Unit MU 1.7 Introduction to children and young people’s development

Topics: Childhood, Emotion, Developmental psychology Pages: 6 (1950 words) Published: October 19, 2014
Unit MU 1.7 Introduction to children and young people’s development

1. Know the main stages if children and young people’s development. 1.1 Outline the expected pattern of development for children and young people from birth to 19 years to include: Physical development

Communication
Intellectual development
Social, emotional and behavioural development

Infancy (0-3 years)
Physical – infants are quite helpless and dependent when are born and in order to survive they need to be looked after. To ensure this happens they are born with several reflexes. These include rooting, sucking, swallowing, grasping, and stepping and startle reflex. Babies are helpless when they are born and they don’t have very much muscular co-ordination. They are able to focus their eyes very quickly and follow sound from side to side as well as being able to cry and make gurgling sounds Soon the muscles begin to strengthen and babies start to control their movements. This allows them to begin exploring their environment and learn how their world operates. Physical control and co-ordination progress downwards, beginning with the head and moving through the neck, trunk arms and the legs. Muscle control 0-3 years:

2 Months – able to raise head when lying on stomach
4 Months- can grasp objects using whole hand
6 Months- Can sit up without support
8 Months – Can start to crawl
12 Months – can walk without help
18 Months- Can climb stairs and run but often falls
2 Years - Can controls muscles which allow for toilet training and can climb on furniture and kick a ball but not yet catch one 3 Years- can jump and ride a tricycle
Intellectual – means the development of the mind and lets us to recognise, remember, reason, know and understand thing around us. We also develop communication skills which allow us to make ourselves understood and to develop relationships. As children interact with the environment they slowly organise their thoughts and develop a set of Reponses for dealing with the world. These become adapted as new experiences occur giving us all a better understanding of our world. Language development is another part of intellectual development; children should know at least six works by 18 months. Most one-years-olds should be able to name simple objects and by the age of two most are able to put two or three words together into a simple sentence. By the age of three, most speech should be understandable and children should be able to speak in complete sentences. Emotional- at the age of one babies are able to learn about the effect their behaviour has on their parents/guardians and can express emotions through tears, laugher and facial expressions At two years of age toddlers are known for their temper tantrums "terrible two's" as they struggle to express how they feel. They are able to show things to a certain degree, which is often expressed through play. At the age of three, children are more sensitive to others feelings and will share their toys with others and take it in turns to play with toys. They are interested in having friends and this is often when children start nursery or playgroup Social - Social development is similar to emotional development, young children from friendships and tends to show preferences for particular people. Language skills are important in the development of this relationship and, as children develop, they are more able to express their feeling verbally. Contact between ages is part of a normal family life and children benefit from spending time with both older and young people. Most children start nursery at this age and this provides an opportunity for them to share time with different age groups. Childhood 3- 11 years

physical- growth continues really fast during childhood, although not as fast as in the first three years, and body proportions as beginning to be more adult-like. Gross and fine motor skills are becoming more advanced, like tying shoes, making and decorating a...
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