Child And Young Person Development

Child And Young Person teaching somatogenic growth is usually very rapid early on in the churls phylogenesis. Within weeks of being born a baby leave behind stop the bucket to smile and respond to sounds and surrounds around them. By 6 months as their muscles begin to develop they go forth reach for and hold objects which they entrust to a fault put into their m come onhs.By one year old they argon fount to crawl or shuffle, pulling or pushing on article of furniture to stand and and so explore using furniture or adults for back up. session has progressed to unaided and they atomic number 18 rolling from their front to their back.They atomic number 18 beginning to be curious with objects, passing them among pass alongs, handling them in contrasting ship female genitaliaal and looking for things that are hiding. Their hand to eye co-ordination improves as items are passed from hand to hand. Their first teeth whitethorn arising to appear and solid foods whitethorn hook on to be introduced.Between one and two age travel pull up s rams begin and toys provide start to be pulled/pushed along whilst walking. Objects will be picked up and banged together or built to make a small tower. A preference for one hand whitethorn start to appear as they begin to hold crayons and so forthwhen mark making on subject.They enjoy trying to feed themselves both with finger foods and with a spoon, and will drink from a cup with both hands.Waving goodbye induces fun, they will begin to point to what they want and shake their head to mean nary(prenominal)Between the ages of 2 and 3 mark making on paper will progress to scribbles as they begin to use pencils etc. stumblebums start to be kicked and thrown. Bricks will be built into larger towers than originally, and they will start to experiment with liquids in dictation by pouring.At 3 years nestlingren begin to gain much independence. Their mobility and climbing skills will be move as they go past , jump, catch, walk up and down stairs etc. ingenuity increases with small objects want puzzles, th variation beads etc. Dressing and undressing will be assisted nevertheless more cooperative.At 4 years boys receipts force skills tend to be more developed when it comes to throwing and aiming, building, climbing, pedalling etc, whereas girls fine motor skills tend to be more developed with the use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc.At 5 years clawren will submit more pencil control and will begin to copy letters and shapes, and draw hatful.Ball games will develop more structure as they begin to kick with aim. They will begin to experience to hop on one foot, thusly the other and besides to skip.At 6 years dressing becomes self-sufficient at they learn to do buttons, laces etc. Writing becomes more unstable as copying letter shapes has progressed to words and sentences with greater pencil control. pledge has increa sed when playacting outside in climbing, jumping from heights and sit a bike.At 7 years tykeren begin to enjoy playing team games as they are now hitting a ball, running, jumping, skipping, swinging. save until around the age of 9 they may misjudge their ability.The age between 12 and 19, between peasanthood and adulthood is referred to as adolescence. material development during this period is very different in each peasant.As or so may be still beginning to mature physically, others may impart already reached full physical maturity.Sequence is the order that development happens in. prise is the speed that it happens for standard order = a babys physical development may begin with rolling over then sit up, crawl, walk, run. A nonher may sit up, walk, run missing out rolling over crawling. unconstipated though elements are missed the development still proceeds in whats viewed as an expected pattern.rate = where one baby may get to walking unaided at 10 months a nonhe r may save it at 12 months other at 16 months.This is important because sequence is motivationed in order to plan matterively for infantren, looking at rate of development is as surface as essential to friend us to hit the sack weather a childs rate of development is at the correct play for their age group.Task 2 in that respect is a range of remote and personal factors that influence the development in children and young peoples lifesPersonal factors such as, health and disability. Health is determined by our genes , diet, environment and stress. Some children may be born with a condition that will automatically effect their lifes, such as a blood disorder. Disability separate the axe also effect a childs development, for representative if a child has a audience impairment they may not be able to learn decently in school unless they gather in foster from an adult.External factors potbelly also influence a childs development such as, poverty and diet. Poverty af fects children and their families in some different rooms. Families living in poverty may not be able to afford good food which leads to poor diet. Having a poor diet can affect a childs growth, behaviour and development. topical exercising is influenced by theories of development, such as Cognitive (e.g. Piaget) Psychoanalytic (e.g Freud) human-centered (e.g. Maslow) Social Learning (e.g.Bandura) Operant teach (e.g. Skinner) Behaviourist (e.g. Watson)CognitiveVygotsky like piaget posited children learn from hand on experiences. However unlike piaget he claimed that well timed(p) and sensitive invention by adults when children are acquire a peeled task (zone of proximal development) could athletic relieverer children to learn new tasks. Vygotsky also disturbed the importance of social interaction he felt other children can guide each others development as well as adults. Vygotsky also thought that children exacted to be active in their own learning and that play is impor tant for holistic learning.HumanistAbraham Maslow hierarchy of postulate need to be met for a child to reach full potential take anything away from that and child tycoon never reach their potential. This is taken into deem daily with the child centred maintenance and holistic climax to child misgiving and well being. Practitioners need to look at the environmental factors such as warmth, food clothes as well as the psychological necessitate like promoting self esteem, and love.BehaviouristBanduraShowed that children learnt through copying and observing, this can be applied today as if an early years worker with demonstrates an natural process the child can learn to do it through copying. Or if a child has a good role model then they are likely to copy the behaviour. But if they see bad behaviour then they will copy the bad behaviour.BehaviouristSkinnerSkinners operant conditioning negative and positive reinforcement, this theory can be applied though stickers praise and rewar d for good behaviour and through disapproval, time out and ignoring unwanted behaviour.PsychoanalyticalFreudFreuds work may not be be but Freuds work with unconscious actions and peoples mind skills are still utilise like when a child tells a lie they smile or put their hand over their mouths as if to stop the lie.John BowlbyWorked on attachment theories which are employ in the day to day practice in education and social care at all stages they are given tell workers who they build strong attachments to this helps children make modulations in their lives and to be able to make lasting friendships.Frameworks project development including Social educational activitySocial pedagogyIs a practice implicated with human beings learning, well being and inclusion to society treating children in a child centred way and a holistic way making sure that every childs needs are met in particular those who are in need.Task 3There are many ways to monitor children and young peoples developm ent, for example remark Observations can be taken during lessons or in the playground. They record what the child is doing in a subjective way. Its most appropriate to use this mode when childs development is causing concern.Assessment framework It is the way in which child is assessed to decide whether they take a crap any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas. The sound judgement framework is how children are assessed in school, for example when a child reads we write it in their reading records.Information from colleagues and carers Parents/carers who tell apart the child and colleagues expertise are invaluable, especially when planning for social and schoolman success for pupils with special educational needs and/or disabilities. If we are concerned about childs development its good to ask/share information.Disability can affect several areas of development a t the same time but early wear might help minimise the effects of the disability.worked up reasons, if a child is not corroborated and having good attachments they are more likely to have low confidence and self esteem they might not try new tasks and have a lack of motivation.Physical development might be effected by genetics this can mean physical growth difficulties or may be the child might be a slower learner.Environmental, there are many reasons that can effect child development like poverty, where a child lives, education and their family structure can effect a childs development.Culturally how people bring up their children can differ vastly like in china a girl is deemed second class to a boy. former(a) cultures have restrictions on childrens freedoms this can adversely affect the childs development.Social reasons are that for children born into poverty and families whose parents are separated are likely to have negative effects of childrens development or if a family mig ht give less time to activities which aid childrens developments like a lack of play this can also effect child development.Learning difficulties children might have these due to genetic diseases, birth difficulties, and cognitive difficulties or might comely have difficulties with writing or reading.Communication may be touch on by medical reasons such as hearing impairment or being tongue tied. These can cause colloquy problems, children who have communication needs find it hard to express themselves and can show obstreperous behaviour when frustrated. Children who experience communication needs might have problems with reading and writing.Speech and phrase can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my range with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves.The Senco in an educational setting give countenance to children and families with special needs this person/s is also responsible for identification of special needs.Additional learning support staff works within and outside schools providing a range of service to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and find out staff.Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them.Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children.Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners wit h aimed support programmes for that child once they have identified the childs needs.A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a childs development .A psychiatrist is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems.Physiotherapist this professional help children with their movement especially those who have low or no movement they are trained to get the uttermost movement and skill level. Referrals can take the shape of common assessment form which are fill in then in my setting passed upstairs to the health visitor, talk therapist or other health professionals that are required after being checked by the senco in the room.Speech and language also have their own referral forms whi ch will be filled in and checked by the senco before being passed to the language and language therapists. primeval years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and inessential schools they also have school action plans which will be run through their senco and the school run individual learning plans.Task 4All young Childrens brains are still developing as they grow. Early identification can change the impact of any difficulty if support is provided early enough. Finding ways for children to communicate is vital for their emotional upbeat as some children who have language and communication difficulties can become isolated or may develop antisocial behaviours.once parents and carers have identified that a child needs additional support, a multi-agency approach may be used. If the parent/carer goes to see their health visitor or gp they will then help to make an appropriate referral, this m ay just be to help rule out hearing or visual impairments. In some cases the gp might refer the child directly to a speech and language service. Some children may need to be assessed by an educational psychologist. Once it is established what kind of support a child needs the right approach can then be carried out in order for parents and the setting to work together.Children learn their language and communication skills by being around adults and other children especially whilst they are having fun. When children are playing and doing activities that interest them they are usually used to help support their development, language and speech because theyre being motivated for example singing a nursery rhyme with children this will encourage speech movements and will be more engaging for the child instead of just having to repeat the movements in isolation.Task 5There are different types of renewals that can affect children and young people such as horny personal experiences such a s parents separating, bereavement, begining or leaveing a place of care. Physical change in environments Intellectual moving from one educational administration to another. Physiological puberty or medical conditionsAn example of a transition that could affect a child could be starting a before or afterschool club, this could affect a child because they may not fill in any other children at the setting and also may not know any of the staff, there for it could lead to the child being fervent and scared about meeting new people. A way to disassemble this is to make sure the child is entering a friendly environment and be sure to introduce them to the other children and adults so that they feel more comfortable in the setting and also maybe ask another child to show them around and be their buddy to help them settle in. Also the child may be given a find person to help form a positive blood with. The inclination behind a key person is so that a child has that one person who they should feel they can go to and feel inviolable within their company. The key person should have a warm relationship with the child and be able to reassure them should they need to, also the key person will monitor the childs reactions in their new situation as this can provide a warning in some cases where this transition is not temporary.