Assignment 005 (Unit 004)

Child and young person development

Task A
Complete the following four tables showing the diferent stages of
development against the diferent ages, and identify how development is
holistic by showing links to other developmental aspects.
1. Physical development
2. ntellect!al development
". Comm!nication development
#. $ocial, emotional and behavio!ral development
Table 1% Physical development
Age Range Description of the stage An example of how this
impacts on another aspect of
development.
0 3 months Able to lift their heads a little while
lying on their stomachs, watch objects
for a short period of time, make
gurgling sounds and moe away from
uncomfortable sensations like a tickle!
Emotional development. It links
to this area as they are able to
feel the emotions, when being
tickled, therefore are able to
move away.
3 6 months "rop themseles up while lying on
their stomachs, recogni#e a bottle or
breast, smile at someone, moe their
hands and feet and follow moing
objects with their eyes! $an hold their
heads up for a long time, laugh, roll
from their front to their back, grab onto
objects and make speech%like sounds!
Physical and emotional
development as the child is
able to recognise the milk bottle
and know that there feed is
coming net.
6 ! months $an moe objects between their hands
and also to their mouths, sit without
support, coo, roll around and turn
towards sounds!
Physical and emotional
development, as they can t"rn
towards so"nds, so they can
act towards it. #or eample, if it
was a so"nd they didn$t like, or
are not familiar with, their
emotions may lead them to cry%
get "pset.
! &' months $an sit alone and change positions, say
simple words like &mama& and &dada,&
crawl around, respond to familiar faces
and respond to their name!
(omm"nication and physical
development, as they are
starting to comm"nicate, "sing
simple words.
& ' years 'ill respond to (uestions, recogni#e
photos, understand directions, kick a
ball, turn the pages of a book and
construct simple phrases!
(omm"nication, social,
physical and intellect"al
development, as they are able
to respond to )"estions and
Assignment 005 (Unit 004)
recognise things, which b"ilds
there development stages.
' * years walk up stairs holding the railing, work
with buttons, hop on one foot, open
doors, stack objects, ask and answer
simple (uestions and speak clearly!
Intellect"al development and
physical development, as they
are able to "nderstand how to
work toys and ob+ect, etc.
* , years $an hop in place) throw a ball aboe
their heads) wash their hands) copy a
drawing) play with others) know their
own gender, age and name) and
recogni#e the si* basic colours!
$an run on tiptoe, understand time,
write the alphabet, use correct
grammar, play well with other kids and
put on their shoes!
Physical, comm"nication,
intellect"al development, as
they are able to "nderstand
what ob+ects are for, s"ch as
throwing a ball.
, &' years En+oy activities that involve precise
movements, s"ch as hopscotch or skipping
games. Interested in talking, listening, and
reading and writing and en+oy games with
r"les. -tart to have a clear sense of right
and wrong and see friendships as very
important.
(omm"nication development,
as their speech is improving
and is interested in talking a lot.
&' &6 years -tart to hit p"berty. .etting spots% acne,
growing hair, change of moods.
Emotional development, as
their emotions will change,
while going thro"gh coping with
the changes their body is going
thro"gh.
&6 &! years -tart to create own personal identity based
"pon the integration of val"es and a sense
of self in relation to society, others, the
opposite se, the f"t"re, vocations, ideas,
and the cosmos. /o establish independence
from the family.
Emotional and intellect"al
development, as their starting
to "nderstand the feelings
towards people and are
generating new ideas for the
f"t"re.
Assignment 005 (Unit 004)
Table 2 ntellect!al development
Age range Description of the stage An example of how this
impacts on another aspect
of development.
003 months 1links in reaction to bright light
/"rns to soft light
-tares at carer
(ries when basic needs re)"ire attention.
-tares at soft light
.a2e ca"ght by and follows dangling ball.
#ollows movements of large and smaller
ob+ects.
Physical development, as
they are able to move and
t"rn to things that they can
see, s"ch as soft light.
3 6 months #ollows movements of large and smaller
ob+ects.
3ery c"rio"s, easily distracted by
movements
Immediately fies sight on small ob+ects
close by and reaches o"t to grasp them.
Physical development, as
they are able to follow
movements and start to get
an "nderstanding that things
eist.
6 ! months P"ts everything in mo"th
4atches toys fall from hand within range of
vision.
5ooks in correct direction for falling toys.
Physical development, as
they are starting to
"nderstand where the noises
are coming from, when a toy
falls etc.
! &' months 6rops toys deliberately and watches them
fall this is called 7casting$
5ooks in correct place for toys that have
rolled o"t of sight
8ecognises familiar people at 6 metres.
Physical and behavio"ral
development, as they
"nderstand that the toy will
fall if they drop it.
& ' years 1"ilds tower of three c"bes when shown
/"rns pages of books, several at a time,
en+oys pict"re books and can point to a
named ob+ect
Points to interesting ob+ects o"tside
Points to parts of the body.
Physical development, as the
child "nderstands what
ob+ects are "sed for and how
they work, s"ch as t"rning the
pages on a book.
' * years (opies circle and cross, draws man with
head
9atches two or three primary colo"rs
Paints with large br"sh, c"ts with scissors.
Physical and social
development, as they are
able to draw what is in their
mind and "nderstands the
"se of some e)"ipment.
* , years (opies s)"are, and range of letters some
spontaneo"sly
6raws man with head, body, arms, legs and
feat"res, and will draw ho"se.
(olo"rs pict"res neatly
Physical development, as are
getting better at drawing and
are starting to learn letters
and colo"rs etc.
Assignment 005 (Unit 004)
:ames primary colo"rs and matches ten or
more colo"rs.
;nows time of day for basic activities, for
eample breakfast, bedtime.
9atches symbols, letters and n"mbers.
(an decide on lighter and heavier ob+ects
<nderstands, in front of, behind, net to
(o"nts to '0 by rote.
=bility to write developing, is able to write
some words and copy others.
8eads simple books
Increasing sophistication in drawing and
painting.
;nows birthday.
-ight reads ten or more words.
(an predict net events.
(an co"nt "p to &00.
;nows half and whole.
, &' years =ble to "nderstand concept of
conservation , for eample the amo"nt of
play do"gh
remains the same if yo" make a ball of
do"gh into a long, thin snake
6eveloping the ability to think abo"t several
things at once
En+oys games and r"les
<nderstands the "se of symbols in maths,
writing, etc.
.reat c"riosity in relation to workings of his
or her environment.
(an reason and apply logic to problems
(an transfer information from one sit"ation
and "se in another
1ecoming more creative in play
8eading and writing confidently
Increasing preferences for s"b+ects
(omm"nication development,
as can keep a conversation
and can start to comm"nicate
in different ways.
&' &6 years 6eveloping ability to think abstractly.
4ill )"estion so"rces of information.
1ecoming more globally aware.
(lear preferences for arts or sciences.
(hoices relating to f"t"re ed"cation and
careers being tho"ght abo"t.
-ocial development, as start
to think abo"t the f"t"re and
the plans they want to make
in life with socialising etc.
&6 &! years Increasing independent learning.
-pecialist$s s"b+ects or co"rses. Increase in
work load. 4orking to deadlines.
1ehavio"ral development, as
they need to foc"s on their
work and what they are
wanting to do in the f"t"re, so
will need to behave to
"nderstand to meet the
deadlines and do the work.
Assignment 005 (Unit 004)
Table "% Comm!nication development
Age Range Description of the stage An example of how this
impacts on another aspect
of development.
003 months (ries to show h"nger, tiredness and
distress. 8ecognises different tones of
voices. 1y three months an recognise
carer$s voice and is soothed by it. -miles in
response to others faces.
ntellect!al
development, as are
able to recognise
certain voices and
tones.
3 6 months -till cries to show distress, b"t is more
easily soothed. 1abbles and coos. 1abbles
consist of short so"nds e.g. 7ma ma da
da$. 5a"ghs, ch"ckles and even s)"eals.
Physical development,
as is able to be easily
soothed, instead of
crying and showing
distress.
6 ! months 1abbling makes "p half of a baby$s non0
crying so"nds. -trings vowels and
consonants together to make repetitive
so"nds, e.g. 7mememememe,
dadadadadada$. 1abbling becomes more
t"nef"l and inventive, and by ! months most
of the so"nds "sed are the ones needed for
the lang"age being learnt.
Physical and
comm!nication
development, as the
child is able to &nd
diferent ways of
comm!nicating, s!ch
as babbling instead of
crying so m!ch.
! &' months =t &0 months "nderstand abo"t seventeen
words e.g 7bye0bye$. <ses gest"res to ask
for things e.g. points hand and whines to
show ad"lt what he%she wants. En+oy
games e.g. pat0a0cake.
Physical development,
as their comm!nication
is increasing and are
able to !se their body
to try and tell yo! what
they want.
& ' years #irst words appear at aro"nd &' months,
altho"gh will only be recognisable as a word
to carer e.g 7dede$ to mean 7drink$. 4ords
are "sed to mean more than one thing
depending on the intonation the baby "ses
e.g. 7dede$ is "sed to mean 7I want a
drink$, 7 9y drink is finished$. 1y &> months
children will have abo"t &0 words that their
$ocial development
and comm!nication
development, as they
are developing on their
speech and are able to
!nderstand and !se
more words.
Assignment 005 (Unit 004)
carers can "nderstand.
' * years /wo words are p"t together e.g 71ye0bye
dog$. /elegraphic speech appears, with
children "sing key words in a grammatical
way e.g. 76ada come.$ (hildren$s
voacab"lary increases with children learning
&0030 words in a month. 1y ' years, most
children have '00 words. ?"ickly learns
new words. <ses pl"rals e.g. 7dogs.$
9akes errors e.g. 7-heeps$, 76rawed.$
-peech is "nderstood by strangers.
-entences contain fo"r or more words and
are grammatical. 3ocab"lary is large, with
children knowing parts of their bodies,
names of ho"sehold ob+ects, animals.
$ocial and
comm!nication
development, as they
are able to !nderstand
the meaning of words
and can !se them.
* , years #rom fo"r years on, children develop and
refine lang"age. 9istakes become fewer
and children start to en+oy "sing lang"age
as a means of socialising with others,
epressing their needs and reco"nting what
they have done. 1y > years vocab"lary is
abo"t >,000 words. <ses comple
sentences correctly. En+oys telling and
hearing +okes. <nderstands that lang"age
can be written with symbols.
$ocial development, as
they are able to learn
with others, s!ch as
socialising with friends
can develop their
comm!nication, as
they start to
!nderstand new words
and their meanings.
, &' years 1y @ years most children are fl"ent
speakers, readers and developing writers of
their lang"age.
ntellect!al
development, as are
able to comm!nicate in
more ways than '!st
speech.
&' &6 years it is nat"ral that he%she is able to epress
freely, with a wide range of vocab"laries and
varied presentation styles.
Physical development,
as are able to e(press
themselves and are
able to do it freely.
&6 &! years <se of technology to contact friends.
$ocial development, as
are starting to
comm!nicate in
diferent ways and
have learnt how to !se
them.
Assignment 005 (Unit 004)
Table #% $ocial, emotional and behavio!ral
development
Age range Description of the stage =n eample of how this impacts
on another aspect of
development.
0 3 months 8esponds positively to main carer
Imitates facial epressions
-tares at bright shiny ob+ects
Physical development,
as the child can identify
who their main carer is.
3 6 months -miles, engages and vocalises with carers
Physical development,
as is able to face
e(pressions, s!ch as
smile.
6 ! months -tarts to show interest in other babies,
smiles
1ecomes more interested in social
interaction, depending on amo"nt of time
spent with
other children and his or her personality
-hows fear of strangers and distress at
separation from carer
Interacts differently with vario"s family
members
<ses comfort ob+ect, for eample a blanket
-eeks attention
Physical and intellect!al
development, as is
starting to !nderstand
that there is others
aro!nd them. Also the
child can start to show
fear, if is in a sit!ation
they are not familiar
with.
! &' months 3ery interested in all aro"nd
8ecognises familiar and "nfamiliar faces
-hows stranger aniety
ntellect!al and
behavio!ral
development, as is
starting to show
behavio!r on an(iety if
not in familiar
Assignment 005 (Unit 004)
s!rro!ndings, or with
familiar people.
& ' years 9ore demanding and assertive, emotionally
volatile
/emper tantr"ms may start
<nhappy at changes in ro"tine
Epresses rage at being told 7no$
6isting"ishes between self and others, b"t
still egocentric only concerned with his or
her
own view of the world -hows definite
emotions and is aware of the emotions of
others
4ill play alone
-tarting to develop ob+ect permanence
)ehavio!ral
development, as starting
to get more demanding
and is starting to
!nderstand what they
want and a way of how
to get it.
' * years -hows stranger shyness
6islikes changes in ro"tine
-tarts toilet training
-tarts to have tantr"ms when "pset
Aas separate sense of self egocentric
5ittle idea of sharing and strong sense of
7mine$. En+oys other children$s company b"t
rel"ctant to share toys
9ay show concern when another child is
"pset
Engages in parallel play Balongside othersC
8emains egocentric
1ecoming emotionally stable, b"t still prone
to mood swings
5earning to separate from carer for short
periods, for eample while at n"rsery
;nows own identity
)ehavio!ral
development, as shows
diferent behavio!r, s!ch
as shyness, anger etc.
* , years En+oys co0operative and dramatic play
<nderstands co0operation and competition
8esponds to reasoning
(an take t"rns
En+oys independence b"t still needs comfort
and reass"rance
1ecomes engrossed in activities
6evelops fears of ghosts, things "nder the
bed
(oncerned abo"t being disliked
.ood sense of self awareness developed
Comm!nication and
physical development,
as is starting to
comm!nicate in
diferent ways, s!ch as
when playing and is able
to !nderstand
competition.
, &' years =ble to form firm friendships
3ery s"pportive of each other, playing
comple games
Plays in separate se gro"ps
#airly independent and confident
Increasing sense of morality Bright and
Comm!nication
development, as the
child can comm!nicate
with friends and are able
to !se the
comm!nication to play
games and help each
Assignment 005 (Unit 004)
wrongC
#riendships become very important
mostly same se
(oncern at tho"ghts of others abo"t them
Dften "ns"re abo"t changes in settings
other.
&' &6 years 1ody changes can "pset self esteem
:eed to resolve changes into ad"lthood
-ome are more ass"red abo"t changes in
settings
4ants to spend more time with friends than
family
Peer press"re a significant infl"ence.
Physical and social
development, as their
body changes, the child
needs to !nderstand
why and develop. Also
they want to socialise
more with friends and
become more
independent.
Task )
Complete the table below, showing the efects on children and yo!ng
people*s development of each type of in+!ence, also recording why
recognising and responding to each one is important.
Give ONE example of the
effect on children and
young peoples
development
hy recognising and
responding to this is
important.
!ac"ground
Dne effect is a child from a
travelling comm"nity.
It is important to incl"de
o"tside agencies for their
contin"ity of learning.
#ealth
= child with a serio"s illness.
-o the carer can adapt any
learning or activity for the
partic"lar child.
Environment
= child with a large amo"nt of
siblings
-o the child is made to feel
important and e)"al. =nd can
adapt to the life they live as
not being an only child. -"ch
as sharing.
Assignment 005 (Unit 004)
Task C
Complete the table below, giving three e(amples of transitions that afect
most children and yo!ng people and three e(amples of transitions that
afect some children and yo!ng people. ,ith all e(amples, show how the
transition may afect their behavio!r and development.
$ransition experienced %y &O'$ (hildren
and young people
Examples of possi%le affects on children
and young peoples %ehaviour and
development
).*u%ity 9ood swings, aniety, low self esteem, growth
sp"rts, increase in spots, worries abo"t body
image.
+.'tarting school 5eaving m"m, making friends, worries on
meeting new people% friends, b"llying,
press"re of work, fitting in.
,.New 'i%ling Eealo"sy, feeling "nloved or left o"t, sharing a
room, conf"sion abo"t feelings towards the
new baby, attention seeking 0 can display bad
behavio"r.
$ransition experienced %y 'O&E (hildren
and young people
Examples of possi%le affects on children
and young peoples %ehaviour.
). Divorce 5oss of one parent, complete changes in the
ho"se, living between two parents,
"ncertainty, "nloved, worries, what parent yo"
wo"ld see on festive seasons.
+. -llness 4orries abo"t catching "p with work, falling
behind, loss of friends, tiredness, not being
able to do certain things BsportsC, and
isolation.
,.&oving away Eealo"sy, feeling "nloved or left o"t, sharing a
room, conf"sion abo"t feelings towards the
new baby, attention seeking 0 can display bad
behavio"r.