Understand Child and Young Person Development

Topics: Childhood, Developmental psychology, Child development Pages: 12 (3576 words) Published: June 18, 2012
Unit Title: Understand child and young person development

Unit Number: CYP 3.1

2.1 Explain how children and young people’s development is influenced by a range of personal factors

We know that things such as eye and skin colour as well as height are inherited. Some medical conditions and disabilities can also be inherited. These can affect a child’s development and below is a list of how a medical condition may affect a child. * Physical Limitations – Some medical conditions mean that certain physical activities may not be possible. This may mean that a child needs an activity adapted to suit their needs. It may also mean that certain skills are harder to develop. * Tiredness – Some medical conditions can make children tired. This may mean that they have less energy to play and concentrate, so they may find it harder to control their behaviour. * Absence – Some children will need to spend more time at home, in hospital or have frequent medical appointments. This may mean that they are absent from the setting, which can affect a child’s ability to make friends. Children may also miss out on certain learning activities. In schools, there is a danger that children may fall behind. * Confidence – Children like to feel the same as others; living with a medical condition may make a child feel different. This can cause children to lose confidence, although adults should try to find ways of helping children to feel independent.

Disability and sensory impairment, for example loss of sight or hearing, can delay development in some children. This is because an essential part of the whole picture of development may be missing. If you think about how important hearing speech is before a child can talk, it is not surprising that communication skills may be delayed. Multi-agency child development centres work with children who have some form of disability to help to promote their development.

2.2 Explain how children and young people’s development is influenced by a range of external factors

Poverty and Deprivation
Studies show that children who live in impoverished areas have a harder time socialising than their more affluent peers. There may be several factors to account for the differences, but one of the most important is that the community as a whole has limited access to social opportunities. In towns with a comfortable economic demographic, there are typically many organisations that offer fun and enriching experiences for children, but in communities where money is especially tight, residents do not have the necessary funds to support music lessons, art classes, children's clubs, athletic opportunities, or other extra-curricular activities that provide kids with opportunities for social development.

Family environment and background
Families who feel confident about their future income and finances can choose their lifestyle. They can also choose where they would like to live. Families in the higher social classes tend to live in more expensive housing areas with good facilities for travel and education. Families with lower incomes tend to live in more densely occupied housing areas. Families on lower incomes are often forced to rent rather than buy their homes. Every family has its own inner dynamic, siblings are added, and the family expands. Big families who tend to socialise on a regular basis provide their children with not only many opportunities to practice their social skills, but also to have a large support system, which can do a great deal to enhance a child's sense of self esteem. According to their place within the family, the social positions of siblings can influence them not only as children, but well into adulthood. Confidence is an important factor in healthy socialisation, so family members who encourage and cheer for one another provide a terrific base for enhanced social development.

Care status
The quality of the parent-child relationship has long been acknowledged to...

Bibliography: * Tassoni, Penny (2007) Child Care and Education Cache Level 2, Heinemann
* Penny Tassoni, Kate Beith, Kath Bulman and Sue Griffin (2010) Children & Young People’s Workforce: Early Learning & Childcare Level 3, Heinemann
* http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/BTEC/BTECFirstChildrensCareLearningandDevelop/Samples/SampleMaterial/UCD%20Unit%201.pdf
Date accessed: 28th of November 2010
* http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea7lk18.htm
Date accessed 28th of November 2010
* http://www1.surreycc.gov.uk/cafis/manual/chapters/p_ass_frame.html
Date accessed: 28th of November 2010
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