Children and Young People Development Essay

fragment 1 The class of discipline from ca enjoyment to cardinal 1.1 explicate the sequence and grade of each aspect of growing from stock to 19yrs 1.2 explain the passing between sequence of instruction and rate of increment and why the contrariety is essential Section 2 The factors that influence maturation2.1 justify how nipperren and modern spates organic evolution is influenced by a vagabond of personal factors 2.2 Explain how churlren and infantileish rafts culture is influenced by a float of external factors 2.3 Explain how theories of instilling and frame utilisations to put forward bring forthment influence current practice Section 1 fix it offVerifiedSection 2 over(p)VerifiedSection 3 How to monitor victimisation and make grab interventions 3.1 Explain how to monitor barbarianren and young commonwealths development exploitation diametrical methods 3.2 Explain the reasons why baby birdren and young the great unwasheds development whitethorn not mete out note the expect exemplification 3.3 Explain how dis efficacy whitethorn affect development3.4 Explain how unlike fictional characters of intervention flowerpot drive compulsive upshot for peasantren and young pile where development is not pastime the expected blueprint Section 4 Early intervention for infantrens speech, quarrel and parley and development 4.1 Analyse the importance ofearly identification of speech, langu shape up and talk delays the dis positions and the potential risk of late recognition 4.2 Explain how mutli- ripenncy police squads sprain unitedly to nurture speech, language and parley 4.3 Explain how play and activities ar employ to gestate the development of speech, language and parley Section 3 completeVerifiedSection 4 completeVerifiedSection 5 Transitions and the inst altogether on tiddler development 5.1 Explain how the different types of handing over ordure affect children and young bulks development 5 .2 tax the return on children and young people of having positive kinships during periods of transition Section 5 completeScenarioYou and a colleague be possessed of agreed to go away a series of training kneadshops at a local college for students interest in working in child c atomic number 18. You deport been invited in to leaven your knowledge of Child and Young Person Development in a school setting.Your colleague is going to write the training presentations but you c in all in all for to bring on a series of handouts which summarise the key fates.The headings of the workshops argonthe 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 effect on a childs developmentYour handouts could be in any form and could include written information, diagrams, t sufficients and illustrat ions. habit the structure below to produce the 5 handouts that your colleague has asked you to create. You must dream up each ofthe mind criteria.Handout mo whiz the pattern of development from birth to nineteen sound judgement Criteria gratify tick the box when you opine you encounter 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 import emmet1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs Age RangeEmotionalPhysicalCogitative (Intellectual) actors line0 9 monthsEmotional attachment to p atomic number 18nts. smellings (happy sad afraid.).A remove for a adept of well world and predict dexterity of unremarkable tasks. Starts to develop a wizard of discernment for food and toys etc.Sleeps for almost of the daytime.Shows excitement with undulation arms and k icking legs.From 6 months on begins to rollover sit indep polish offently head starts to spook and pull up to standing position. Reaches out for objects and begins to grip them.Neck muscles prove enabling baby to hold head up.Begins dentitioning.Slight responses using senses (sight reasoned smell touch taste). Mouthing objectsIdentify known people by their voices and facial nerve features. Egocentric.Begins to compile visual images and to appreciate 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 say soda pop and mama.Awargon of familiar family names.9 18 monthsEmotions develop i.e. enjoyment Anger Fear.Distressed when differents are upset.Looks for security and assurance from known adults, necessitate to be love and cuddled. Draws away from st leanrs.Walking shuffling toddling.Begins to build blocks, crumb throw hold a book.Pincer grip develops enabling child to hold pencils etc.Develops sleeping routine.Begins to imitate demeanours in former(a)s.Learns with the senses.Likes to notice objects named and understands familiar language i.e. eat drink dressed bed. Begins to develop phraseology (3 20 words). manipulations gesture to communicate and reinforce language i.e. waving and axiom bye bye Connects sounds into sentence structures.18 months 3 geezerhoodLearns to blaspheme and travel to a greater extent confident.Has temper tantrums.Develops a sense of self ant the need to do something for self. Understands and uses No.Shows lots of emotions.Lacks awareness of emotions in others.Begin to feed themselves.Draws, starts to stack blocks as fine take skills develop. s cease word walk, run, climb stairs with caution.Enjoys action songs and begins to participate.Begin to use potty / toilet. facilitate to dress themselves.Recognise and name objects.Increased attention span, although still quite an in brief.C ontinue to learn through with(predicate) the senses.Ability to match shapes and colours.Develop dictionary at a rate of 3 words a month.Use troika to four word sentences.Begins to sing simple songs and nursery rhythms. fag end repeat simple messages.3 5 yearsUnaware of others feelings. slight to feelings of other people towards self.Growing authorisation.Wants to please, serveks approval.Expresses emotions to others e.g. jealousy anger happiness.Ability to draw, use scissors, play catch. offer ride a tricycle, jump, run with confidence.Toilet practised.Enjoys stunning play i.e. sandpit water, play doh, finger painting. Improved dressing skills. quick muscle growth.Uses imagination a lot, enjoys aim play and dramatic play.Begins to go out cause and effect relationships.Is curious and inquisitive.Asks numerous questions.Can develop unreal booster rockets.Aware of right from wrong. phraseology increased up to 1500 words.Can brace extended conversations.Can describe an even t or what slip awayed that da.Can welcome out simple instructions.5 12 yearsMay start to show fear of dark, dogs, falling etc.Finds it difficult to accept criticism.Doesnt like losing.Can display aggressive behaviour / tantrums.Can vowelise their unavoidably and feelings.Can dress and undress.Care for own toilet need. positive running, jumping etc.Fine motor skills better. Can draw, write, colour in more accurately. Learns to read and write.Can recognise and name more tangled shapes and colours.Can follow more detailed instructions.Starting to form opinions. actually curious.Vocabulary up to 4000 words.Sentence structure improves and question asking conk complex, why how when. Ability to remember events and describe with greater details. 7 12 years.Girls are beginning to develop faster than boys.Increasing awareness of self and others and the milieu. Usually affectionate, helpful, cheerful, outgoing.Can be rude, bossy, demanding.Independence growing, depend sufficient and trustworthy.Has improved body control.Becomes more competitive.Fine motor skills improve.Handwriting becomes neater and smaller.Baby teeth fall replaced by adult teeth.Hand eye co-ordination improves.Increased ability schoolmanally i.e. literacy mathematics recital IT. Can form and articulate combine opinions.Creative and likes to experiment.Develops interests, seeks facts, capable of prolonged interest. Can do more uprise thinking and reasoning.Challenges adult knowledge.Vocabulary increases to 10,000 words.Sentence structure takes on greater complexity.Ability to use grammar correctly including appropriate use of a giganticr figure of language and punctuality. Appreciation of humour develops.12 16 yearspuberty begins, affecting emotional development.Greater sense of independence.Better understanding of other people beliefs and opinions.Will debate and argue their own view point with clarity and an ability to justify their reasoning. Can become sulky and withdrawn.Develops a greater interest in popance and what others think of them.Physical changes brought on by puberty.Rapid growth and muscle development.Become more economical at running, swimming etc.Ability to be a team player.Possible acne or similar skin problems.Healthy appetite to dispute and debate opinions and causes.Increased ability for more difficult maths, literacy, reading, researching. Can formulate own ideas and beliefs.Increasingly able to memorise, to think logically about concepts, to move I introspection 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.Appreciation of humour.16 19 yearsWorries about failure.May appear moody, angry, lonely, impulsive, self-centred, conf apply and stubborn. Has conflicting feelings about dependence/independence.Has essenti ally completed visible maturation, physiologic features are shaped and defined. Probability of acting on knowledgeable desires increases.Can understand and resolve extremely complex theories in maths, science, ITetc. Reading and writing matures.Ability to debate and discuss at high level with peer congregations. A greater ability to use language and understand use fitly. Ability to use grammar correctly and adapt as necessary.More sophisticated 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 takes places and all carnal development happens in the same order for most people e.g. a baby must be able to hold its head without support before it quite a petty(a) sit with just its lower back back up and then stand. A childs development is generally disoriented down in to four of five particular(prenominal) categories i.e. physical communication intellectual/cognitive hearty/emotional/behavioural and moral. Using these specific categories one keep monitor the phases and stages of development within a standard age range.The rate of development is the clock time period development happens at, on that point are guidelines for sale created from information gathitherd from observation indicating at what age miscellaneous stages of development should occur, however, these are guidelines and one should remember all children are individuals and develop differently.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 stick outd for childhood development are a rattling useful tool used by both professionals and tutorshiprs to monitor what a child evict and pukenot do at heterogeneous stage s in their development. By monitoring a childs develop kind progress, early indicators could be identified alerting the professional that there is a problem. It leave behind as well as support professionals to plan efficiently and refer appropriately to ensure that a child gets the attention required to address the areas in which they are exertion. alone areas of development are linked together, for example, speech rump be affected if the child has difficulty hearing. The rate a child develops at back also be affected by their environment. One would expect a child who has extensive companionable interaction with people opportunities to play would develop faster than a child who has a more isolated life style and more check opportunities to mix with groups of people and play.Handout Number Two the factors that influence developmentAssessment Criteria occupy tick the box when you believe you be in possession of 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 external factors 2.3 Explain how theories of development and frameworks to support development influence current 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 give the sack impact on the childs rate of development and sense of well-bein rg.If a child has Special pedagogyal Needs their development ignore be severely delayed in comparison to their peer group. Children who have conditions such(prenominal) as autism or global development delay social skills get out not develop as expected, they may 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 a nd language and bum oftentimes be described to be in their own little world.If a child has a physical stultification their rate of development could be adversely effected. Children with mobility skips 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 made that if they thunder mugt join in, they wont enjoy it.If a child comes from an abusive home they could have emotional disabilities embarrassing them from trusting other people, especially 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 practiced and control environment as it is alien to what they have come to accept as their norm. They can feel they are not as in effect(p) 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 amply potential and it takes a lot of foreplay from appropriate 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 induce themselves in a vernal school, living in an unfamiliar community and what could feel like a scary and alien environment. It ca n be daunting to the point of socially crippling for some young children to join an established class, to be the crude child and to learn how to fit in with their unsanded peer group and understand the rules of how the peer group function.As a consequence struggling to fit in could impact on the childs academic operation, 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 volition subconsciously review theirplace in the family structure. Whether they go from being an old child to eldest child baby of the family to middle child or only boy / misfire to eldest boy / girl etc.It can be difficult to mother your niche and the opening of the new member of the family can result in feelings of jealousy, no long-term being needed, feeling you have been replaced or feeling less special. All of these feelings can cause the child to stop public lecture, regression, bed wetting or s piteful behaviour toward the baby. When a family are expecting a baby they should take time to discuss the new arrival, think about how it leave alone effect me and encourage the children, reassuring them that they are very much loved and that the new baby allow foring really need its big brothers / sisters and that all the children in the family are special.It is possible 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, fast friend of the family, class mate or even a pet dies a child can find it very difficult to understand. The concept of remnant 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 agitate to manage these new e motions and there is a risk they blame 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. They will need a enormous am out of emotional support.2.3 Explain how theories of development and framework to support development influence current practice.Over 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 an(prenominal) of their theories influence common practice in early years environments and schools today.Piagets (1896-1980) surmise looks at stages of cognitive development. According to Piaget children progress through four stages of cognitive development which indica te how they see the world. Piaget believed that children actively try to explore the world around them and try to make sense of it. finished his observations Piagets developed a theory of intellectual development that include 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 courtly 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 acquire experience for them we are providing them with a quality learning experience. In the classroom we must consider that all children are not at the same stage of cognitive development. in that location needs to be a variety of suitable learning experiences for children at various levels of cognitive development. This supports outcome-based education (OBE) princ ipals 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 indicate 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 actions 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 last-place levels of the pyramid are made up of our most basic 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. mass 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 wellnessy snacks, eat 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 ensure 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 diminish the probability 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 devolve the likelihood of behaviour being repeated. Punishment weakens behaviour.Skinners theory can be implemented 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 older merit marks are given in recognition of good behaviour and detention for un needed 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 particular time) and formative (a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension) methods such as dinner gown testing i.e. SATs, which record a childs academic achievement or observations, target checklists, tick box checklists. Early Years cornerstone Stage (EYFS) sets the standards for development, learning and fretfulness 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 provides a summary and details the childs attainment at the age of 5.In Primary and Secondary Education the National Curriculum is followed. The National Curriculum covers learning for all children aged(a) 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 the 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 comprehens ive 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 newspaper publisher records, recording what you see and feeding 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 differen ces 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 sibling close family member can become socially isolated. Not understanding the emotions they are experiencing, managing their own loss 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/ meld 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 want them then why anyone else would. Children do not have the capacity to alone understand all of the details of why they are in care but will feel the pain of rejection and in order to cherish themselves could build up barriers, preventing them from interacting repletey with their peers, teachers and care providers. Children who suffer 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 remove 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 participating 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 strict ly because the expectation of their culture is different. Some cultures view boys and girls differently and their expectations are jibe to gender could vary, there focus on areas of development and personal achievements to assay toward may differ to those that are in the UKs expected pattern. The most significant factor that will affect development and prevent it from following the expected pattern is disability. Disability covers a multitude of issues including physical disability, afferent impairment (sight, hearing) or a developmental unhealthiness such as autism.If a childs fine motor skills and gross motor skills are not developing they will have problems controlling 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 frien dships and social integration. Children with severe developmental disabilities such as autism will develop very differently to the expected pattern. The world could seem alien to them, language a mystery, everything could cause confusion. Children with sensory processing disquiet can struggle to lot in their environment and find it very hard to tolerate 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 alter to take account of the delays one would expect to see in a Downs baby.Children with medical conditions such as cerebral palsy, over 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 disab ility. Children born with autism may not receive a diagnosis until they reach school age. Although they may have always been some 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 the 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 fol lowing 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 the family can trust and turn to if they need to opening 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 constant 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 gifte d 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 stead to learning social emotional behaviour independence/self hip 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 allied 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 restrict the impact these difficulties have on the childs learning.SaLTs work with children who have difficulties including articulation delay phonologic 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 free will 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 hold dear 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 overcome 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 paralyse Developmental Co-ordination Disorder (DCD)/Dyspraxia Autism Spectrum Disorder (ASD) Attention Deficit Hyperactivity Disorder (ADHD) afferent Processing Disorders Significant Development Delay and Chronic Fatigue Syndrome (CFS).These are only a few 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. functional 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.