Learning Support

Topics: Childhood, Young, Youth Pages: 5 (1199 words) Published: June 5, 2013
Assignment overview

Introduction
This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development from birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Level 2 Unit 201, Child and young person development.

Tasks
There are three tasks to this assignment.

A Complete table

B Complete table

C Complete table

This is a summary of the evidence required for the unit.

Task | Evidence required | Unit coverage |
A | Complete tables | 1. Know the main stages of children and young person development 1.1/ 1.2 | B | Complete tables | 2. Understand the kinds of influences that affect children and young people’s development 2.1/ 2.2 | C | Complete tables | 3. Understand the potential effects of transitions on children and young people’s development 3.1/ 3.2/ 3.3 |

Task A(Ref 1.1, 1.2)
The candidate will complete the following four tables showing the different stages of development against the different ages, and identify how development is holistic by showing links to other developmental aspects.

1. Physical development -Table 1
2. Intellectual development - Table 2
3. Communication development - Table 3
4. Social, emotional and behavioural development - Table 4

Table 1: physical development
Age range | Description of the stage | An example of how this impacts on another aspect of development | 0-3 months | Is able to grasp things | |
3-6 months | Can hold their head up and steady for a few seconds. And is also able to roll over | | 6-9 months | Can control his hands, sit without support | | 9-12 months | Starts to crawl | |

1-2 years | Begins to feed self with a spoon and can hold a cup. Begins to walk, creep up and down stairs, climb on furniture | | 2-4 years | Runs, kicks, climbs, throws a ball, jumps, pull, pushes, etc.; enjoys rough-and-tumble play. Takes care of toilet needs more independently; can stay dry all day but perhaps not all night | | 4-7 years | Is vigorous, full of energy, and generally restless Is clumsy due to poor coordination Can dress and undress self. | | 7-12 years | Has good body control; is interested in developing strength, skill, and speed; likes more complicated crafts and work-related tasks. Has good appetite Has well-established hand-eye coordination Is increasingly aware of body. | | 12-16 years | Experiences sudden and rapid increases in height, weight, and strength with the onset of adolescence. Is concerned with appearance. Acne appears, especially with certain types of skin. | | 16-19 years | Has essentially completed physical maturation; physical features are shaped and defined. | | Table 2: intellectual development

Age range | Description of the stage | An example of how this impacts on another aspect of development | 0-3 months | Startled by loud sounds. Prefers people to toys. Makes pleasure sounds - cooing | | 3-6 months | Explores by reaching, grasping and putting things in their mouth. Turns head towards sounds. Makes lots of noises. | | 6-9 months | Responds to mane with head turn, eye contact and smile. Shakes head “no”. Smiles and babbles to own image in a mirror. Imitates playful sounds | | 9-12 months | Calls parents “mama” or “dada”. Repeats things that are laughed at. Responds to verbal requests such as “wave bye-bye” | | 1-2 years | Points to pictures in books. Points to body part on request speaks in 2 word sentinces. | | 2-4 years | Tells age using fingers. Repeats nursery ryhmes. Answers simple yes and no questions. Understands past verses...
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