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child development

level 3
by

emma rand

on 30 October 2012

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Transcript of child development

Level 3.
This is assessed by assignment. Child Development 1.1 the sequence and rate of each aspect of development from birth to 19.
1.2 The difference between sequence of development and rate of development and why the difference is important. Understand the expected pattern of development for children and young people from birth to 19 years. 2.1 Explain how children's and young peoples development is influence by a range of personal factors.
2.2 Explain how childrens and young peoples development is influenced by a range of external factors.
2.3 Explain the therories of development and frameworks that support development. Understand the factors that influence children and young peoples development and how these affect practice. 3.1 Explain how to monitor children and young peoples development.
3.2 Explain the reasons why children and young peoples development may not follow the expected pattern.
3.3 Explain how disability may affect development.
3.4 Explain how different types of interventions can promote positive outcomes for children where development is not following expected outcomes. Understand how to monitor children and young persons development and interventions that should take place if this is not following the expected pattern 4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition
4.2 Explain ow multi-agency teams work together to support speech, language and communication.
4.3 Explain how play and activities are used to support the development of speech, language and communication Understand the importance of early intervention to support speech and language needs in children 5.1 Explain how different types of transitions can affect children and young peoples development.
5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition. Understand the potential effects of transitions on children and young peoples development 1.1 The sequence and rate of development What is development?
Development begins at conception and continues through out life into old age. It is a process of maturing and developing skills The sequence of development in children will always be the same. A child will always learn to walk before they run and jump. The rate of development will differ from child to child. a child may walk at an early age, some much later milestones of development provide an average guide. 1.1 Aspects of development Physical - including gross motor skills and fine motor skills.

Intellectual.

communication

social, emotional and behavioural.

moral

It is important to remember that development is linked and influence one another. Factors that influence development. factors health disability family background environment poverty genetic personal factors health

disability

sensory impairment


learning difficulties chronic conditions such as asthma. infections such as meningitis such as Cerebral palsy - can result in brain damage which effects mobility hearing, sight, speech difficulty. Downs Syndrome is a genetic disability which can result in developmental delay and learning and health problems External Factors Family Background

the environment

poverty and deprivation


looked after children

personal choices. family values, culture, can affect development. Housing condition, safety and opportunites for play and education lack of money can lead to poor nutrition, lack of opportunities and lower expectations. children in care are more vulnerable often due to instability. It can affect emotional and social development. Choices people make can influence their life chances. 2.3 theories about child development theorist of cognitive development.

Jean Piaget (1896 -1980)

Vygotsky (1896 -1934)

Bruner (1915 -

Pavlov (1849 -1936)

Skinner (1904 -1990)

Bandura (1925- research two of these. 2.3 theories of child development. theories about children's social and emotional development.
Bowlby (1907- 1990)

Maslow (1908 -1970)

Freud (1856 -1939)

Erikson (1902 -1994) 2.3 Influences on current practice. Theory into child development is an ongoing process. New ideas are based upon established theory.

hands on approach - Piaget, Vygotsky, Bruner

praise and encouragement - Pavlov, Skinner

importance of role model - Bandura

importance for satisfying childrens basic needs - Maslow. How to monitor children's development. Recognising and responding to concerns is important. routine observations can highlight problems. CAF provides a means of monitoring concerns including issues about development. Assessment Frameworks such as EYFS monitors the progress of children against Development matters and Early Learning Goals. There is now an assessment for two year olds. Standard measures such as SATs and IQ tests parents and carers are often the first to notice problems 3.2 Why children may not follow the expected pattern of development. Disability

emotional reasons

physical reasons

cultural reasons

social reasons

environmental reasons 3.3 How disability may affect development. Physical development may be affected if a child uses a wheel chair.

Intellectual development may be affected by a learning ing difficulty by condidtions such as Downs Syndrome.

communication may be affected by conditions such as cerebral palsy.

Emotional, social and behavioural development may be affected by conditions such as Autistic sprectrum disorder 3.4Types of intervention Physiotherapist
Speech and language therapist
Educational Psychologist
Occupational Therapist
Portage worker sensory room.
hydrotherapy pool
PECs boards
Makaton
specialist chairs 4.1 Why is it important to identify speech, language and communication disorders It is very important to identify speech, language and communication disorders as it has an impact on all other development, especially social, behavioural and intellectual development. 4.1 What is the potential risk of late diagnosis of speech, language communication disorders e.g. understanding information, being understood,
low levels of self esteem or leading to frustration. Long term effects can lead to children not reaching their full potential, experiencing difficulties in making and sustaining relationships and long term problems with behaviour. 4.2 how multi-agency teams work together to support speech, language and communication a parent may contact the GP referral for a hearing test which could result in a referral to the speech and language therapist child is supported by key worker or SENCO in preschool 4.3 Explain how play and activities are used to support the development of speech, language and communication. activities puppets role play blowing bubbles nursery rhymes books 5.1 Explain how different types of transitions can affect children's development. emotional transitions
physical transitions,
physiological transitions
intellectual transitions regression
changes of behaviour
physical problems
speech problems
mental problems 5.2 evaluate the effect on children and young people of having positive relationships during periods of transitions During transitions, children need consistency and familiarity. A strong attachment relationship with a trusted adult is important.
e.g. key person
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