Assignment 23 Task a - Diploma Childrens and Young Peoples Workforce

Topics: Jean Piaget, Learning, Developmental psychology Pages: 5 (1153 words) Published: August 10, 2013
Assignment 023: Understand Child and Young Person Development Task A1: Tables showing sequence and rate of development for children and young people from birth to 19 years Table 1: Physical Development

Age Range| Explain the sequence and rate of development|
0-3 months| At birth babies are born with reflexes – such as: * swallowing and sucking * rooting * grasping * startle reflexIn the first few months babies change considerably * gradually sleeping less * looking less curled up and startle less| 3-6months| * Sleeping less and are more alert * Lifting and turning their head| 6-9months| * Reach out grabbing objects * Starting to teethe * Getting stronger * Sitting up| 9-12months| * Crawling or shuffling * Picking up, handling objects * Sit up without support| 1-2years| * Standing up, holding onto furniture * Crawling and/or Walking * More adept with touch * Pushing off with their legs i.e. on toys| 2-4years| * Better at walking * Doing things for themselves * Running and climbing * Pedalling toys * Playing with other children * Walking upstairs on alternate feet| 4-7years| * Skilful use of hands, i.e. threading * Ability to kick * Increased manipulative movements * handwriting| 7-12years| * Drawing and writing neater * More physically skilled * Greater co-ordination and speed * Increased height| 12-16years| * Growth and changes to their body; puberty * Some impaired spatial awareness, due to changes in body| 16-19years| * Stronger muscles being developed when starting work|

Table 2: Intellectual and Cognitive Development

Age Range| Explain the sequence and rate of development|
0-3 months| * Recognising voices and smellsNoticing objects and surroundings, i.e. * difference between day and night * play mobiles and stimulating objects| 3-6months| * Focusing more on things * Beginning to understand what is being said to them| 6-9months| * Exploring objects and toys, with their hands and mouths * Understanding of object permanence, that when objects/people exist whilst out of sight| 9-12months| * Understanding routines * Greater awareness and association of objects and events * Copying people| 1-2years| * Advanced play techniques, i.e. building bricks, jigsaws * Developing individuality| 2-4years| * Pretend play * Painting, colouring * Improved concentration| 4-7years| * Counting * Reading * Writing * Increase of interest of other subjects| 7-12years| * Improved reading and writing * Silent reading * Problem solving * Logical thinking| 12-16years| * High skills levels * Abstract thinking * Improved reasoning/thinking| 16-19years| * Learning work skills * Life changing decision making * Preparation for adulthood |

Table 3: Communication Development

Age Range| Explain the sequence and rate of development|
0-3 months| * Crying, i.e. tired, upset, hungry * Cooing when contented * Starting to smile| 3-6months| * Increased smiling * Squealing|
6-9months| * Babbling|
9-12months| * Pointing * Longer babbling * Starting to try and form first words| 1-2years| * Less babbling * Much improved vocabulary * Improved speech * Temper tantrums| 2-4years| * Start of string words together * Speech becoming easily understood * Putting sentences together * Further increase of vocabulary * Asking questions * Engaging in conservation| 4-7years| * Fluent speech * Decoding of familiar words * Continued improvement of vocabulary * Starting | 7-12years| * Enjoyment of chatting * Debating/arguing * Negotiation * Persuasion * Writing stories * Improved written language and grammatical skills| 12-16years| * Further improved written and spoken language skills * Negotiation and persuasion increasingly...
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