Children and Young People Development Essay

division 1 The prescript of discipline from descent to nineteen 1.1 relieve the sequence and arrange of apiece aspect of givement from birth to 19yrs 1.2 explicate the end among sequence of ontogenesis and regularize of arrestment and why the difference is important division 2 The factors that influence increment2.1 develop how squirtren and young nations maturation is influenced by a trim of personal factors 2.2 Explain how babyren and young peoples ontogenesis is influenced by a range of away factors 2.3 Explain how theories of organic evolution and frameworks to jump maturement influence current utilize Section 1 over(p)VerifiedSection 2 completeVerifiedSection 3 How to proctor study and remove appropriate interventions 3.1 Explain how to monitor squirtren and young peoples development u blab expose different method actings 3.2 Explain the reasons why electric s put onrren and young peoples development whitethorn non follow the anticipate pat tern 3.3 Explain how dis efficiency whitethorn impact development3.4 Explain how different signs of intervention sewer pull ahead overconfident come income for sisterren and young people where development is not following the expected pattern Section 4 Early intervention for nestlingrens speech, expression and chat and development 4.1 Analyse the importance of early on identification of speech, language and communication delays the deflects and the potential risk of late recognition 4.2 Explain how mutli-agency teams work unitedly to second speech, language and communication 4.3 Explain how play and activities ar using upd to support the development of speech, language and communication Section 3 completeVerifiedSection 4 completeVerifiedSection 5 Transitions and the way out on electric razor development 5.1 Explain how the different types of transition tush carry on shaverren and young peoples development 5.2 Evaluate the exit on fryren and young people of h aving positive births during periods of transition Section 5 completeScenarioYou and a colleague shake off agreed to run a series of training workshops at a local college for students interested in working in child c be. You shake up been invited in to show your knowledge of Child and Young Person Development in a school setting.Your colleague is going to write the training presentations but you lack to create a series of handouts which summarise the key points.The headings of the workshops atomic number 18the pattern of development from birth to nineteenthe factors that influence developmenthow to monitor development and make appropriate interventions early intervention for childrens speech, language and communication development transitions and the prep ar on a childs developmentYour handouts could be in any form and could embarrass written information, diagrams, t sufficients and illustrations. Use the structure below to produce the 5 handouts that your colleague has aske d you to create. You essential cover from each one ofthe taskment criteria.Handout Number angiotensin-converting enzyme the pattern of development from birth to nineteen Assessment Criteria enthral look into the incase when you believe you have covered this in the content. 1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs 1.2 Explain the difference between sequence of development and rate of development and why the difference is important1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs Age Range arousedPhysicalCogitative (Intellectual)Language0 9 monthsEmotional attachment to pargonnts.Feelings (happy sad afraid.).A need for a sense of well domain of a function and predictability of daily tasks. Starts to develop a sense of discernment for food and toys etc.Sleeps for most of the day.Shows excitement by mean of waving blazonry and kicking legs.From 6 months on begins to rollover sit independently sta rts to crawl and pull up to standing position. Reaches out for objects and begins to grip them.Neck muscles strengthen enabling baby to cook head up.Begins teething.Slight responses using senses (sight get smell touch taste). Mouthing objectsIdentify beaten(prenominal) people by their voices and facial features. Egocentric.Begins to compile visual images and to c atomic number 18 for reveal games i.e. peek-a-boo.Responsive to sound and familiar voices and turns head toward sounds.Responsive to facial expressions i.e. smiles.Begins to babble and gurgle.Begins to pronounce dada and mama.Awargon of familiar family names.9 18 monthsEmotions develop i.e. Happiness Anger Fear. disquieted when separates are upset.Looks for security and assurance from cognise adults, needs to be loved and cuddled. Draws away from strangers.Walking shamble toddling.Begins to build blocks, croupe throw hold a book.Pincer grip develops enabling child to hold pencils etc.Develops sleeping routine.Beg ins to imitate behaviours in others.Learns through the senses.Likes to hear objects named and translates familiar language i.e. eat whoop it up dressed bed. Begins to develop vocabulary (3 20 words).Uses gesture to communicate and reinforce language i.e. waving and aphorism bye bye Connects sounds into sentence structures.18 months 3 yearsLearns to assert and become to a greater extent confident.Has fury tantrums.Develops a sense of ego ant the need to do something for self. Understands and uses No.Shows lots of emotions.Lacks sensation of emotions in others.Begin to feed themselves.Draws, starts to stack blocks as fine labour skills develop. put up walk, run, climb steps with caution.Enjoys action songs and begins to participate.Begin to use potty / toilet.Help to dress themselves.Recognise and name objects.Increased perplexity span, although still quite short.Continue to learn through the senses. baron to match shapes and colours.Develop vocabulary at a rate of 3 words a month.Use three to quaternary word sentences.Begins to sing simple songs and nursery rhythms.Can repeat simple messages.3 5 yearsUnaware of others chanceings. medium to feelings of other people towards self.Growing confidence.Wants to please, seeks approval.Expresses emotions to others e.g. jealousy anger happiness.Ability to draw, use scissors, play catch.Can sit a tricycle, jump, run with confidence.Toilet trained.Enjoys afferent play i.e. sandpit water, play doh, finger painting. Improved fertilisation skills.Rapid muscle growth.Uses imagination a lot, enjoys role play and dramatic play.Begins to see cause and effect relationships.Is curious and inquisitive.Asks numerous questions.Can develop imaginary friends.Aware of right from wrong.Vocabulary increased up to 1500 words.Can have extended conversations.Can describe an event or what happened that da.Can carry out simple instructions.5 12 yearsMay start to show fear of dark, dogs, fall outing etc.Finds it difficult to accept criticism.Doesnt comparable losing.Can display aggressive behaviour / tantrums.Can vocalise their needs and feelings.Can dress and undress.Care for make toilet needs.Confident running, jumping etc. real well motor skills improved. Can draw, write, colour in more accurately. Learns to read and write.Can recognise and name more complicated shapes and colours.Can follow more detailed instructions.Starting to form opinions.Very curious.Vocabulary up to 4000 words.Sentence structure improves and question asking become complex, why how when. Ability to remember events and describe with greater details. 7 12 years.Girls are beginning to develop fast than boys.Increasing awareness of self and others and the environment. Usually affectionate, helpful, cheerful, outgoing.Can be rude, bossy, demanding.In colony growing, dependable and trustworthy.Has improved body control.Becomes more competitive.Fine motor skills improve.Handwriting becomes neater and smaller.Baby teeth fall repl aced by adult teeth.Hand eye co-ordination improves.Increased ability academically i.e. literacy mathematics reading IT. Can form and articulate compound opinions.Creative and likes to experiment.Develops interests, seeks facts, capable of elongate interest. Can do more abstract thinking and reasoning.Challenges adult knowledge.Vocabulary increases to 10,000 words.Sentence structure move backs on greater complexity.Ability to use grammar correctly including appropriate use of a wider range of language and punctuality. grasp of humour develops.12 16 yearsPuberty begins, affecting emotional development.Greater sense of independence. bettor understanding of other people beliefs and opinions.Will debate and argue their own view point with uncloudedness and an ability to justify their reasoning. Can become sulky and withdrawn.Develops a greater interest in sort and what others think of them.Physical changes brought on by puberty.Rapid growth and muscle development.Become more econ omic at running, swimming etc.Ability to be a team player.Possible acne or quasi(prenominal) skin problems.Healthy appetite to discuss and debate opinions and causes.Increased ability for more difficult maths, literacy, reading, researching. Can vocalise own ideas and beliefs.Increasingly able to memorise, to think logically some c at oncepts, to engage I self-examination and probing into own thinking. To plan realistically for the future.Vocabulary increases to 20,000 words.Ability to manipulate language and use in appropriate settings. Can clearly and concisely articulate view points and question others points of view. Extended reading list. esteem of humour.16 19 yearsWorries about failure.May appear moody, angry, lonely, impulsive, self-centred, confused and stubborn. Has conflicting feelings about dependence/independence.Has essentially completed personal maturation, physical features are shaped and defined. Probability of acting on versed desires increases.Can understand and resolve extremely complex theories in maths, science, ITetc. Reading and writing matures.Ability to debate and discuss at higher level with peer groups. A greater ability to use language and understand use appropriately. Ability to use grammar correctly and adapt as necessary.More advanced use of humour and word play.1.2 Explain the difference between the sequence of development and rate of development and why the difference is important.The sequence of development is the order in which development satisfys places and all physical development happens in the same order for most people e.g. a baby must be able to hold its head without support before it advise sit with just its lower back support and then stand. A childs development is generally broken down in to four of five specific categories i.e. physical communication intellectual/cognitive social/emotional/behavioural and moral. employ these specific categories one can monitor the phases and stages of development within a normal age range.The rate of development is the time period development happens at, on that point are guidelines available created from information gathered from placard indicating at what age various stages of development should occur, however, these are guidelines and one should remember all children are individuals and develop other than.The difference is important is because all guidelines are written in a way to support the development of a neurotypical child, therefore, if a child does not develop in line with the guidance it could indicate that there whitethorn be a problem. The guidelines tind for childhood development are a very useful motherfucker used by twain professionals and carers to monitor what a child can and cannot do at various stages in their development. By monitoring a childs developmental jump on, early indicators could be identified alerting the professional that there is a problem. It impart withal support professionals to plan expeditiously and r efer appropriately to ensure that a child gets the attention needed to address the areas in which they are struggling.All areas of development are linked together, for example, speech can be affected if the child has hindrance hearing. The rate a child develops at can also be affected by their environment. One would expect a child who has extensive social interaction with people opportunities to play would develop faster than a child who has a more isolated life style and more limited opportunities to miscellanea with groups of people and play.Handout Number Two the factors that influence developmentAssessment Criteria Please tick the box when you believe you have covered this in the content. 2.1 Explain how children and young peoples development is influenced by a range of personal factors 2.2 Explain how children and young peoples development is influenced by a range of outside factors 2.3 Explain how theories of development and frameworks to support development influence curr ent practice2.1 Explain how children and young peoples development is influenced by a range of personal factorsChildren and young peoples development is influenced by a range of personal factors and how they can impact on the childs rate of development and sense of well-bein rg.If a child has fussy Educational Needs their development can be sinfully delayed in comparison to their peer group. Children who have conditions such as autism or global development delay social skills will not develop as expected, they whitethorn not have the skills required to interact with their peer group or learn through play. Children who fall in to this group may also lack the ability to copy or communicate through gesture and language and can ofttimes be described to be in their own lesser world.If a child has a physical disability their rate of development could be adversely effected. Children with mobility issues may not be able to walk or run. Their social interaction and opportunities may be limited and they may not mix as much as an able bodied child with their peer group. Appointmentswith consultants and hospital could mean that they miss school. Their disability may mean they are not invited to birthday parties and social functions as an assumption could be do that if they cant join in, they wont enjoy it.If a child comes from an abusive home they could have emotional disabilities preventing them from trusting other people, particularly adults. Doubting their own self-worth and their confidence in their own ability. It is very difficult for a child who has been mentally or physically abused to understand a safe and secure environment as it is transfer to what they have come to accept as their norm. They can feel they are not as good as other children and believe that they cannot achieve what their peer group is achieving. Feeling like this about oneself can be crippling and can prevent a child achieving their full potential and it takes a lot of input from approp riate professional to help the child to recover.2.2 Explain how children and young peoples development is influenced by a range of external factors. Children and young peoples development is influenced by a wide range of external factors. These can include anything from situation in the home, school or local community.If a family moves house when a child is young this can adversely affect their development. A child of school age could be plucked from the security of a community and school where they feel safe and have a group of friends and stimulate themselves in a sweet school, living in an unfamiliar community and what could feel like a scary and alien environment. It can be intimidate to the point of socially crippling for some young children to join an established curriculum, to be the new child and to learn how to fit in with their new peer group and understand the rules of how the peer group function.As a consequence struggling to fit in could impact on the childs academi c achievement, self-confidence and social development.A childs development can be affected if a new baby arrives. When the family dynamic changes all members of the family will subconsciously review theirplace in the family structure. Whether they go from world an old child to eldest child baby of the family to middle child or hardly boy / girl to eldest boy / girl etc.It can be difficult to find your niche and the introduction of the new member of the family can moderate in feelings of jealousy, no longer being needed, feeling you have been replaced or feeling less special. All of these feelings can cause the child to chink talking, regression, bed wetting or spiteful behaviour toward the baby. When a family are expecting a baby they should take time to discuss the new arrival, think about how it will effect me and encourage the children, reassuring them that they are very much loved and that the new baby will really need its galactic brothers / sisters and that all the childr en in the family are special.It is thinkable to manage and plan to minimise the effect of some external factors that could influence the development of children and young people such as moving house and having a new baby. Unfortunately, sometimes things happen which we havent had time to prepare for. If a family member, close friend of the family, class mate or even a pet dies a child can find it very difficult to understand. The concept of death is challenging for most adults to comprehend so trying to explain to a child that someone they love has left and they wont be seeing them anymore can devastate a child. They will struggle to manage these new emotions and there is a risk they strike themselves. As with other external factors which influence their development the child could regress, become introvert, find it hard to trust relationships with people who might just leave them. It can affect their school work and may take them some time to accept the death and move forward. Th ey will need a huge am out of emotional support.2.3 Explain how theories of development and framework to support development influence current practice. everywhere the years there have been many theorists who have studied child development and considered what might effect and influence their stages and rate of development. The theorists were all driven by individual ideals andbeliefs. Many of their theories influence common practice in early years environments and schools today.Piagets (1896-1980) theory looks at stages of cognitive development. According to Piaget children progress through four stages of cognitive development which indicate how they see the world. Piaget believed that children actively try to explore the world around them and try to make sense of it. Through his observations Piagets developed a theory of intellectual development that included four stages. The sensorimotor stage from birth to 2 the preoperational stage from 2 to 7 the concrete operational stage from 7 to 11 and the formal operational stage which begins in adolescence and continues in to adulthood. Piaget thought that all children develop at their own speed but got there in the end.By considering each child individually and thinking about how one would create the best education beget for them we are providing them with a quality accomplishment commence. In the classroom we must consider that all children are not at the same stage of cognitive development. at that place needs to be a cast of suitable skill experiences for children at various levels of cognitive development. This supports outcome-based education (OBE) principals which state that individual learners needs must be catered for through multiple teaching and learning strategies and assessment tools and that learners must be allowed to demonstrate their learning achievements and competence in whatever manner and most appropriate to their abilities.Marlow (1908-1970) was a humanist. His theory suggest that our ac tions are motivated in order to achieve our needs. His theory A theory of Human Motivation is often displayed as a pyramid detailing a hierarchy of need. The lowest levels of the pyramid are made up of our most elemental needs i.e. physical requirements including the need for water, food sleep and warmth. Once these are met people move up to the next level, a need for security and safety. People move up the pyramid towards the top requiring the need for friendship, love and a need for personal esteem and feelings of friendship.Maslows theory can be seen in the classroom by the introduction of waterbottles, regular healthy snacks, breakfast clubs and lunch at appropriate time in the school day schedule. Once the childs basic needs have been met it is presumed that the child is best placed to learn. There is a huge emphasis on safe guarding in schools, everyone working in the school environment is trained to look out for possible signs of neglect, and this too supports Marlow to en sure the childs needs are met. skinner (1904-1990) believed the best way to understand behaviour is to look at the cause of an action and its consequences. He called his approach operant conditioning. This means the changing of behaviour by the use of a reinforcement which is given after the desired response. Skinner identified three types of response i) neutral response responses from the environment that neither increase nor lessening the opportunity of a behaviour being repeated. Ii) Reinforcers responses from the environment that increases the probability of a behaviour being repeated. Reinforcers can be either positive or negative. iii) Punishers response from the environment that decrease the likelihood of behaviour being repeated. Punishment weakens behaviour.Skinners theory can be use in the classroom by introducing a reward system. In younger classes smiley/sad reward charts are displayed and smiley faces are given for good behaviour and sad faces for less favourable behaviour. As children grow senior(a) merit marks are given in recognition of good behaviour and detention for undesired behaviour.Handout Number Three how to monitor development and make appropriate interventions Assessment Criteria Please tick the box when you believe you have covered this in the content.3.1 Explain how to monitor children and young peoples development using different methods3.2 Explain the reasons why children and young peoples development may not follow the expected pattern3.3 Explain how disability may affect development3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern3.1 Explain how to monitor children and youngpeoples development using different methods.There are various methods of monitoring childrens and young peoples development. There are both summative (the assessment of the learning and summarizes the development of learners at a particul ar time) and formative (a wide diversity of methods that teachers use to conduct in-process evaluations of student comprehension) methods such as formal testing i.e. SATs, which record a childs academic achievement or observations, target give outlists, tick box checklists. Early Years excogitation breaker point (EYFS) sets the standards for development, learning and care of children from birth to 5 years. There 2 main assessments of children carried out i) EYFS check children at 2 yrs providing a short summary of a childs development between 24 and 36 months. ii) the EYFS profile generates a summary and details the childs attainment at the age of 5.In Primary and Secondary Education the National broadcast is followed. The National Curriculum covers learning for all children aged 5 -16 in state schools. Children with Special Educational Needs (SEN) work to P scales, this is the statutory method used for reporting attainment.Key Stages were intruded in 1988. Targets defined in t he National Curriculum are assessed at the end of each key stage. Key Stage 1 covers years 1 and 2, Key Stage 2 covers years 3 to 6. At the end of the Key Stage the children are tested by using SATs (Standard Assessment Tests). These are tests that are set for pupils in Key Stage 1 in year 2, in Key Stage 2 in year 6 and in Key Stage 3 during years 7-9. They are designed to measure pupils progress in the core national curriculum subjects compared to other children of the same age. They are a method of assessing pupils, monitoring progress and help plan future teaching. The children are tested in an exam like environment and provide a comprehensive indication of the childs academic attainment. SATs provide a method of understanding academic achievement, however, many other methods are used to monitor childrens development including observation. Its essential to maintain paper records, recording what you see and nutrition back to the parents. Teaching Assistants support the teachers with observations and will monitor areas of development such asspeech, language, social interaction, physical and age appropriate behaviour, feeding back to the teacher with any area of concern.3.2 Explain the reasons why children and young peoples development may not follow the expected pattern. 3.3 Explain how disability may affect development.There are lots of reasons that children and young peoples development may not follow the expected pattern. Its important to mindful that all children are different and will develop at different rates. However, it is also very important to observe children and be aware of significant differences in their development to that of their peer group. Emotional issues can impact on child development. Children who have experienced the death of a parent sib close family member can become socially isolated. Not understanding the emotions they are experiencing, managing their own waiver and grief and watching the grief and loss of their loved ones can cause them to regress. Some children have been known to stop talking when they experienced the loss of someone who was integral to their safe and secure world.They can experience anxiety and feel that others may suddenly die/disappear from their life. Children who are in care could have difficulty with their social development. If they do not have the opportunity to form a loving, trusting relationship with their parents then they could have difficulty forming trusting relationships with other people. Their own self value and self-worth could also be effected, feeling if their parents dont loss them then why anyone else would. Children do not have the content to completely understand all of the details of why they are in care but will feel the pain of rejection and in order to protect themselves could build up barriers, preventing them from interacting fully with their peers, teachers and care providers. Children who consume with ongoing health issues development may not follow the expected pattern. If they have an issue which could result in lots of hospital appointments or days absent from school due to ill health not only can their academic achievement be adversely effected so can their emotional and social development.If their health issue is also a physical disability it could prevent them from combat-ready in sports and physically able events. They could find that they are not included in activities or invited to parties as they are unable to take part. This in turn couldaffect social skills and self-confidence. Children from different cultural backgrounds may develop at different rates and stages purely because the expectation of their culture is different. Some cultures view boys and girls differently and their expectations are according to gender could vary, there focus on areas of development and personal achievements to strive toward may differ to those that are in the UKs expected pattern. The most significant factor that will affect developme nt and prevent it from following the expected pattern is disability. Disability covers a multitude of issues including physical disability, sensory impairment (sight, hearing) or a developmental disorder such as autism.If a childs fine motor skills and gross motor skills are not developing they will have problems compulsory a pencil, developing independence skills feeding themselves (holding a spoon), walking, running, jumping. Children who are different will struggle in their peer group whether it be because they physically cant keep up or if they socially cant keep up. Communication problems can create a barrier to forming friendships and social integration. Children with severe developmental disabilities such as autism will develop very differently to the expected pattern. The world could attend alien to them, language a mystery, everything could cause confusion. Children with sensory processing disorder can struggle to cope in their environment and find it very hard to tolera te various experiences. A lot depends on the severity of the disability and the support and facilities available to the child. A child born with Down Syndrome will have a care plan in place from birth, their development pattern already differentiating from their peer group, expectations correct to take account of the delays one would expect to see in a Downs baby.Children with medical conditions such as cerebral palsy, again diagnosed from birth, could have associated learning difficulties which will effect both physical and mental development, so their expected development plan will be adjusted to include in their areas of disability. Children born with autism may not receive a diagnosis until they reach school age. Although they may have always been about different to their peer group, left undetected and diagnosed the expectation would still be to follow the normal pattern. However, once diagnosed adjustments would be made taking in to account the triad of impairments and how t he child autism impacts on their development. Their social skills may not develop asexpected, they may not see the need to have friends or want to have friends. They may not understand role play, have appropriate communication skills. They may have sensory issues. These children are unique and they will develop at their own pace and in their own time.3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern.There are many types of interventions promoting positive outcomes for children and young people where development is not following the expected patterns.Social Workers work closely with the family and care providers to support a child who has been identified with having developmental problems or a disability. Social workers are a key link to other professionals who will work with the child. Their role is to form a professional relationship with the family and become someone th e family can trust and turn to if they need to access other services. A social worker will assess the familys needs and identify what is required to support the family and the child and channel this through to access the resources required to meet the needs. They will intervene if there are problems at school and remain a invariable between the parents and child if a child is placed in temporary care, providing the child with a familiar trusted adult.Educational psychologists asses children in school, working with the class teacher to identify how a child learns. They look at the individual learners who have been identified as gifted and talented or with learning difficulties and provided a detailed report discussing what external and internal factors may impact on the childs ability to learn. The educational psychologist will report on areas including physical development communication cognitive educational attainment approaches and attitude to learning social emotional behaviour independence/self hep skills childs views parents views and factors impacting on progress. The report will detail recommendations to the school and if the child has a Statement ofSpecial Needs to the Local Authority. The recommendations will include the type of provision a child needs to learn, the type of environment and the type of strategies that will support the child to achieve their full potential.Speech and Language Therapists (SaLT) provide expertise in language, communication and swallowing disorders. They will assess the child in clinic and work closely with affiliate professionals to provide support. During the assessment they will provide a differential diagnosis, interventions and management for children with difficulties. They work closely with the childs family paediatricians SENCOs teachers etc. to provide strategies and techniques to reduce the impact these difficulties have on the childs learning.SaLTs work with children who have difficulties including articulatio n delay phonological delay phonological disorder developmental language delay developmental language disorder specific language impairment, dysphagia dysfluency social communication disorder voice disorder cleft lip/palate and oral dyspraxia. A SaLT uses their discreetness to identify if a childs SaLT difficulty is an educational requirement or not and where is should be situated on the childs Statement of Special Needs.Occupational Therapists (OT) asses and treat physical and psychiatric conditions using specific activities to prevent disability and promote independence in daily life. They work with a wide range of people including children and young people to support them to vanquish their disability. OT will work with children who have been given a diagnosis and will implement strategies which will support the child become part of the childs daily tasks. They deliver support to children with diagnosis including physical disability and Cerebral Palsy Developmental Co-ordination Disorder (DCD)/Dyspraxia Autism Spectrum Disorder (ASD) Attention Deficit Hyperactivity Disorder (ADHD) centripetal Processing Disorders Significant Development Delay and Chronic Fatigue Syndrome (CFS).These are only a some of the many professionals working with children andyoung people to provide strategies and on-going support to ensure that the childs need are met and that they are placed in the best possible education environment. Working together to provide a multi-agency approach will ensure a positive outcome for the child and their family enhancing and enabling the child to achieve their full potential.