
Can be comforted by familiar adults
Smiles at faces (social development)
Can focus on sources of sound
Able to hold up their own heads, this depends on the child.  
At 3-6 months:
Start babbling
Feeds roughly 3-5 times a day
Has control of head and arm movements
Can recognize parents faces
Pays attention to own name
Reaches, grasps and put objects into mouth (mouthing)
Shows interest in surroundings
Increased mobility ( rolling over, might start to pull themselves up)  
At 6-12 months:
Sits without support (varies on child)
Emotional attachment with parents
Can get separation anxiety
Controls legs and feet
Responds to own name
Throws objects
Mimic simple actions
Says first real word
 At 1-2 years old:
Walks unaided
Feeds him/her self
Obeys commands
Repeats words
Expresses negative feelings (temper tantrums)
Enjoys gross motor activities such as walking, running, throwing  
At 2-3 years old:
Can jump
Uses short sentences
Copies other actions
Points to objects when they are called
Begins to take turns (this is more around the age of 3 years) Kick a ball
At 3-5 years old:
Like to share
Plays with others
Curiosity-asks many ‘why’ questions
Begins to tell stories
Can dress and undress him/her self
Can answer simple questions
Can say name and age
Can name colours
Learnt to skip
Talks clearly (unless has speech and language delay)
Reads a story-this is likely to be a ‘beginning to read’ storybook Prefers gender specific activities
Can draw, name and describe pictures
Retells a story
At 5-8 years old:
Uses adult sounds
Shows understanding of moral reasoning
Compares him/her self to others
Develops friendships
Expresses more awareness towards others and their feelings Growing independence
Telling lies/tattling-attracting attention
Feelings tend to get hurt more easily
 At 8-12 years old:
Transition from lower school to upper school
Tends to have friends of the same sex
Becomes more confident
Seeks fact
Aware of right and wrong
Trying to find his/her identity
Bodies may prepare for puberty
Increased shyness and moodiness-linked to hormones
Can talk through problems to solve them
Enjoys privacy
Begins to prepare for teenage years
Defies adult rules and logic
Critical of self
Critical of others (adults/peers)
Resents being told what to do
Becomes more manipulative to get attention
At 12-16 years:
Transition year for middle school to upper school
Influenced by peer group
Self involvement
Revisits childish behaviour
Realises parents have faults
Has developed abstract thinking-puts together all possible outcomes before actually beginning the problem-logically thinking Changes relationships often
Tries to make new friends
Very concerned about body image
Focuses mostly on the present- very narrow thinking
Begin to rebel and push boundaries
Gives reasoning for own choices
At 16-19 years:
Engages in more risky behaviour
Has a selection of people they consider to be role models Is able to set goals and most likely to follow through on them Has a firmer sense of identity
Sense of humour is more developed
Thinks more about the future
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