Child and Young Person Development

Topics: Childhood, Developmental psychology, Youth Pages: 5 (1670 words) Published: September 11, 2013
TDA 2.1: Child and young person development.
Ages| Physical development| Communication and intellectual development.| Social, emotional and behavioural development. | New born | Babies are born with reflexes which are actions they do without thinking. There reflexes are linked to survival| Babies will cry in order to communicate their needs. They will also look around and react to sounds. | Babies and their primary carers usually mothers. Which they will be to develop a strong relationship or bond. Sometimes the baby may stare at the mother.| One year old| Standing up and holding onto furniture and small objects being picked up and handled. | Waving bye-bye, fingers pointing at objects to draw an adult’s attention to them and tuneful babbling that sounds like talking. | Crying if they cannot see their parents or carers and repetitive play as the baby enjoys doing something over and over again. | Two | Playing on sit-and-ride toys, running and climbing and building bricks doing simple jigsaw puzzles.| Points to pictures of familiar objects and names them. | Keen to show things to adults, anger and frustration if they cannot do what they want to do and delight and happiness when they are enjoying something. | Three| Able to use the toilet and able to walk up stairs on alternate feet.| Speech that adults unfamiliar with the child can understand enjoyment of sand and water play and interested in mark-making, painting and books.| Keen to help and copy adults, enjoys dressing up and playing with small world toys and interest in other children and some co-operative play.| Four| Children riding on tricycles, climbing and enjoying simple ball games and skilful use of the hands to do activities such as threading pouring and using scissors.| Children asking questions and enjoying talking and speech and pretend play that models adult life.| Children responding well to adults praise and recognition, co-operative play between children along with the odd squabble and argument.| Five-six years| Ability to kick and control a ball and more legible handwriting and increase fine manipulative movements. | Enjoyment of jokes and beginning to decode some familiar words.| Keen to understand and use rules and some friendship preferences.| Seven-nine years| Skilful, precise and confident hand movements and good at balancing, running and throwing | Verbal arguments, persuasion and negotiation, children beginning to read books silently and children telling jokes and enjoying chatting. | Play that involves turn-taking, children who understand rules and consequences and clear differences in play activities that interest boys and girls. | Nine –Eleven years| Skilled at drawing, colouring and manipulating small objects and kicking and using whole body movements. | Problem solving, detailed and representational pictures where children enjoy drawing.| Stable friendships that are usually same sex and enthusiasm when gives areas of responsibility. | Eleven- Thirteen years. | Changes in body shape and increase in strength and stamina.| Able to read and write fluently manage own responsibilities. | Enjoyment when with friends and more confidences. | Thirteen- Sixteen years| Increase in strength and stamina and changes to body shape due to puberty| High levels of skills in some subjects.| Confidence and enjoyment when with friends. | Sixteen –Nineteen years.| Girls now fully developed, boys likely to be still growing until they reach 18 years and boys with higher levels of stamina and strength. | Growing confidence in communicating with older adults and increasing levels of intellectual maturity. | Good levels of confidences in young people who have identified their future goals and many young people exploring their sexuality. |

1.2- Different aspects of development can affect children and young people. Such as physical development- walking to find someone, running to a hiding place....
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