Topics: Developmental psychology, Child development, Jean Piaget Pages: 7 (1760 words) Published: January 7, 2014
Child and Young Persons Development

Unit: 10

1.1 Describe the expected pattern of children and young people’s development from birth to 19 years.

Child Development Birth – 19 Years

4-7 years

4 Years

Physical Development- Gross Motor Skills
Changes direction while running
Walks in a straight line successfully
Confidently climbs and slides on apparatus
Hops safely
Can bounce and catch balls, and take aim
Physical Development- Fine Motor skills
Makes a tower of 10 blocks
Learning to fasten most buttons and zips
Learning to use scissors, cuts out basic shapes
Draw people with heads, bodies and limbs, writes names and letters in play as the awareness that print carries meaning develops

Social and Emotional Development
Maybe confident socially, self-esteem is apparent. Awareness of gender roles Friendship with peers is increasingly valued. Enjoys, playing with groups of children Control over emotions increases child may become fearful (e.g. of dark or monsters) Communications and Intellectual Development

Completes puzzles of 12 pieces
Memory develops; child recalls many songs and stories. Fantasy and reality maybe confused Problems solves ( I wonder what will happen if) and makes hypothesis (I think this will happen) Sorts objects into more complex sets number correspondence improves As an understanding of language increases so does enjoyment of the rhymes Stories and nonsense

Behavioural Development
If exposed to swearing the child is likely to use these words in her own language Learning to negotiate and get along with others through experimenting with behaviour Experience being in/out of control, feeling power, having quarrels with peers, being blamed, blaming Has a good understanding of familiar basic rules

Distraction works less often, but child increasingly, understands reasoning

5 Years

Physical Development- Gross Motor Skills
Control ball well, plays ball games with rules
Rides bike with stabilisers
Balance is good, uses low stilts confidently
Sense of rhythm has developed
Enjoys dance and movement activities

Physical Development- Fine Motor skills
Controls mark making materials well (e.g. pencils)
Writing more legible
Writes letters and short, familiar words
Learns to sew

Social and Emotional Development
Child will have started school, this transition maybe un setting Enjoys group play and co-operative activities
Increasingly understands rules of social conduct and rules of games, but may have difficulty accepting losing Increasing sense of own personality and gender
Keen to ‘fit in’ with others. Approval from adults and desired Friends are important. Many are made at school
Many children will have new experiences out of school (e.g. play clubs, friends coming for dinner) Increasingly independent, undertaking most physical care needs for themselves Communications and Intellectual Development

Options/ knowledge of subjects are shared using language for thinking Enjoys books. Learning to read. Recognise some words
Thinking skills and memory increases as vocabulary grows
Spends longer periods at activities when engaged. Show persistence Children learn from new experiences at school. Learning style preferences may become apparent
Behavioural Development
Feel shame/ guilt when adults disapprove of behaviour
May seek attention ‘showing off in front of friends
Keen to win and be right. Adult’s need to meditate in squabbles Often responds to ‘time out’ method of managing behaviour

6 years and 7 years

Physical Development- Gross Motor Skills
Can hop on either leg skip and hopscotch
Rides bicycle without stabilisers
Confidently climbs and slides on larger apparatus in school and in parks

Physical Development- Fine Motor skills
Can catch a ball with one hand only
Writing is legible
Sews confidently and may tie shoe laces

Social and Emotional Development
Enjoys team games and activities...

References: Burnham L- S/NVQ Level 2 Teaching Assistant’s Handbook: Supporting Teaching and Learning in Schools (Heinemann, 2010)
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