Learning outcome 1:
1.1 Describe the expected pattern of children and young people’s development from birth to 19 years. As a teaching assistant it is important to acknowledge different aspects of child development. Babies and children may reach significant milestones at different ages, for example some babies will learn to crawl earlier than others, which are less advanced and often require nurturing. Therefore it is important to remember that development is a holistic process and that each child is unique and will develop in their own way and at different rates. Milestones give a broad average of development for when children may expect to reach a particular stage. Some pupils stand out from others because they have reached a particular milestone ahead of or later than them. Sometimes if children’s growth patterns are very different from their peers, this can have an effect on their behaviour. If this is the case then there may need to be additional provisions made for them. The table below shows a child and young person development and should be seen as a guide to give an overall idea of the different stages. Years
Communication and Intellectual development
Social, Emotional and Behavioural development
When first born there is fast development and babies have little control over. Series of reflexes in order to survive (for example, sucking, grasping). Gradually more control so by 12 mths most will be able to crawl or roll. By the age of 2 start to walk. Use hands for pointing and holding objects, start to dress and feed themselves, also enjoy climbing. By the age of 3 have more control over pencils and crayons; enjoy looking at and turning pages in books. Able to use a cup and feed themselves. Will walk and run with more confidence and will explore. Adults communicate with babies as not yet able to understand what is said. They will listen to the language and enjoy songs and games. Will try to speak at around 12 mths, pronunciation unclear. Between 1-2 years start to put words together and vocabulary will increase to about 200 words. Between 2-3 years will use negatives and plurals, vocabulary will increase still and will make some errors in grammar when speaking, for example, “I drawed it.” Will start to find out about their own identities. Will need to form a strong attachment, which will be their parents and carers. If in a nursery this would be their allocated key worker. May start to have tantrums through frustration and will want and need to do everything for themselves.
Children will be able to carry out more coordinated movements and will grow in confidence. They refine skills developed so far and have more control over fine motor skills such as cutting, writing and drawing. Children start to use familiar phrases and expressions when they become more social and have wider experiences. They will ask numerous questions and be able to talk about things in the past and future tenses with confidence. They become more skilled at aspects of number and writing; also continue to learn about their world. Still look for adult approval and start learning to read. Children will still be developing their identities and play with their peers and socialise using imaginative play. This will help to develop their concept of different roles in their lives. It is important for them to learn to understand the importance of boundaries and why they are necessary. Also respond well to being given responsibility and will need adult approval. 7-12 years
Continue to grow, develop and refine many of their skills. Start to have hobbies and interests in areas, for example, sport or dance. Have controlled finer movements such as required for playing an instrument or sewing. Girls show early signs of puberty from the age of 10 or 11. For boys puberty usually starts later, when there will be another period of rapid physical growth. By this stage, most children will be fluent speakers of a...
Please join StudyMode to read the full document