The sequence of a childa€TMs development can be divided into four aspects. The different stages are Physical Development, Language and communication, Social and emotional. This is also known as PIES Physical, intellectual, emotional and social development. Physical development Babies to toddlers 0-3 years- Babies physically develop very quickly. They have built in reflexes from birth such as latching on to feed, sucking and grabbing. Babies are very inquisitive, grabbing objects and passing them between their hands as their hand to eye coordination improves.
Usually most babies are mobile by their first birthday, rolling, crawling and even walking. In their second year they start to walk, or become more confident walkers. They will use their hands with more control, waving hello and goodbye, enjoying feeding themselves and pointing. Climbing will also become a lot of fun! As a child enters their third year they are in more control of all their movements. They are more confident at walking and running and their hand control using pens and pencils will have improved.
Formative Years 3-12- As children get older their confidence grows along with their independence. Their use of gross and fine motor skills will be developing as they are now running, jumping, walking up and downstairs and their use of pencils and scissors are more controlled. Around age 7 they start to lose their baby teeth and grow taller and thinner. Girls start to show early signs of puberty around 10-11 and boys are often later than this age. Adolescence 12-19- Physical development during these ages is very different to each child.
Boys will start to begin puberty whereas many girls already have periods and breast growth. Heights and strengths are different in both genders. Boys body shapes will change as their muscles grow and they develop body hair, and will continue to grow until their mid twenties. Boys also tend to be taller than girls. As they approach their late teens they are now young adults. Language and communication Babies to toddlers 0-3 years -Babies will begin to recognise familiar voices very early on. They will enjoy making sounds and enjoy listening to rhymes.
Babies may begin to start saying a few words like mama and dada. As they approach 1 years old the words that they can say will increase, and they may join in the actions when singing nursery rhymes. They understand more, but it is still very difficult for us to understand them as their vocabulary is still very small. As they approach 2, they will begin to put sentences together and their vocabulary will increase very quickly. Communication with babies is extremely important; having adult and children contact so early on will help their communication and social skills.
Formative Years 3-12- From 3 years children start to pick up new words and use them quickly. They will also ask many questions as their vocabulary improves. Between 5 a€“ 7 years old their vocabulary increases to 1500 a€” 4000 words and they also develop their reading skills. From age 7 they are usually fluent in speaking their first language and are continually improving their written language. Spelling and grammar will be more advanced Adolescence 12-19- Reading, writing and language skills are significantly improved and advanced.
They will use their knowledge of reading and writing to access information on the internet. As they mature they become more confident. Social, emotional, moral and behaviour Babies to toddlers 0-3 years -When babies are born they cry to communicate most of their needs. They will form a very strong attachment and bond to their parents or carers and will rely on them for comfort and reassurance. As the months go on they will start to become familiar with voices and faces. Their own identities will start to come through, showing likes and dislikes to particular foods or people.
As they reach age 1 they may start to show separation anxiety when separated from their parents. Playing with other children becomes more fun as they are able to interact better. As the young child gets older their independence and confidence will grow. Formative Years 3-12Young children will begin to have their own identity, and will continue to develop by socialising with other children. Active role playing and imaginary play with friends is a positive way to develop themselves as well as friendships.
At age 7 and onwards they start understanding about responsibilities, looking after themselves and creating boundaries with other people. As they progress through primary school friendships become stronger. Adult praise is very important at these ages, they are more aware of what other people think of them so encouragement is really helpful at this stage. Adolescence 12-19- Young people at this age still need encouragement, help and guidance. Their self esteem and confidence can vary between each teenager. They start to want more independence from their parents and want to spend more time with friends of their own age.
They go through many physical and emotional changes so reassurance and understanding from adults to help them make decisions and guide them through these years is important. Intellectual and cognitive development Babies to toddlers 0-3 years-Learning starts from the moment a baby is born, they look around and imitate play. The first 3 years are spent learning shapes, colours, animal sounds and names of people and objects. Some young children find learning more difficult than a child who learns very quickly. As they grow older they start to enjoy books, do jigsaw puzzles and follow simple instructions.
Formative Years 3-12- They will become more skilled at using words and numbers and continually ask questions to gain knowledge. They start to recognise more letters and numbers and when they start school begin to read. As they reach the later stages of primary school, they will know which school subjects they like and dislike. Adolescence 12-19Entering the teenage years, they will become more responsible for their own thoughts and actions. Fairly sure of the subjects at school that they like, they will be more interested in learning that particular subject more so than others.
As they approach the later years they will be making choices about their future and focussing on subjects they are interested in, aiming for a bright future. Question: Question 2 Answer: The sequence of development means the order in which a child develops. So for example a baby first starts to roll over, sit up, crawl and then walk. But some babies may only sit up and go straight to walking and miss the crawling phase all together. So some parts of the sequence may be missed out but they still end up at the same outcome.
The rate of development means the speed at which they develop so again looking at a babya€TMs development for an example some babies may start walking at 10 months old and others not until they are 14 months old. It is important to understand the difference between the sequence and rate of development so that we can identify if a child needs extra support and if they have a special education need. In a classroom not all children will be at the same developmental stage so teachers need to ensure that tasks are given to suit all stages of development.
Question: Question 3 Answer: Children and young peoplea€TMs development can depend on many personal factors as well as external ones. The health of a child is important in development. The childa€TMs health and their parenta€TM health all have an impact on how a child may grow. A healthy active child who eats well is more likely to develop in a typical healthy way. This includes social and emotional development as they are spending time outside or actively playing and sharing with other children.
However a child who has a poor diet, low immune system or seriously ill may find it difficult to develop in a normal way. For example a child who has health issues and takes time off school may find it hard socially to interact with classmates as they lack the social skills. Disabilities in children are also a reason for a childa€TM development to be affected. For example spina bifida and cerebral palsy have a physical effect on children and their development. Children who have these physical disabilities may not be able to join in some activities.
If a child has restricted movements they may find it difficult to join in with things such as sport. This can also affect their confidence and ability to interact with their classmates so then in turn their social and emotional skills may develop more slowly. Children with learning difficulties and children with hearing and visual impairments may also find it difficult to develop their social skills and develop emotionally and physically. It is important for children with disabilities, learning difficulties and hearing impairments to be given the same opportunities as able bodied children.
They need to be supported with their needs and encouraged so that they can also develop in every area. There are several external factors that can affect a child or young persona€TMs development. Their social and cultural background can influence development. Children come from a variety of cultures and backgrounds and parents may have a different view or attitude to education. Children from poor families and deprived areas may under perform as parents are less likely to be able to meet their educational needs.
For example, their parents cana€TMt afford to pay for a school trip. It could result in the child feeling isolated and lack confidence if they cana€TMt join in activities that the other children do. Children in care may have moved around regularly and some may have separation and attachment issues. School attendance could be poor because of this, so it could affect all areas of development. Children will be monitored by social services, health services and support workers to ensure any issues are dealt with quickly.
If a child hasna€TMt attended a nursery or preschool in their early years they could find attending school quite difficult. It could be that they are from a country where they dona€TMt start school until later or there werena€TMt enough nursery places. A child may have learning disability that hasna€TMt been identified yet as they havena€TMt attending a setting where it could have been monitored and picked up on. Children who have no experience of education prior to starting to school will need more support than others
