Child_Development

CHILD AND YOUNG PERSON DEVELOPMENT CHILD DEVELOPMENT AGE 0-12 MONTHS PHYSICAL DEVELOPMENT Learns to roll over, crawl, and walk Head control Grasping large objects Hand eye coordination develops as eye sight improves Needs opportunities to play and explore different sounds and textures COMMUNICATION AND LANGUAGE DEVELOPMENT Cries to communicate needs to others Babbling, Copies noises first words like mamma and dada Smiling Responds to voices and noises Attracts attention INTELLECTUAL DEVELOPMENT Developing senses Recognising voices Shows interests in different objects and sounds Processes information through images Sees everything in relation to self (is egocentric) SOCIAL DEVELOPMENT Cries or babbling to communicate to others Responds positively to others specially family members Older baby’s start to respond to their name EMOTIONAL DEVELOPMENT Attached to family members or carer 6-12 months develop likes and dislikes Experiences emotions e.g. scared anger upset happy witch can change in an instant Requires security BEHAVIOURAL DEVELOPMENT They know what they want Don’t like being told no Temper tantrums begin as they get older Watches others behaviour and sometimes imitates them CHILD AGED 1-3 YEARS SOCIAL DEVELOPMENT Learns to play with others Still demonstrates egocentric behaviour Starts to become more independent e.g. wants to do things them self Seeks to please and approval Imitates people around them e.g. cleaning the house role play PHYSICAL DEVELOPMENT Toilet training Can feed self Walks and runs Climbing objects Fine motor skills improve e.g. scribbling pictures on paper simple jigsaw puzzles grasping small objects Likes playing with balls Enjoys songs and games INTULLECTUAL DEVELOPMENT Knows what they like and dislike There five senses develop Learn through play Curiosity of objects and going on around them Recognises people games and songs New concepts Shows some awareness of what’s right and wrong Matching objects and colours Follow simple instructions COMMUNICATION AND LANGUAGE DEVELOPMENT Asks a lot of questions e.g. what’s that who’s that what’s this where we going Can have a vocabulary up to 300 words Repeats words said by others Singing songs nursery rhymes Talking in sentences EMOTIONAL DEVELOPMENT Rely on parents carers for reassurance Emotional out bursts Shows fear in new situations Begins to understands others feelings Very curious Can be clingy Can get frustrated when told no or if they can do something BEHAVIOURAL DEVELOPMENT Don’t like been told no Temper tantrums Can be disruptive to wars others e.g. snatching toys DEVELOPMENT AGES 3-5 YEARS SOCIAL DEVELOPMENT Uses language to communicate with others Observes others behaviour and imitates them Learns to share Still seeks approval from adults PHYSICAL DEVELOPMENT Toilet trained but may have occasional accidents Fine motor skills continue to improve Likes playing simple boars games and some sports Catching balls but not always accurate Motor skills are developed e.g. can run and stop jump around use outside equipment e.g. swing slides climbing frames, likes dancing INTULLECTUAL DEVELOPMENT Learns through play Concentration improves Able to recall information All 5 senses develop Imaginative and creative play Begins to have their own opinion Begins to process more information Awareness of right and wrong Starts experimenting with different colours shapes and textures They know what they like and don’t COMMUNICATION AND LAUNGUAGE DEVELPOMENT Can have a vocabulary up to 1500 words Asks a lot of questions Listens more and askes for help from others Constantly talking to gain information Vocalise ideas Can deliver simple messages to others EMOPTIONAL DEVELOPMENT Not as reliant on parent carers Shows signs of jealousy toward others Begins to express how they feel BEHAVIOURAL DEVELOPMENT Still has temper tantrums specially when tired frustrated stressed Copy’s behaviours from others hitting kicking Imitates others behaviour Attracting attention DEVELOPMENT AGED 5-11 YEARS OLD SOCIAL DEVELOPMENT Likes Company of others Have special friends Engages in more complex play and activity’s Confidence Seeks approval PHYSICAL DEVELOPMENT Clean and dry Can dress them self’s Fine motor skills continue to improve Growing taller loosing baby teeth Improved motor skills and coordination Continues to enjoy all sports activities INTELLECTUAL DEVELOPMENT Very curious Aware of what’s right and wrong Memory improves New concepts Problem solving Imaginative and creative Able to follow instructions Concentration improves COMUNICATION AND LANGUAGE DEVELOPMENT Complex sentence structures Reading and writing skills Vocalises feeling and ideas Asks a lot of questions Can give detailed accounts of past events EMOTIANAL DEVELOPMENT More aware of others feelings Comforts others Can have their confidence knocked if failure occurs Self-achievement Very competitive Some children can have imaginary friends BEHAVIOURAL DEVELOPMENT Unwanted behaviour e.g. swearing spitting kicking hitting Can be possessive over their own objects Emotional out bursts Can blame others Argumentative DEVELOPMENT YOUNG PERSON AGED 11-19 SOCIAL DEVELOPMENT Likes to be in groups Seeks approval from others Influenced by role models Participates in group activities Can be supportive to others in need PHYSICAL DEVELOPMENT Puberty Dresses and clean them self Participates in sports games Improved fine motor skills INTELLECTUAL DEVELOPMENT New concepts Reading and writing becomes more complex Creativity Long concentration Seeks information Knows what’s right and wrong Good memory Thinking and problem solving COMMUNICATION AND LANGUAGE DEVELOPMENT Recalls details of past events Can listen and follow instructions Able to talk in different situation Has a large varied vocabulary Anticipate the future Uses literacy skills to communicate EMOTIONAL DEVELOPMENT Knows their own feelings Different emotions due to puberty Aware of others reactions Relationships Able to see different points of views BEHAVIOURAL DEVELOPMENT Assertive Strong points of view Argumentative Hold grudges Challenges adults authority Describe With Examples How Different Aspects of Development Can Affect One Another Difficulty in Sharing: A child who does not know how to share may find social interaction with other children a problem. This can affect social development, as other children will be reluctant to play with them and may avoid any interaction. This can affect emotional development as the child will begin to feel lonely and left out, leading to feelings of sadness. Difficulty interacting: A child who finds it difficult to interact with other children due to factors such as bullying, may find it difficult to express their feelings. They may feel unable to tell their parents or other children. This can affect development in various ways, for example social and emotional. It can lead to changes in behaviour. The child may find socialising a challenge. They may feel that all children will bully them, which then can lead to isolation, feeling lost and lonely. The child will then lose confidence, which in turn makes them feel frustrated and they may have mood swings. Speech Impediment: Such as stuttering may lead to being unable to communicate properly with other children. The child may get frustrated and refrain from any interaction with other children. They may have little or no self-confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on because of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. Following instructions: A child who finds it difficult to follow simple instructions may find that most children/parents will have a negative reaction. This can make the child/young person feel angry. They can become easily frustrated and lack self-confidence. In time the child could become withdrawn. They may feel as if they need to keep things to themselves. This could lead to isolation as they may have no one to talk to as they may worry they will be angry with them. Delayed speech: Could lead to being unable to communicate properly with other children and adult. The child could become frustrated and refrain from any interaction with other children. They may have little or no self-confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on because of it, some children single them out cause they have picked up on the difficulties they may have, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. BACKROUND HOW DIFFERENT CULTURES AFFECT DEVELOPMENT MUSLIM CULTURE What they believe to be important: There are over a billion Muslims throughout the world, and though they speak hundreds of different languages and live in dozens of different countries, they still share a common Muslim culture. This culture is embedded in certain common beliefs that there is no God but Allah and that Muhammad is His messenger. Muslim customs and traditions include Islamic/Muslim clothing, food, wedding traditions and other aspects of Islamic life that Muslims have adopted in their respective countries Muslim faith requires its believers to observe five pillars, or central tenets to live their lives by. They are, in brief: Shahaada, a testimony of faith; Salaat, a five-times-daily prayer; Zakat, charitable giving to benefit the poor; Sawm, ritual fasting almost always observed during the month of Ramadan; and Haajj, a pilgrimage to Mecca that must be done at least once during a person's lifetime. Dietary requirements: They do not believe in •Eating the flesh and products obtained from pigs or swine •Eating the flesh of dead animals or carcasses •Eating flesh of carnivorous beasts and birds of prey •Eating flesh of an animal that has not been killed in the name of God Import ant days and events: Ramadan is considered one of the most sacred and important of Muslim holy observances. Outsiders to the Muslim faith may view Ramadan simply as the month of fasting, but the rituals and purpose of this time are much deeper than that. As the ninth month of the Islamic year, the name Ramadan is derived from the Arabic words for dry, scorched land and scarcity of rations. The early Muslims took this as a sign to turn inward, reduce (or eliminate) taking in of food, and focus on inward spirituality and healing. This month-long fasting and praying ritual, which begins at the first new moon of the ninth month of the year, is observed by hundreds of millions of Muslims throughout the world, and it is one of the five pillars, or core beliefs, of Islam. Each day of Ramadan, every person over the age of 12 is expected to fast from dawn until sunset. The translation of the Arabic word "to fast" is "refrain." This means not only refraining from partaking in food and drink, but embodying a sense of the word in all ways: restraining the mouth from idle gossip or unnecessary speech; restraining the ears from hearing anything unsure, refraining from sexual activity during the dawn to sunset hours, The goal of Ramadan is spiritual purification. Many Muslims pray more often during this time, and take the opportunity to do a spiritual "housecleaning." They ask for forgiveness of past sins, focus on Laylat al Qadr, or the day in which Mohammed is believed to have received the Quran from God. It is also considered the day in which God determines the course of the world for the following year The Hajj pilgrimage begins from the 7th day of Dhu al-Hijja - the last month of the Islamic calendar, and ends on the 10th Day of the same month. Special clothing: Muslim clothing girls/women are not allowed to show their hair or their skin out in public they wear long clothing to cover them self’s up. Chinese culture What they believe to be important: There are four basic virtues considered the cornerstones of this philosophy and they focus on loyalty; respect for parents and elders; benevolence, and righteousness. There is probably no accomplishment considered more esteemed than a high level of education. Education is most highly esteemed in Chinese society. This value can be traced to the Confucian concept that “he who excels in learning can be an official.” Students attend school six days per week and often study late into the night. They consider this their duty to show honour to the parents and family. , Chinese consider gifts as an important part to show courtesy. It is appropriate to give gifts on occasions such as festivals, birthday, wedding, or visiting a patient. If you are invited to a family party, small gifts like wine, tea, cigarettes, or candies are welcome. Also fruit, pastries, and flowers are a safe choice. Important days and events: Traditional festivals are important events in the life of every Chinese, beginning right from childhood. Festivals such as the Chinese New Year, the Dragon Boat Festival, the Mid-Autumn Festival, and the Winter Solstice are more or less evenly distributed across the four seasons. In China's traditional agricultural society, festivals served to mark the passing of time. The Chinese New Year is also known as the Spring Festival. This is a time for family members to come together to "Guo Nian" or pass into the New Year. Money in little red envelopes is given to children for good fortune. Homage is also paid to ancestors and gods. Firecrackers are set off everywhere, and dragon and lion dances are performed from the busiest cities to the most remote villages. The Lantern Festival has been celebrated since the Han Dynasty (206 B.C.-221 A.D.). During this festival, everyone carries colourful lanterns and gathers in a public place to have a lantern fair. It is also a time to eat glutinous rice dumplings which symbolize family unity. The Mid-Autumn Festival is a day to worship the moon god. It is also the birthday of the earth god. The Chinese use this opportunity to express their gratitude to heaven and earth (represented by moon and earth respectively) for the blessing they have enjoyed. Round moon cakes are eaten on this day and are also symbolic of family unity. Unlike most other festivals, the Mid-Autumn Festival is characterized by serenity and delicacy. The lifestyles of the Chinese people have changed, but the importance of traditional festivals in their lives has not faded. Along with these major festivals, many other traditional festivals are observed in modern China that demonstrate the important place that tradition and longing for times past occupy in the life of the Chinese people. Besides the ethnic, geographic, historic, and linguistic ties that unite the Chinese, traditional festivals are one of the strongest bonds reinforcing the cultural identity of the Chinese. Dietary requirements: There are no dietary requirements in their culture but may choose to be a vegetarians. Special clothing: There is no set clothing required for them to wear but do wear certain clothing for special occasions. HEALTH Different health issues can affect all areas of development I have looked in to different health issues many children can suffer from and different ways teaches and carers can help them. Cystic Fibrosis Cystic fibrosis is a chronic disorder that causes breathing and digestion problems. Information on cystic fibrosis for teachers should be provided during a child's school years. Cystic fibrosis in children can be managed quite well in school if certain recommendations and precautions are followed. Cystic fibrosis in children and adults is a chronic condition that can severely affect both lung and pancreatic function. The main characteristic of the disorder is the overproduction of thick mucus in the body, which results in lung blockages, infections, and digestive obstructions. Cystic fibrosis is most often diagnosed during the early childhood years, and symptoms of the disease can include regular bouts of phlegm-based coughing, wheezing, and breathing difficulties, bowel movement problems, and slow weight gain. Cystic fibrosis in children and adults is a chronic condition that can severely affect both lung and pancreatic function. The main characteristic of the disorder is the overproduction of thick mucus in the body, which results in lung blockages, infections, and digestive obstructions. Cystic fibrosis is most often diagnosed during the early childhood years, and symptoms of the disease can include regular bouts of phlegm-based coughing, wheezing, and breathing difficulties, bowel movement problems, and slow weight gain. School districts can help by providing teachers with general information about the disorder and the ways in which a student may require assistance in the classroom. Teachers can also benefit from learning a few guidelines about cystic fibrosis in children: Students with cystic fibrosis will often need to cough and expel mucous from their lungs. Teachers can either give a student permission to leave the classroom when heavy coughing occurs, or provide the student with tissues at his or her desk. Other children in the classroom should be informed that the cough is not contagious. One treatment for cystic fibrosis is enzyme medication, which children must take prior to eating lunch in order to aid in nutrient absorption. Teachers should ensure that the student is taking the medication as scheduled. Cystic fibrosis can cause severe gas pains and diarrhoea in children. Teachers can help to minimize a student's embarrassment by allowing liberal access to restroom facilities. Teachers should always encourage both children with cystic fibrosis and their classmates to wash their hands often in order to reduce the spread of infectious germs. When it comes to education, managing cystic fibrosis in children requires the help of compassionate, understanding, and informed teachers. In this setting, children with cystic fibrosis can thrive both socially and academically. Asperger’s syndrome Asperger’s syndrome is a subject that I would like to look more into and care for children with this disorder as my own 4year old son has recently been diagnosed with it and understand what most children and parents have to deal with on a daily bases not all the children suffer from the same symptoms every child is unique and special in their own way. Children with Asperger’s syndrome and other high-functioning forms of autism (HFA) are intelligent, but lack social understanding. These students, and their teachers, require specialized instruction to achieve social and academic success. Children with Asperger’s syndrome and other forms of HFA experience deficits in social skills and have difficulties using nonverbal behaviors, developing peer relationships, sharing spontaneous enjoyment with others, and displaying social and emotional reciprocity. Individuals with this disorder typically display repetitive behaviours and develop an intense interest in a particular topic. The constant sharing of this knowledge often deters forming relationships with others. Changes in routine usually cause children with the disorder to become upset or completely withdrawn. These impairments can make teaching children with Asperger’s and HFAA quite challenging The diagnosis of Asperger’s or another form of HFA is made through assessments comparing an individual’s skills and behaviours with those of the appropriate developmental age. Since more boys than girls receive a diagnosis, parents and teachers should have awareness of the less aggressive symptoms females with this disorder display. Once a diagnosis is made, children should immediately receive intervention services such as occupational therapy, speech and language therapy, and behaviour modification Identifying the Disorder and Improving Skills in Young Children While a diagnosis is more challenging to make in younger children, Asperger’s may be seen in toddlers with limited eye contact, lack of reaction to facial expressions, and poor social interaction with others. Gross motor skills are affected, too. These skills, as well as more precise fine motor coordination involving the hands, can be improved with activities, games, and everyday play. When a child turns three and becomes eligible for public school services, specific goals in all developmental areas should be included in the Individualized Education Plan. Having a student with Asperger’s syndrome requires specific strategies to assist with classroom functioning. Educators should try to maintain a routine each school day and prepare the student for changes, even if they seem minor. Teachers may need to sit the student in the front of the classroom and use cues to sustain attention and help with transitions. Socialization should be encouraged with a peer who can assist with activities. When teaching subjects such as reading and another language, teachers need to use practical, real-life examples and role-play to illustrate abstract concepts. Pictures also help students with HFA learn new vocabulary. Outside the classroom, physical, occupational, and speech therapists can strengthen language and communication skills, in addition to balance and coordination, with horse therapy Social skills present some of the most difficult challenges since students with Asperger’s do not learn through observation. Instruction in socialization should be explicit with lots of practice and role-playing. Peer mentors can also facilitate typical relationships between classmates. In choosing extracurricular activities, a student’s abilities and interests should be considered to further develop social skills and to avoid frustration and stress. Social stories describe practical situations by identifying expected behaviour, accurate information, and appropriate communication skills. Stories should be in present tense and include who and what is involved in the situation, what is happening, and why the situation has happened. Educators should identify the thoughts and feelings of the people involved, and the reactions of the student, too Teens with Asperger’s face particular challenges. High school students may be more aware of their difficulties, but they need instruction and practice developing self-determination skills. These skills include making choices and developmentally appropriate decisions in school and at home. Since these children will continue to struggle with communication and social skills, parents and teachers should find peer mentors in the school or community to foster personal relationships. Parents should offer specific guidance on dating etiquette and sex education. Teaching children with Asperger’s and HFA often challenges parents and educators, but can offer significant rewards. Students benefit from caring adults who push them academically and socially, yet work with them and their peers to ease stress and anxiety. ENVIROMENT Different environments can affect all areas of development some in good ways and some in bad. I have a poem written by Dr Dorothy Law who talks about different environments that some children live in. If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with fear, they learn to be apprehensive. If children live with pity, they learn to feel sorry for themselves. If children live with ridicule, they learn to feel shy. If children live with jealousy, they learn to feel envy. If children live with shame, they learn to feel guilty. If children live with encouragement, they learn confidence. If children live with tolerance, they learn patience. If children live with praise, they learn appreciation. If children live with acceptance, they learn to love. If children live with approval, they learn to like themselves. If children live with recognition, they learn it is good to have a goal. If children live with sharing, they learn generosity. If children live with honesty, they learn truthfulness. If children live with fairness, they learn justice. If children live with kindness and consideration, they learn respect. If children live with security, they learn to have faith in themselves and in those about them. If children live with friendliness, they learn the world is a nice place in which to live. A child who is in a environment of abuse either its meant physical or verbal there going to be very fearful emotional they can have out bursts of rage towards others resentment they can feel isolated guilty for no reason even if they have done nothing wrong and that no one cares about them may have no self-confidence and may grow up thinking that this behaviour is right and get into a lot of bother in and out of school and their school work and development will suffer no child brought into this world should have to live with in this environment. A child who is in an environment where there accepted and encouraged and treated fairly with security with honesty and approval there are going to be very kind and caring respects others and this surrounding have courage to be someone have patience to be generous honest excepts them self’s and others for who they are and learns to love those who love them back. POVERTY Poverty has a great influence on children, both in and out of school and it is these factors that can Determine the long term life chances of children. The most obvious link between poverty, Education and social class is material deprivation. Material deprivation can be described as Having a lack of money for resources that are needed for education, such as a computer or Books or perhaps not having the financial capacity to pay for school trips or school uniform. At Home problems such as poor heating, overcrowding or temporary accommodation can also Provide inadequate learning conditions and therefore give children in poverty a disadvantage in Education. These unsatisfactory conditions can also lead to health problems and prolonged Absence from school. The home and surroundings that a child is brought up in, has a profound influence on who they are, as it is where they learn many things, from accent and values to beliefs and life expectations. Children in poverty can often be recognised by how they look or speak. It is this influence from Home on a child that can set them up to be a possible failure within the education system. NON POVERTY Compared to a child who lives in poverty these children from well off back round would not suffer from lack of study materials overcrowding they would have a stable house hold with all the equipment needed and would successes academically and would go on to university’s and may even go to privet schools or home schooled. EXAMPLES OF THE IMPORTANCE OF RECOGNISING AND RESPONDING TO CONCERNS ABOUT CHILDREN’S AND YOUNG PERSONS DEVELOPMENT SPEECH AND LANGUAGE A child who has speech and language difficulties would find it hard to speak to others and for teachers and others to understand them it’s important to recognise these difficulties as soon as possible as it can cause problems with their social development. In responding to recognising these difficulties you would talk to the parents and teacher in charge and get the child’s hearing tested to see if it’s the hearing or a learning difficulty and getting them to refer them to see a speech therapist that will help with their speech and language CHANGE OF BEHAVIOUR A child who’s behaviour is outgoing and confident very chatty and cheerful and suddenly changes and becomes quiet and isolated unable to join in with others tearful action must be taken promptly to find out what’s wrong is the child ill or a medical condition something going home at home that has unsettled them abuse at home it’s important to talk to the child and share it with your supervisor as well as your observations and see if u can resolve the problem READING AND WRITING A child that has problems with reading and writing can fall behind in their work it’s important to pick up on this due to the children need to be able to read and write to communicate and learn. And the early you can pick up on it the more help that the child can get like getting extra support in school with their reading and writing and notifying the child’s parent that they are having difficulty in it and may consider getting them tested for a learning disability such as dyslexia which an Educational psychologist would come in and assess them. THE TRANSITIONS EXPERIENCED BY MOST CHILDREN AND YOUNG PERSON * Starting nursery and school * Moving school from primary to secondary * Moving classes * Learning to use the toilet * First hair cut * First trip to the dentist * Leaving parents * puberty TRANSITIONS THAT ONLY SOME CHILDREN AND YOUNG PERSON EXPERIENCE * Bereavement in the family * Serious illness * Parent separation divorce * Moving home * Hospital visit * Living with an illness or disability * New baby in the family * New family members step brothers or sisters * Changes in child care * Adoption * Foster care * Poverty EXAMPLES ON HOW TRANSITIONS MAY AFFECT CHILDREN’S AND YOUNG PERSON BEHAVIOUR AND DEVELOPMENT New family member A new family member can affect a child or young person either it is a new baby in the family or a step sibling they can become jealous and that their parents don’t care about the as there time is spent either with the baby or new family member.it can affect them emotionally to can become upset cause of the change trying to find where they fit in their behaviour become difficult to handle acting out for attention they could become quiet and feel isolated can become aggressive and be in fights and argumentative with others BREAVEMENT A loss in the family can affect a child greatly either it’s a loved family pet or family member. It affects the child’s emotional development they can become very worried and confused upset and not understanding what’s going on around them it can affect them socially as they may not want to be around others isolated from those who don’t understand they may not want to talk and acting out for attention, some older children would pick up on others emotions and that may upset them and they may try comforting others. Every child or young person deals with thing in their own way and as a parent carer or teacher it our responsibility to help them through all transitions they go through at home or in school.