Level 5 CCLD Management

Topics: Jean Piaget, Developmental psychology, Child development Pages: 50 (17042 words) Published: December 2, 2013

Unit 137 – Understanding children and young person’s development Outcome 1.1

Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping. Development is often referred to on a timeline and is broken down in ages. As development is more rapid in early years the milestones start by being quite close together before becoming further apart as baby becomes a child and then a young adult. The aspects of development that children are measured on are physical, language, social and emotional, and intellect. All aspects of development are as equally important and all impact on one another.

Physical development
There are two main ways that a child develops physically. Firstly they need to develop their gross motor skills - milestones here include sitting, standing and walking. They also need to develop their fine motor skills which cover the ability to use smaller muscles. So, for example, this could involve picking up small objects, holding cutlery and drawing.

The sequence and rate of physical development from Birth – 19 years

Birth – 3 Years
Turn their head toward sounds and movement, watch an adult's face when feeding, smile at familiar faces and voices, reach up to hold feet when lying on their backs, look and reach for objects, hold and shake a rattle, put everything in their mouths, move from sitting with support to sitting alone, roll over from their tummy to their back, begin to creep, crawl or shuffle on their bottom, pull on or push against adult hands or furniture to reach a standing position, raises arms to be lifted, turn and look up when they hear their name, pat and poke objects when playing, pass objects from hand to hand, look for things that have been hidden or dropped, reaches hand towards source of food, begin to walk, sits alone indefinitely, feed themselves, push and pull toys while walking, wave goodbye, point or make noises to indicate wants, enjoy a picture book, shake head for 'No', uses thumb and first two fingers to grip, bangs objects together, crawl upstairs, stoops to pick things up from the floor, begins to show preference for one hand, builds tower of few bricks, holds crayon in palm and makes marks on paper, kneels to play, throws, kicks ball, builds larger brick tower, pour liquids, uses pencil to make marks and circular scribbles. 3 – 7 years

Jumps with feet together, walks on tip toes, walks up and down stairs, catches a gently thrown ball, climbs with increasing confidence, paints, threads beads on a lace, gains control over eating tools, pedals, throws with aim, uses scissors, holds a pencil and can draw people/houses, hops, kicks with aim,Catches ball, Handles pencil with control, copy shapes and write some letters, sews stitches, skips, rides bicycle, jumps from height, climbs confidently, writes, threads needle, can do buttons, shoe laces. 7 – 12 Years

Controls speed when running, jump, skip, hit a ball, climb and swing, enjoy playing team games by age eight, increased manipuative skills, writes well. 12 – 19 Years
Young people will also see many physical developments changing the appearance of their bodies. Everyone’s rate of growth is different. During adolescence, coordination and strength increase greatly and by age 19 or 20 the adolescent has full adult motor capacities Boys

Adolescence for boys usually begins later than for girls and usually occurs around fourteen years of age. However, at the end of this growth period, boys are usually bigger than girls. Boys at this age are beginning to develop sex characteristics such as deep voices and body hair and also experience muscle growth and start to take on a manly physique. Testicle and scrotum growth begins in early to...

Bibliography: Information on areas of development and transitions were accessed through: www.moodle.nptc.ac.uk. The following power points were accessed:
Physical development (9th November 2012)
Cognitive development (9th November 2012)
Language development (10th November 2012)
Moral development (10th November 2012)
Social and emotional development (12th November)
Transitions (21st November 2012)
Information on Arnold Gessell was accessed through: http://quotes.dictionary.com (10th Novemeber 2012)
Information on Arnold Gessell was accessed through: http://social.jrank.org (10th November 2012)
Information on external factors that influence chid development was accessed through http://www.livestrong.com (12th November 2012)
Information on Piaget, Vysgotsky and Pavlov was accessed through http://www.simplypsychology.org ( 15th November 2012)
Information on Vygotskys social learning theory was accessed through http://www.learning-theories.com (15th November 2012)
Information on Pavlov’s theory was accessed though http://www.psyonline.nl (21st November 2012)
Information on John Watsons learning theory was accessed though http://www.lifecircles-inc.com(21st November 2012)
Information on John Bowlby was accessed through http://content.resourceshare.ac.uk (22nd November 2012)
Information on the Foundation Phase was accessed through http://www.education.gov.uk (November 25th 2012)
Information on the Foundation Phase was accessed though http://www.mumsnet.com (25th November 2012)
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