Child development refers to the biological and psychological and emotional changes that occur within this time. As the individual progresses from dependency to increasing autonomy. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development.
Physical; Social, Emotional and behavioural; Communication and language; Intellectual and cognitive. At birth babies depend on reflexes for movements to enable them feed or grasp whenever they touch something. By age one; they have much more control over their bodies.
They are beginning to crawl, shuffle, pulling or pushing on things to stand etc. Between 1 and 2 years walking will begin and toys will be pulled or pushed along whilst walking. They enjoy trying to feed themselves with finger foods.
Between the ages of 2 and 3 mark making on paper will progress to scribbles as they begin to use pencils etc. Balls start to be kicked and thrown.
Bricks will be built into larger towers than before, and they will start to experiment with liquids in play by pouring. Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc.
Dexterity increases with small objects like puzzles, threading beads etc.
Dressing and undressing will be assisted but more cooperative. They will be developing their gross and fine motor skills: Running, Jumping, Catching, throwing and aiming, building, climbing, pedalling, use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc.
They will have more pencil control and will begin to copy letters and shapes, and draw people. Ball games will develop more structure as they begin to kick with aim. They will begin to learn to hop on one foot, then the other and also to skip.
They are able to dress themselves up, do and undo buttons and zips etc. Writing becomes more fluent as copying letter shapes has progressed to words and sentences with greater pencil control.
Confidence has increased when playing outside in climbing, jumping from heights and riding a bike. At 7 years children begin to enjoy playing team games as they are now hitting a ball, running, jumping, skipping, swinging.
They may begin to have hobbies and interest which means they are more practised in some areas e. Girls begin to show the early signs of puberty.
As some may be just beginning to mature physically, others may have already reached full physical maturity.
Boys begin to go through puberty while many girls would have completed the process and have regular periods. At the end of this stage, most boys will be taller than most girls on the average. They later begin to respond to smiles and make noises as well.
1. Understand the expected pattern of development for children and young people from birth to 19 yrs: Explain the sequence and rate of each. aspect of Understand the development of children and young people CWDC Training, Support and Development Standards for Foster Care, Standard 5. Explain the sequence and rate of each aspect of development from birth – 19 years. All children and young people develop at different rates, Understand the expected pattern of development for children and young people from birth - 19 years. CYPCore Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. CYPCore Explain how different types of transitions can affect children and young people's development.
By 18 months they are able to make one — two syllable words like mama; baba; dada; bye; bye-bye; out; etc. They have a vocabulary of 3 to 20 words, can join in simple rhymes and enjoy books.
At age 3, they should have a vocabulary of about words. They use more adult forms of speech, making proper sentences and are able to deliver simple messages 3 -7 Years Between years old, children have a vocabulary of — words, they ask lots of questions, use language for assistant and can vocalise most of their ideas.
They continue to enjoy reading books, stories, songs and rhymes. They listen to and can follow simple instructions; can deliver verbal messages. Between 5 — 7 years old their vocabulary increases to — words. They develop early reading skills.
Show interest in more complex books, stories and poetry. Their reading and writing skills become much more advanced: Appreciate jokes as their language knowledge has become more advanced. They can use their knowledge of reading and writing to access information may on letter; dictionary; encyclopaedia; email; internet; computers etc.Assessment task – CYP Core Understand child and young person development The opportunity for children and young people to develop in a loving caring environment is vital.
THE EXPECTED PATTERN OF CHILDREN BETWEEN BIRTH AND 19 YEARS It is important to learn a child’s way of development and physical growing, by a child’s physical development so they can be supported for their individual needs/5(1). Unit cyp core cache 1.
Unit CYP Core Understand Child and young person development 2. This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives.
NCFE Level 3 Supporting Teaching & Learning in Schools Assignment 1 26 November Page No.1 Unit 1 Child and Young Person Development Learning Outcome: Understand the expected pattern of development for children and young people from birth - 19 years.
Describe the expected pattern of children and young people’s development from birth to 19 years Through a young person’s development, from birth to 19 they are expected to follow a development pattern including physical, social, environmental, behavioural, intellectual and communicational.
Understand the expected pattern of development for children and young people from birth to 19 years. Explain how children's and young peoples development is influence by a range of personal factors.