Describe_the_Expected_Pattern_of_Children_and_Young_People's_Development_from_Birth_to_19_Years

TDA21-1.1 Describe the expected pattern of children and young people's development from birth to 19 years, to include: ⍕physical development ⍕communication and intellectual development ⍕social, emotional and behavioural development. To look after and work with children and young people it is important that you understand their development. It is impossible to think about how you can meet a child’s needs unless you know what to expect from him or her in terms of thinking, communication, and physical abilities for example. You will explore the principles of development and the five key stages from birth to age 19 years before looking at how physical, social, emotional and behavioural, communication and intellectual skills are developed. Using table, I will indicate for each age and stage of development from birth until 19 years old. Physical development Communication and intellectual development Social, emotional and behavioural development BIRTH-1 YEAR At birth: swallowing, sucking, rooting, grasp, startle, walking, standing, falling reflexes. By 1 month: some reflexes are not that strong at birth. By 3 months: body development, which they can hold head up when lying on their belly, hold rattles, and play with fingers. By 6 months: reach out and grab, pass object from hand to hand, try to self feed with spoon, hold head steady, teeth appear, sit up in high chair, roll over from back to front, push up on their hands when on their front, lift up arms and legs while on front. By 9 months: crawling or shuffling, sit up unsupported, pincer grasp, objects explored by hands and mouth. At birth: recognise mother's voice and smell. In addition, they cry in order to communicate their needs. By 1 month: have different cries which parent or carers might understand the different types of cries, they reacting as soon as they hear gentle voices, have good attention to the person's face whoever is holding them. By 3 months: thrilled when it's time to be given to eat, they start to become interested to objects that around them. By 6 months: showing some satisfaction when simple game played repeatedly, curious to anything moving around them, start to show understanding of language, and try to communicate. By 9 months: exploration of surroundings using their 5 senses, some sweet strings of babbling At birth: stares at mother and mother could be aware of the baby. At 1 month: babies need attention from parents or carers but as soon nobody is by their side, they start crying. Starts to make attachments with primary carers. At 3 months: shows pleasure by smiling back when they see a smiling face. At 6 months: smiles of joy when they are playing entertain with their parents, and gives some sign to indicate that they want to be held. At 9 months: uneasy about strangers, therefore they try to stay close to their parent or carer. 1 YEARS By 1 year: standing up holding on to things to get some support, crawling efficiently, walking holding on, fully developed eyesight, self-feeding with fingers, can wave goodbye, developing fine motor control, can point. By 18 months: can walk, can walk up and down stairs with help, try to self-feed with spoon, pick up objects from floor when standing, jump with both feet, build a 2-3 brick tower, throw a ball, enjoy ride-on toys. By 1 year: know parents and main carers, cry when left with strangers, smile for parents, strongly bonded to parents, understand more of what's happening around them, notice what others are doing, understand more of what's said, beginnings of first words. By 18 months: understand that they are separate from parents, protest if they do not get what they want, developing language skills, several words, more understanding of language, start to develop a mind of their own. Cooperates with dressing, waves goodbye, understands simple commands, strongly attached to main carers. At 7-24 months: child protests at separation from main carer-separation anxiety. At 18 months: demands constant mothering, drinks from cup with both hands, feeds self with spoon, signs of temper and frustration, eager for independence 2 YEARS By 2 years: moves confidently, enjoy handling objects, build a 6 brick tower, can run, climb and walk up and down 2 feet per step, enjoy moving to music, push himself along on a tricycle, turn pages of a book, manipulate jigsaw pieces By 2 years: showing individuality, knows what he wants, gets frustrated when he thwarted, temper tantrums common, communicate positive emotions with laughs, smiles and squeals, can complete simple jigsaws, language developing well: putting two words together, use pretend play to learn about the world, still unable to see another's viewpoint, egocentric. Learning to explore their environment and gain control over body and bowels, try to do some things independently e.g. dressing. Begins to understand carers needs, shows extremes of emotion, and plays alongside other children, day by day. 3 YEARS Around 3 years: most children master the toilet, can go up stairs 1 foot per step and down stairs 2 feet per step, can build a 9 brick tower, can copy a circle and draw a man, enjoy sand and water play and dressing up, have limited stamina. By 3 years: able to express feeling verbally, understand what is happening and the needs of others, understand that parents will return so no separation anxiety, enjoy dressing up and small world toys e.g. dolls house, interested in mark making, painting and books, sand and water play Fewer tantrums due to increasingly competent communication, can cooperate with other children in play, undresses with assistance, may have imaginary friends. 4 YEARS By 4 years: can dress and feed himself, enjoy simple ball games, increasing manual dexterity, can thread and use scissors, can go down stairs 1 foot per step, can skip and hop. By 4 years: speech should be fairly fluent and understood by strangers, but with occasional grammatical errors and mispronunciation, enjoy asking questions and talking, enjoy being given responsibility and encouragement from adults. Dresses and undresses with minimal assistance, toilets independently, can plan and carry out activities, learning about gender role, moral judgements made dependent on expectations of adults. 5 YEARS Physical development now slowing down, but coordination improving, can kick and control a ball, handwriting more legible, know right from left. Enjoy listening to and telling jokes, be in formal education, enjoy intellectual challenge of learning to read and write, enjoy playing games with rules. Friends start to become a part of the child's life as they attend school and are separated more from parents. 6-9 YEARS Now developing more gradually, continue to grow taller, increasing competency in completing simple tasks, increasing speed of writing, stamina increases as heart and lungs grow. Games become more organised, understand rules and consequences, can solve simple problems, enjoy working things out for themselves, respond well to clear explanations of rules and when behaviour is praised, will become competent and confident in reading and writing, can complete simple tasks quickly, confidently and accurately, will compare himself to others, able to think through things without having had personal experience of them, can solve problems using practical supports e.g. counters, less egocentric, more rational and logical thought processes. Preoccupied with justice and following rules, have developed a concept of fairness and consider motives for others' actions. 9-11 YEARS Has now mastered many skills, can write, draw, have fast and more coordinated fine and large movements. Can draw detailed representational drawings, writing shows imagination and is legible and reasonably grammatically correct, can solve problems, play cooperatively, use materials fairly, has awareness of consequences of behaviour and increased thoughtfulness, growing awareness of different gender roles, may push the boundaries due to increasingly independent thought. Understands concept of equity and that treating people in exactly the same way may not result in fairness e.g. a child who doesn't understand his homework will need more of the teacher's time than one who does. Enthusiasm when given areas of responsibility. 11-13 YEARS puberty starts, stamina increases dramatically, for boys more than girls. Able to read and write fluently, also beginning to manage own time and take responsibility Enjoyment when with their friends, more confidence around the home and in familiar situations, argument with parents as young people start to become independent, and times when young people enjoy 'childish' activities e.g. sitting on a swing, watching cartoons, playing games. 13-16 YEARS Changes to body shape as a result of puberty , and increase in strength and stamina. High level of skills in some subject, and uncertainty about how to talk to unfamiliar adults. Confidence and enjoyment with friends, and thoughts and ideas that may be different to their parents. 16-19 YEARS Girls now fully developed, as for boys likely to be still growing till they reach 18 years or so, also boys with higher levels of stamina and strength. Increasing levels of intellectual maturity, allowing young people to make more informed decisions, and growing confidence in communicating with older adults. Good levels of confidence in young people who have identify their future goals. Low levels of self-esteem for some young people if relationships with their peer s or parents are not strong. Many young people exploring their sexuality, also young people now responsible for their behaviours, some beginning to question their families attitudes and beliefs.