Understanding_Child_and_Young_Person's_Development

CYP Core 3.1 Understand child and young person development Aspect of development from birth -19 Task 1 1.1 Social , emotional, behaviour and moral development Birth | From birth a baby can respond to touch and sound, will recognise a parent or carers voice and will stare at bright shiny objects. Even from a few months old they will smile and engage with their carer and by 4 months can vocalise by ‘cooing’ and ‘babbling. From 6 months old an infant will become more interested in social interaction, although that depends on the amount of time spent with other children and his/hers personality, they will also have a fear of strangers and distress at the separation of a parent or carer. By the time they are 9 months old an infant can recognise familiar and unfamiliar faces. From 1 year ‘temper tantrums’ may have begun. They become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. | 3 - 7 | A child is learning to be separated from a parent or carer for short periods of time i.e.: nursery or playgroup which then gives them more social awareness. Some will play in groups of 2 or 3 and will be able to share ideas. Most children between this age group may have close friends and will still play with both genders. A child should have started school and will be able to enjoy their independence although still needing comfort and reassurance. By now a good sense of self-awareness (both positive and negative) will have been developed. Children around this age are able to form firm friendships which helps them to understand boundaries and why they are necessary. At school they may be responsible for being class helpers, fruit monitor and taking the register to the office. | 7 -12 | Ks2 children are by now starting to understand more about the world and where they belong. Their friendships become very important to them and seem to want to impress their friends more. Encouragement is necessary to build up their confidence. Children of this age become concerned of what people think of them and can often become unsure about changes in settings. Strong signs of independence from parents and family also start to show. | 12 -16 | A young person will be going through a huge transition in his/her life (both physically and mentally). Their bodies are starting to change which can affect self-esteem and confidence, peer pressure can become a significant influence. Young adolescents become more independent and want to spend more time with friends than family. Mood swings and confrontation become more apparent so they may be unsure how to behave in different situations. Between these ages a young person could start to think about their future and what they could achieve. | 16 – 19 | A young person will have developed more of an understanding now their reaching into adulthood and have a better understanding about life with support of advice and guidance. They will be able to give good reasons for their choices and express their own views. Relationships with their parents will have improved although they will still want to spend more time with their friends. Most adolescents think they know it all which shows lack of experience, however some individuals are very mature which also shows in their interaction with others. | Physical development Birth | New-born, infant are showing signs of physical development. They can move their head and limbs, will start to grasp fingers and if held in an upright position use their legs in a stepping movement. By 6 months old an infant can roll from their backs onto their stomachs and push their head, chest and neck off the floor. By 1 year they could be sitting alone without support, reach out for toys and could also be mobile through crawling or shuffling. By this age a child will have started to show hand preference, can click two cubes together and will place the cubes in a box when shown how to. At 9 -18 months (depending on how fast they learn) a child may be able to walk alone, will push and pull toys when walking and are able to kick, roll and throw a ball. Some children are capable of using a spoon, turn a handle of a door and pull off their shoes. | 3 – 7 | A child will have greatly improved both their gross and fine motor skills. Most young children can jump off the ground with both feet. They can walk up and down stairs with both feet on one step and run without falling. Some children may also be able to, aim, throw and catch a large ball. Fine motor skills of a young child may include drawing circles and dots, drawing faces and turning a single page in a book. They are capable of feeding themselves, can thread large beads and undo buttons. By the time a child is 4 they are capable of drawing more detailed pictures of people and can cut around an object with scissors. A child’s fine motor skills may include; putting together a 12 piece jigsaw and are able to button and unbutton their own clothes. By 5 years they are learning to form letters and some are capable of writing their own name with no support. At around 7 years old a child is able to control a pencil in a small area and accurately use a pair of scissors. They are able to run quickly, be skilled enough to hit a ball accurately with a bat and balance on a wall or beam. | 7 - 12 | They will have improved on the physical skills they have already developed. Their body strength will have increased along with their balance and coordination. Children will have increased in both weight and height and some young girls from as young as 8, puberty may have begun but boys will start later. Young person’s fine motor skills will have enhanced and concentration can be held for longer which enables them to perform more complex tasks. Some children may have developed talents such as music, dancing and playing a musical instrument e.g. piano, cello or violin. A child’s writing will have improved. | 12-16 | As mention in ages 7-11, the girl’s body starts to change (breast and menstrual period) and boy’s puberty will now start. Pubic, armpit and underarm hair will grow equivalent to that of an adults. Legs, chest and facial hair begin to grow at about age 12 and are equivalent to that of an adult. Physically, teenagers become much stronger and develop gross motor skills through a wide range of sports. Fine motor skills could consist of knitting, sewing, along with arts and crafts. | 16 – 19 | By the time a young person has reached 19 years old, girls may have reached their maturity but boys will continue to grow until their mid-20’s. Some could be taller than their parents. A lot of teenagers who are going through these changes could be worried about personal image i.e. weight issues and how they look. | Intellectual and communication development Birth | An infant will be capable of a vast amount of communication and intellectual skills. From birth they will cry when hungry, tired or distressed and can stop crying at the sound of a voice. A baby can respond differently to changes in the tone of a voice and will laugh and chuckle when being spoken to by a parent or carer. Infants can blink in reaction to bright lights and turn their heads to a soft light. By the time a child has reached 1 year old he/she will know their name and can understand around 20 words e.g. mum, dad, dinner, as well as being able to understand a simple message such as ‘clap hands’ and ‘where are your shoes’. A 1 year old child will deliberately drop a toy and watch it fall and look in the correct place for toys that have rolled out of sight. A small child can build a tower of 3 blocks when shown; they are also able to turn several pages of a book and can point to a named object as well as parts of a body. By 18 months a child can make simple sentences by the time they have reached age 2. | 3 -7 | A child is able to understand the concept of questions and can ask ‘why'’, ‘what'’ and ‘how'’ They will know different parts of the body and are able to name different animals. Between 4~5 a child speech is fluent and they could be capable of giving you their full name, age and birthday. Some may even be able to give you their address. Most children will be able to read and some words and be looking some kind of approval that they have done well. | 7 -12 | Most children by now should be able to copy a square shape and write a range of letters. They will understand the difference between heavy and light. Writing develops and speech should be fluent and number of children may well be bi-lingual (because we live in a multi-cultural society). By now a child should be reading with considerable ease and writing simple compositions. At 12 years, children are comfortable in producing intelligent thought out work and have the ability to transfer information from one situation and use it in another. Several children may be experiencing preference in subjects at school. | 12 – 16 | A young person will be entering a crucial stage in their lives, most will be making a transition from junior school to secondary school, there they will develop the ability to use their initiative e.g. taking options at school and may have a clear preference to arts or science. Teenagers become less sociable towards their parents and peers. Communication becomes less and more aggressive. At this age it is important for a young person to fit in and not appear different from his/her peers therefore image and personal appearance becomes more important. | 16 -19 | Young people begin to think about their future. For some, 6th form or college may be an option; others may choose not to pursue further education and go to work. Young people develop the ability to speak rather than to ‘act out’ and relationships with parents and peers improve and become more honest and open. Peer group relationships may well be replaced by individual friendships and by this age a number of youths could be experiencing intimate relationships and a small amount may have children themselves. | 1.2 A sequence is a step by step motion of how a child’s development should be. For Example a baby first starts to roll, thereafter 6-7 months they try to sit, soon after they start crawling using their legs and hands. Next stage at the age of 1yrs they will try to stand holding things, try to walk holding parents hands and f finally they reaches a stage of succession where they can walk independently. Rate of development varies from child to child. Each and every child has a different rate of development. For Example: Some babies start teething from 6 months and some of them start even at 9 months. Some babies can start making sentences at around 1 Yrs. But in some cases at the age of 1 they only can speak few broken words. Importance of Differences Sequential development is the sequence of development. This means that you must finish with one area of development before you move on to the next. The rate of development is the pace that a child develops altogether in the sequence. These principals run through all the areas of development from physical, social, intellectual and language no matter what the age of the child. If at all a child as skipped or is slow in its development it can be a cause for concern and may lead to a child being given a special recommendation or having a special need in or outside school. Development and growth is a kind of a continuous process but still they differ and varies from an individual to an individual. Personal factors Task 2 2.1 Children’s development will be influence by a wide range of factor. Their background, health and the environment in which they are growing up will all have an impact, as each will affect all areas of development. Children’s development starts from when they are conceived. Genetic information is packaged together from the egg and the sperm. As well as genetic information that is put together at moment of conception, a baby’s development can also be affected during pregnancy. The baby can be harmed if the mother smokes, uses drugs or alcohol. Any infections that the mother may pick up such as rubella can create difficulties, maternal anxiety and stress, as well as diet, also has an influence on the baby’s development. In some cases children are born with a condition that will affect them automatically, such as a blood disorder. Other children may have a tendency towards some diseases but don’t develop them unless something triggers them. An example of this is asthma, a condition that affects someone’s breathing. Children who live in areas where the air quality is poor or live in damp conditions or whose parents smoke are more likely to develop asthma. This can also restrict them from social activities, for example in the playground or doing PE but once the individual or carer knows or sees the signs it can be dealt with at once. A child who has learning difficulties should be encouraged to develop in all areas to the best of their ability. Working with children who have some kind of disability will be advised in how to make the most of their development by professionals. External factors 2.2 Family circumstances – Most families suffer from stress from time to time, some more than others. Some stresses are temporary, where as others may be permanent such as coping with a long term illness. In some cases, a family may separate as one parent leaves or a lone parent may settle with a new partner. These types of stresses on a family can affect children’s or young people’s development, they might become anxious or may not be as motivated at school or drop out. Poverty and deprivation –A child’s diet can affect their growth, behaviour and development also the community and the families which are on low income or one parent carers can have a big impact. Children or young person could find themselves engaging in activities which are unlawful such has drugs, crime and sexual activities (under age). Some children under these conditions may end up truanting from school. It is important that the adults in school are aware of how pupils may be affected by these kind of conditions and circumstances. Personal choice – As children develop into young people they are usually given more independence. This means that they will often be in situations in which they have to make their own decisions. The choices that young people make can have an effect on their development, young people may make choices about what to eat and this can affect their physical development. They will still need advice from an adult to support the choices they have made. Looking after/care status – When a child is being looked after or in care this could affect them in different ways (positive or negative) depending on the individual and the circumstances. The child or young person will be monitored regular and closely. They will correspond with the school to make sure they are making level of progress. Where there are any issues, these will be taken care of immediately. Education – Children who have English has their second language may find it difficult to adapt especially if they’ve not to long come from their native land. Children who have been schooled at home and never been in an institution setting may also find it difficult because there would have been different methods of teaching. These children will need additional support to get them through and settle. Theories of development and frameworks to support development 2.3 Jean Piaget Piaget believed that children learn by going through stages and sequences, and use first hand experiences in order to help them. Piaget believed that these stages are universal - i.e. that the same sequence of development occurs in children all over the world, whatever their culture. I can see that my class setting uses this theory as we have different tables for the children that are at different levels or stages within their learning i.e. for our numeracy and English we have five different named table groups, group one are the SEN table. Group two are children who are gifted and talented. Group three are children with medium ability which we call MA table. Group four are children with higher ability which we call HA table and group five is lower ability which we call LA table. This helps as we can really focus on helping these children with the stages that they are at. Freud Freud’s theory focused on identifying the three parts of consciousness, these are: ID – the instinctive part of a personality governed by the needs of the body i.e. hunger, thirst, pleasure. A baby will cry if it is hungry and will not consider the needs of others around it and is therefore often thought of as the selfish/passionate component. EGO – this is known as the common sense part of a personality. Learning wrong from right, the child knows now that when he/she is hungry they don’t have to cry they just have to patient and wait. SUPEREGO – this is made up of two elements: conscience and ego-ideal, the conscience will punish the ego if it misbehaves known as guilt. Ego-ideal rewards the ego if good behaviour takes place known as pride and confidence. I believe that Freud’s theory is used in my work settings because if a child is upset we encourage them to talk to us and tell us why they are upset instead of ignoring them. We do our best to comfort them or re-assure them that we are there to care for them and so they can trust us. Skinner Skinner believed in positive reinforcement. He argued that changes in behaviour are the result of a child’s individual response to events that occur in their environment. Reinforcement is something that makes it more likely that a given behaviour will be repeated. The consequences of a given action either reinforce the action or do not. I feel that we use this in my work setting as if when having carpet time and a child starts making silly noises and messing, to start with we tell the child that this is a polite request the child then ignore the request and the disruption continues, the laughter and attention from the other children encourage this child. We then tell the child that his name is now going on first warning, the child still disrupts the class so we the put his name on second warning and told to leave the carpet area and sit at the ‘timeout table’ and so next time the child has to go to another class and write out what they did and what they should of done. If they behave then we reward them verbally throughout the session saying things like “Well done, you are sitting very nicely” we get them to be involved as much as possible so that he/she is occupied at all times. Afterwards we reward the child with a caught you being good card a sticker or a report to the Heads office. Albert Bandura Bandura believed that the aggressive behaviour or abusive behaviour signs displayed by family members is more harmful than anything else. He suggested that children imitate their parent’s aggressive behaviour whilst playing with their friends. Care must be taken during the upbringing of a child as this determines the temperament and behaviour in the future. Bandura also believed that a person’s behaviour is influenced by the environment and visa versa. I can see how Bandura’s theory has an impact on children’s behaviour and within a work setting. Sometimes the impact is positive but at other times it is negative. For example in my work setting we had a couple of children who had been saying rude things to the other children, the staff were worried about this and had a meeting with the child’s parents just explaining to them that what the children were saying was not acceptable and if they could have a little talk with them when they get home. As role models we need to be aware that when children get to a certain age they will mimic us and think it is ok to behave and speak that way. Social learning As mentioned above. Abraham Maslow Maslow believed that each person has five categories of needs: Physiological needs - Basic needs for the body, such as food, shelter, drink and rest etc. Safety needs - Where the basic needs are reasonably satisfied we turn to thinking about protection from danger, security and order so that we feel safe. Social needs - Once the first two needs are reasonably satisfied, social needs such as needing acceptance, giving and receiving affection and "belonging" become things that people want. Ego/Esteem needs - Next comes people's need for achievement, self-esteem, self-confidence, respect and status. Self-Actualisation needs - finally at the top of the hierarchy once all of the other levels have been reasonably satisfied is the need to become the person that we feel that we are capable of becoming. This means that we have achieved what we consider to be our very best. Within our setting we make sure that children’s basic needs are being met at all times for them to progress to the next stage in life. Social pedagogy Social pedagogy is an approach to caring for children which combines education and care, emphasising that bringing up children is a shared responsibility of parents and society. A key principle is that the child is in charge of his or her own life, and the social pedagogue works alongside them rather than dictating to them. In the Early Years setting, they work closely with parents and families. It is important that parents know that a child’s upbringing isn’t just being at home and at school, but also going out being involved in other activities that they enjoy. If as staff we are concerned about a child’s social skills, we may talk to the parent’s and encourage them to take the child to other clubs, or to the park to increase the child’s social skills. Methods Task 3 3.1 There are many ways in which we can monitor children’s development. Within my work setting we always use “evaluation sheets”, on these we write down notes on how the child is doing with the activity and any next steps. After doing an activity that is similar to one we have done previously i.e. number bonds, we can compare the different comments and see if they have made any progress or not. In each child’s maths and English books their tracking cards. We need to date each grid to show that the child has achieved that particular task. Working on LA table I observe their progress and report back informally to the teacher about any concerns I may have or about a child that seems to be hitting all targets successfully. The assessment framework is monitored every day at work to make sure we are always meeting each child’s needs socially, physically and mentally. Health practitioners will come into the school and do general physical health checks such as height and weight this is to make sure they are growing at the right rate. Reasons 3.2 There are many reasons why children and young people’s development may not follow the expected pattern; this could be due to a disability, emotional reasons, physical reasons, environmental reasons, cultural reasons, social reasons, learning needs or communication skills. Disability 3.3 A disability may prevent a child from developing in one or more areas; this can be physically or mentally. A disability might minimise the possibility of development in a specific area – for example. A disability might minimise the possibility of development in a specific area of development but if the problem is tackled early the problem might be minimised. The environment in which the children are brought up affects their development and this relates to the factors that influence their development for example children that are brought up in poverty or in a stressed environment might not be offered or have access to the same opportunities as other children that might be brought up in a more relaxed and more fortunate environment. Cultural reasons depends on the way families bring up their children this can vary enormously, this can affect a child’s development e.g. in some families there are very different ways in which boys may be brought up compared to girls. In extreme cases a child’s development is affected. Families will also have different ideas about what they consider to be important in terms of religion; this may also have an affect their development. Communication skills can have a huge impact on different areas of a child’s development, if a child’s communication levels are low and they don’t understand instructions they may become frustrated easily and show aggressive behaviour, they may find it hard to concentrate in an activity that requires listening skills and processing of information. Children who have low communication levels may find it hard to read and write, and may feel like they don’t fit in, however if we assume that a disabled person will not be able to achieve and do not allow them the opportunity to take part, we are restricting their development in all areas. Different types of interventions 3.4 There are lots of different types of interventions that help promote positive outcomes where the development of the child is not following the expected pattern; once these children are identified a range of agencies may become involved. Speech and language therapist will sometimes be based in schools but is usually external. They will also advice parents and the school about the best way to support the child. The session encourages the child to build on their speech and also helps the therapist to diagnosis the kind of communication delay they might have. This in time will make the child feel more confident and develop positive relationships with other children and adults. Physiotherapist supports the school with assessing the child’s needs; this is to make sure that the setting in which they are in works well for them. They will give targets for pupils to work around the development of their gross motor skills. Depending on the need of the child they may give exercises for the school staff and parents to work on each day. Youth justice is to stop young people from offending. They work alongside schools to support children with behavioural issues. It also acts in a preventative way by running youth inclusion programmes for those who could become high risk offenders. Health visitor visits family houses and is like a long term contact for the family, they give the family advice, support and information in their own homes. If the family are still in contact with the health visitor after a long time then the health visitor will pass information onto social workers and they will continue to work with the family. A social worker supports children and families and provides guidance, advice and also practical support. Any problems within the family, such as abuse or just parents struggling, then the social workers are there to support them. They will keep record of anything that goes on and liaise with schools/nurseries and other professionals involved with the child and family. Task 4 4.1 Early identification of speech, language or communication delay is important for a child or young persons’ well-being. My role is to be able to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. Early intervention means making an immediate yet effective intervention to support the child. It is important that the child/young person and their families are involved in decisions about their support. If a child receives the right help early on, they have a better chance of tackling any problems, communicating well and making progress. Speech, Language and communication needs do not only affect language and communication, they can have a complicated and lasting effect on a child’s future. Making friends, maintaining relationships, problem solving and behavioural control depend on good speech and language skills as well as learning to read and learning achievements. In order to be included and feel accepted in school, home and the community life then good communication skills are vital. Poor communication is also a risk for mental health difficulties and impacts on emotional well-being. Because of these links, there is a negative impact on further education opportunities, getting a career in the future and family stress. 4.2 When more than one outside agency is involved with a child’s needs and development it is important that they work together. They can do this by meeting with each other; these would include members of staff, SENCO, speech and language therapist, sensory support teacher, autism advisory teacher and educational psychologist. It helps if all the professionals involved are there, having a common objective/goal/target - knowing who is going to do what and when. Making sure they know who to contact if more advice/support is needed. 4.3 Play and activity encourages children to communicate and also helps practice and develop their language and communication skills. Whilst at playgroup, nursery or even at home they will need to communicate with their friends and other people, that creates a situation where they can practice and develop their language skills. It is this practice that allows for the development of language skills and activities. Play situation can be set up to teach particular vocabulary or language concepts. Play can be structured to reinforce or over learn this language, and then later the children will, hopefully, incorporate the same language in their own play. Play can lead to the exploration and development of particular manipulative skills, organisational skills, imagination and reading and writing skills. Play dough with circular cutters- the children will have the opportunity to manipulate the play dough, press the shapes and have the satisfaction of seeing the result of their action. This activity relates to the circle theme and encourages the use of language: round and circular. Nursery rhymes, songs and using musical instrument can help children to listen and take turns, but also to sing and communicate. Some nursery rhymes can help children to practice particular speech sounds. Books can help to increase vocabulary and help children to learn the meanings of words. Some books can help children to participate, for example a book that makes musical sounds when a picture is pressed. Books can also be made specifically to meet a child’s interests and so encourage the child to point or vocalise. When children interact with puppets and make them talk and interact with one another, they are also involved in dramatic play. This type of play is excellent for developing language and for expressing feelings. Fantasy play strengthens memory for both narrative information and lists of objects. Language is embedded in play of all kinds. Children have opportunities to hear others use speech correctly and to increase their vocabulary. In negotiating roles and disputes, children develop linguistic and conversational skills. Children continue to form and modify concepts through play. Different types of transitions Task 5 5.1 Children may be affected by any transitions that they make or transitions that are made for them. These effects can sometimes be short-term, whereas they may sometimes be long-term. Emotional transitions can be through personal situations and their relationships with others, depending on the relationship pupil could be unsettled or traumatic. They find it hard to build a relationship with others and gain trust with adults. They seem to attract the wrong kind of attention with their peers and act very immature to the rest of the group. In younger children emotions can be different in how they interact with the wider community, losing a teddy bear would be blown out of proportion to the adult but to the child it is of great importance. Physical transition could be moving house, it is a major change for the whole family, but while adults tend to focus on the practical problems, a child will focus on all the losses that the move may cause. This can be the loss of their friends or of a safe and familiar environment. Moving school – for children moving to a new school is difficult, it means making new friends, getting to know new teachers and finding their way around the new school. The child may adapt to this quickly and happily where others may take a while and not settle and feel unhappy or unsafe within the new settings. Physiological transition could be changes within the body such as puberty or a long time illness. Children or young person may not be aware of what is happening to them so they sometimes shy away from discussing the problem because it is a sensitive subject. Intellectual transition can be different things from children moving from one year group to the next, moving to a new secondary school or moving to a different target table. Some pupils handle the change quite well where some may have anxiety attacks just thinking about it. In my role I support the teacher by getting the children to their targets for the next year also before the long break we bring them to the class that they will be changing to so they can have a feel of what to expect and how it would feel coming back to school into a new class. With the older children there are a lot of discussions regarding the options that they want to take towards their future. This could be about what GCSEs they want to take or if leaving school if they are staying in six forms, doing an apprentice job. voluntary or work. This will help them to develop the confidence, decision-making skills and self-confidence. 5.2 Transitions affect children in different ways, and so it is important that they have positive relationships and at least one strong relationship with someone who is supporting them through this transition. This key person should be somebody who the child feels comfortable going to and talking to, feels safe with and know that they can trust this key person. If a key person isn’t allocated and lots of different staff try and take care of the situation then this will not help the affect that the transition is having on the child.