Unit 1

Topics: Child development, Developmental psychology, Jean Piaget Pages: 15 (6096 words) Published: March 18, 2013
Unit 1
Understand child and young person development
Understand the expected pattern of development for children and young people from birth-19 years. Q1.1 Explain the sequence and rate of each aspect of development from birth-19 years. A1.1 Children’s development is fluent and can be measured in several different ways. Although all children develop at different rates and in several different ways, the sequence in which they develop will be about the same as they need to have developed one skill, for example holding on to something before they can shake something like a maracas. Development is broken down in ages, as development is quicker in early years the milestones start by being very close together such as 6 months, 1 year, 18 months. They become further apart as a 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.

At 0-11 months physical development is very quick in a child’s development, within a short time usually only a few weeks of being born a baby will start facial movements such as smiling, yawning and then they will begin to react to sounds and the environment around them for example babies are well known for being able to sleep through any noise then as they become more aware they find it harder and a more quiet safe comfortable place to sleep. By 6 months most babies’ muscles will have developed and they will be able to sit up and reach for things they want to hold or put in their mouth. They begin to be interested in objects, passing them between hands, handling them in different ways and looking for things that are hiding. Their hand to eye co-ordination improves as items are passed from hand to hand. Their first teeth may start to appear and this is a good time to start baby led weaning. Communication development in babies this age will start; they will enjoy making new and different sounds and will display their feelings in crying/laughing/squealing. Their social and emotional development will start to appear this happens by the baby responding to voices and faces, especially their Mothers and carers and beginning to smile. They have little independence at this age and rely on their mother/father or carer’s reassurance and support. By 9 months babies will have become aware enough to start assessing strangers and may be shy around new people and want to be picked up and hide in their mother. At this age they will begin to enjoy games with others like peek-a-boo or hiding under the blanket and pulling it off. Cognitive/intellect development begins at this age to it starts very simply by imitating and trying out new ways of behaviour and play for example playing more rough or more gentle. Although their confidence will begin to grow, they will still need reassurance from carers/adults as they start to realise that we are all separate beings and they are separate from their mother.

At 1 years of age, some before this they are beginning to crawl or shuffle, pulling or pushing on furniture to stand and then moving around using the furniture as their support. Between this time and two years walking will start and rapidly speed up as they get faster learning to run and turn around. Toys will start to be pulled/pushed along whilst walking, in my setting I have several toys to promote this push along cars and pull along telephones. Objects will be picked up and smacked together causing a noise that children enjoy. A preference for one hand may start to appear as they begin to hold crayons or pencils when colouring in and mark making. They enjoy trying to feed themselves both with finger foods and with a spoon, and will drink from a cup with both hands. Waving goodbye becomes fun, they will begin to point to what they want and shake their head to mean ‘no’. Communication development at this age keeps developing they start to respond and understand more words when they are listening, and also...
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