Children_Young_People's_Development_from_Birth_to_19

Children and young people’s development Children and young people’s development is a complex issue, therefore the details of this as shown below, have been divided into timelines and different sectors of development, to include physical development, communication and intellectual development and social, emotional and behavioural development. Age 0-3 | Age 3-7 | Age 7-12 | Physical Development | Physical development | Physical development | This all starts when a baby arrives into the world. It sleeps for up to 17 hours a day, but straight away its physical development begins. Within the first month a baby will suck, lift their head briefly and stare at faces. By six months this gradually progresses to cooing, holding their head steady, visually tracking moving objects to smiling, laughing and other facial expressions, to eventually trying to copy speaking. They start to roll over as the muscles get stronger in both their arms and legs, and eventually learn how to coordinate their movements.By the time a child reaches a year, their muscles have usually developed strong enough to crawl, or even walk. From now on, their gross motor skills develop faster as they learn to walk, throw, climb, talk, play with toys and participate in other activities. Assertiveness as well as patience is very important from now on. Their gross motor skills will become very apparent as they try to feed themselves, coordinate their hand movements, try to change their own clothes, draw, and even make short sentences. | As a child gets to around 3-4 they should by now be feeding themselves, even though they will still make mistakes. Their fine motor skills will be progressing to holding a pencil, cutting paper, building towers with blocks to pouring water from one container to another. By the time they reach 4-5 they will be refining these skills and forming others, such as hoping, kicking a football to running or trying to catch an object. Even dressing and undressing or going to the toilet unassisted will become easier as their movements are becoming much more coordinated. This in turn will promote their confidence to grow and grow. | From now on children typically grow between 2-3 inches and gain about 5 pounds in weight per year; obviously this can be less or more depending on a parent/carer’s lifestyle and food choices chosen for them.As a child’s muscles and bones grow, so do their gross motor skills, such as jumping, catching, climbing balancing etc, and this usually progresses quicker in boys, where as fine motor skills such as writing, hand/eye coordination or playing a musical instrument seems to be quicker in girls.Another milestone of physical development is the loss of baby teeth and the onset of puberty. For girls this is usually the development of their breasts, which may begin anytime from 8-13. Menstruation as an average stars as around 12. As for boys, puberty begins between 10-16, this includes voice changes, underarm and facial hair and enlargement of the Adam’s apple. | Communication and intellectual development | Communication and intellectual development | Communication and intellectual development | Even in the first three month’s of a baby’s life its tiny brain is developing at a fast rate. They will gradually turn their heads towards bright colours or a human voice, recognise a bottle or breast and even respond when you shake a noisy toy. Babies somehow learn straight away to communicate by crying or whining when they are perhaps hungry, scared or in discomfort and even anticipate being lifted.By the time a baby is approximately six month’s, they may open their mouth for a spoon, imitate familiar actions, babble noises, even know familiar faces, and by now scream when annoyed and laugh. This should tell you by now that continual communication between parent/carer is so very important as this is where their intellectual development begins.As a child gets over a year old it’s brain has advanced that much that they can differentiate between words and music, so may try to copy words, even saying their first word or move to music. By now rather than making noises to get what they want they may be able to crawl or walk to get ‘that’ toy. A child should be able to recognise family members names, raise their arms to let you know they want to be lifted and understand simple commands from you.From now on it is uphill at an even faster rate as their brains progress to laughing at silly actions made by you, identifying objects in picture books, paying attention enabling them to following simple instructions and looking to the person who is talking to them, even analysing many things to solving problems. Their words start to become clearer, progressing into short sentences, exploring their surroundings even pointing to objects to say what they see, or even their own body parts.By the age of three they should have progressed both verbally and intellectually, by singing songs, knowing their names as well as others, their communication won’t be fantastic, as they may get angry by having a temper tantrum, or showing awareness of a parent’s disapproval, and alternatively act shy around people. | Children by the age of three, have a great growth in communication and imagination, and by now should be able to tell simple stories or relate a few nursery rhymes. As they progress and become highly imaginative, their short sentences will become complete ones, a short question will become endless ones, and they may be able to draw recognisable simple objects.Once children are established in infant school along with others, they will hopefully come on leaps and bounds. They quickly learn to listen and carry out instructions well, know colours, read their name and ask the meaning of words, even knowing the difference between fact and fiction (lying), as well as possibly being able to count to ten. By now their interest in their environment will expand to shops and towns.Of course every child develops at a different pace, but generally by the time they reach seven, they will have learnt how to figure out words, in turn develop the ability to read, organise and remember information, enabling them to assert a personal choice in decision making, to being able to combine drawing and writing to convey their idea’s. Children will by now relate numbers to adding and taking away and may even be able to use numbers up to 100. Other numerical activities may also be understood by now, such as some measurements, the value of some monies down to how many sides’ shapes have. | When a child reaches around seven they are usually fluent speakers of a language, as their intellectual abilities start to progress. They start to refine reading and writing skills, as well as developing their thoughts and preferences, enabling them to think and discuss ideas.Within the next few years, reading should become read to learn rather than (learn to read). Children by now have a strong desire to complete tasks, memorizing and reciting facts, but may not yet show a deep understanding. They may be able to keep their train of thought and will now continue work even after interruptions. Critical thinking will by now be emerging and starting to get an idea of right and wrong, good and bad.By the time a child gets to around ten a child should be fluent with their reading and writing skills, and be able to communicate well and share ideas and opinions in class discussions. By now they are developing a conscience but may still not consistently be able to tell right from wrong, and will still be certain that their own beliefs are correct and are shared by others. Although they are aware of time, children may need help to plan time in a practical way. Within the next few years this starts to change and they should start to realize that others may have beliefs different from their own. Children start to combine oral, visual and written material and at the same time start to apply logic to specific concrete situations as well as in arguments. Decision making skills improve, and categorizing, summarizing information in order to make sense of it either from verbal or written work becomes apparent, which in turn enables a child to correct errors of grammar spelling and logic.As a child’s mind is becoming more advanced, adult newspapers may become of interest by now particularly those sections about topics of specific interest. | Social, emotional and behavioural development | Social emotional and behavioural development | Social emotional and behavioural development | The first opportunity for babies to socialise and form attachments to people is within their immediate family, as parents/carers will usually make their baby feel safe by feeding, changing nappies regularly and give lots of cuddles and smiles with soothing voices, therefore making them open to social interaction. Babies will slowly smile back which should be rewarded with the same. By around six months onwards a baby should be developed enough to be laughing, screaming, and even smiling at itself in the mirror.A child’s social, emotional and behavioural development once again depends on the parent/carer, who should respond to these needs and be consistent to enable them to develop more confidence and feel secure. Children start to recognise at an early age kindness, anger, happiness, upset and learn this mainly from the parent/carer.Your child may start to show apprehension about strangers, alternatively show affection to familiar people. A child starts to socialise by looking at and recognising the person who may be talking to them, even sharing toys with you and perhaps a bit of role play being prompted by yourself. They may pick up words such as hi or bye which will be used again with a bit of prompting. Until around the age of three children do not understand why they cannot have what they want, therefore causing a temper tantrum and frustration, but being consistent and setting boundaries will give them the security they need, enabling them to eventually modulate their emotions. A child may respond to another’s distress by showing distress and crying themselves, or showing awareness of a parent’s approval or disapproval, once again the correct action to the situation will keep your child feeling safe and secure. | At this age children, although slow, are developing a sense of self control. Behaviour such as whining in public, physical outbursts against siblings and the inability to sit when waiting, are all examples of their loss of control. Therefore when children are able to begin to talk about the reasons for their behaviour they are better able to practice self control.Children work through numerous issues, self concept, the foundation which is laid by competency in the classroom, relationship with peers, which are determined by the ability to socialize and fit in well, and family relationships which are determined in part by the approval children gain from parents and siblings. Although many children seem to place a high value on the peer group, they still look primarily to their parents for support and guidance. Siblings can serve as role models and as valuable supports as well as critics in what and cannot be done. At this age children are eager to learn and often respond well to advice about safety, healthy lifestyles, even avoidance of high risk behaviours.In the latter part of this timeline, a child’s emotional behaviour will change, particularly in girls as puberty is emerging. Children may experience mood swings, be exited of self and others, even use physical complaints to avoid unpleasant tasks. A child may need more responsibility as they can be depended upon and trusted, and start to feel that fairness in their self and others will become of importance.Mastering independence paves the way for the next stage which can be developing a healthy sense of ambition, drive or motivation. Fears which were previously bothersome are now minimal, although a child may still anger quickly, their expression of anger differs according to the situation. Friendships start to become quite important and friends seem to be of the same sex and enjoying group activities and clubs.As a child gets to around eleven onwards, their friendships are still important, and they may have one best friend, but possibly with more quarrels than before. Children tend to be egocentric, critical and uncooperative and even tearful, fearful and full of worries at this age and displays of anger physically, fights, slamming doors etc will become more apparent.By the age of twelve, children are by now generally pleasant and good natured. They seem to be very enthusiastic about likes and equally passionate about dislikes. Their need to conform to peers seems to be very strong at present, friendships may have calmed, without the turmoil seen at eleven, and girls in particular may start to show an interest in the opposite sex. | | | | |