Developmental Psychology and Young Children

Topics: Developmental psychology, Childhood, Infant Pages: 56 (11197 words) Published: September 23, 2013
UNIT 1

CYPOP

Working with babies
and young children
to promote their
development and
learning
UTCOMES

O
LEARNING

The learning outcomes you will meet in this unit are:

1

Understand the development and learning of babies and young children

2
3

Be able to promote the development and learning of babies and young children

4

Be able to engage with babies and young children and be sensitive to their needs

5

Be able to work in partnership with carers in order to promote the learning and development of babies and young children

Understand the attachment needs of babies and young children

INTRODUCTION
Babies and children under the age of 3 are developing rapidly. They also have strong emotional needs. Practitioners must learn to recognise these and to meet them sensitively and with confidence, so that babies and young children can thrive in terms of their well-being, health and development.

Unit CYPOP 1 Working with babies and young children to promote their development & learning LO 1

TCOME

OU
LEARNING
FO C

O
N

US

1

... understanding the
development and learning of
babies and young children
In this section you’ll learn about the
development and learning of babies and young
children, and how this takes place. You’ll learn
about the potential effects of pre-conceptual,
pre-birth and birth experiences. You’ll also
learn about the impact of current research into
the development and learning of babies and
young children. This links with Assessment
Criteria 1.1, 1.2, 1.3, 1.4.

Patterns of development
Babies and young children develop rapidly in the
first three years, and it’s essential for you to have a
sound knowledge and understanding of the expected
patterns of development, and the skills typically
acquired at each stage. This will enable you to assess
the learning and development of the babies and young
children you work with, and to provide appropriate
activities and experiences to meet their learning and
development needs.

objects continue to exist when they can no longer
see them. (This concept is called ‘object permanence’
– you’ll learn more about it later in this chapter on
page 438.) But a baby won’t be able to drop things
intentionally to explore this concept until they have
developed the fine motor skills to deliberately release
things from their grasp.
Another example is learning to walk, a significant
milestone in babies’ development, because it opens
up a whole new range of possibilities in terms of
exploration and learning about the world. Learning to
walk is challenging because babies need to develop
strength, balance and coordination. There will be
lots of false starts and falls, so a child really needs to
feel motivated to achieve the skill that will facilitate
so much future learning. It will also facilitate the
development of further physical skills, as it won’t
be long before new toddlers will progress to running
around.

Link Up!
For details of development patterns for the
0–3 age group, see Learning Outcome 1, Unit
CYP 3.1 Understand child and young person
development
Development and learning are closely connected.

The interconnection between
development and learning
Development and learning are closely connected.
Children need to develop certain skills before they
are able to learn certain things, and vice versa. For
example, when babies drop items and the items are
returned to them, it helps them to learn that the

Variations in rate and sequence of
development
Children develop at different rates and the sequence
of development may vary. This can be due to a number
of reasons including:
learning difficulties

429

Unit CYPOP 1 Working with babies and young children to promote their development & learning LO 1

impairments
giftedness (being gifted in certain areas)
environment
genetic factors
varying opportunities and experiences.
This is covered in detail in Unit...
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