Task 1- 1.1
The Expected Pattern of Development for Children and Young People from Birth to 19 Years
* Social Development
* Physical Development
* Intellectual Development
* Communication and Language Development
* Emotional Development
In this booklet you will see the different stages of development from birth to 19 years. Hopefully the information in here will be of some help to you.
Social Development
Children’s social development involves social skills as part of the socialisation process. Socialisation determines how children relate socially and emotionally to others. The socialisation process involves the development of:
* Acceptable behaviour patterns
* Self-control and discipline
* Independence (including self-help skills e.g. feeding, toileting and dressing).
* Awareness of self in relation to others
* Positive relationships with others
* Understanding the needs and rights of others
* Moral concepts (understanding the difference between right and wrong.
Age Range | Social Development |
0 to 3 Months | * Cries to communicate needs to others * Stops crying to listen to others * Responds to smiles from others * Considers others only in relation to satisfying own needs for food, drink, warmth, sleep, comfort and reassurance. |
3 to 9 Months | * Responds positively to others especially family members. By 9 months is very wary of strangers * Communicates with others by making noises and responds to own name * Begins to see self as separate from others |
The Term Paper on Summarise the main development of a child from the age range 0-2 years, 3-5 years and 5-8 years
Summarise the main development of a child from the age range 0-2 years, 3-5 years and 5-8 years. There are five stages of development (I)Physical Development 0 - 2 years Children develop at various speeds but will all aim to reach a development stage before moving on to the next one. The first couple of month's babies don't interact much, they usually just are on their backs and are unable to ...
9 to 18 months | * Can respond to simple instructions if wants to * Communicates using limited range of recognisable words * Shows egocentric behaviour * Is unintentionally aggressive to other children |
18 months to 2 years | * Resounds positively to others * Communicates more effectively with others * Responds to simple instructions * Wants to help adults and enjoys imitating their activities * May be interested in older children * May unintentionally disrupt the play of others * Becomes very independent * Still demonstrates egocentric behaviour |
2 to 3 years | * Enjoys company of others * Wants to please and seek approval from adults * Very protective of own possessions * Unable to share with others may give a toy to another child if been asked * Uses language more to communicate with others |
3 to 5 years | * Learns to play with other children and enjoys their company * Uses more language to communicate * Develops self-care skills * Gradually is able to share toys at nursery |
5 to 7 years | * Enjoys playing with other children and may have a special friend * Able to use language more to share ideas * May appear confident and competent in own abilities * Able to take turns and share resources * May copy unwanted behaviour |
7 to 12 years | * Enjoys company from other children and may have a special friend * Uses language to communicate very effectively * Is able to play on own * Is able to participate in games with rules |
12 to 16 years | * Enjoys company of others and may have special friends * Joins in on group games including clubs and hobbies * May be strongly influenced by role models in the media * Can be supportive to others experiencing difficulties at home |
16 to 19 years | * Is still influenced by famous role models * If someone is experiencing difficulties in life they may be very comforting towards them * Will join in team games and sports or clubs and hobbies |
The Essay on Children 50 Years From Now
Every Sunday in Bikini Bottom is a very stormy, yet dreadful day. So therefore on every Sunday night around 6:30 p.m. Charlie Sheen goes and visits the Krusty Krab Pub. While he’s there he drinks until he can’t anymore. He takes shots and gets every drink you could ever think of. He says he does it because all the rain and bad weather depresses him and the drinking helps him forget about the ...
Physical Development
Physical development involves gross motor skills, fine motor skills and coordination.
Gross motor skills involve whole body movements. Some activities that include gross motor skills are Running, Jumping, Hopping, Climbing, Football and Tennis. For children to become skilled in these activities they need stamina and strength.
Fine motor skills involve whole hand movements and the use of fingers for e.g., The Pincer Grip, The Tripod Grasp and The Palmer Grasp.
The Pincer Grip uses the thumb and index finger to pick up small objects like a pea for example.
The Tripod Grasp involves holding a pen or pencil.
The Palmer Grasp is holding and grabbing toys or objects like a small brick.
Some of the fine motor skills activities include drawing, writing, cutting with scissors and doing buttons and shoelaces.
Coordination involves hand eye coordination, whole body coordination and balance. Hand eye coordination includes drawing, threading beads and using scissors. Whole body coordination includes walking, football or cycling. Balance includes skipping, gymnastics and hopping. Coordination is important for gross and fine motor skill development. Balance also plays a big part in gross motor skills. It is important that children have good concentration and good hand eye coordination because it will help them become skilled in fine motor skills activities.
Age Range | Physical Development |
0 to 3 months | * Sleeps most of the time and grows fast * Tries to lift head * Starts to kick legs * Starts to wave arms about * Begins to hold objects when placed in hand * Hand and eye coordination begins to develop * Enjoys finger play * Becomes more alert when awake * Learns to roll from side to side and on to back * Sees best at distance of 25cm * Enjoys rhyming songs |
3 to 9 months | * Has gained head control and moves head around to follow people and objects * Begins to sit with support. From 6 months may sit unsupported * Rolls over * May begin to crawl, stand and cruise while holding onto furniture * Learns to pull self-up to sitting position * Develops pincer grasp using thumb and index finger from about 6 months * Begins to use palmer grasp and places objects from hand to hand * Continues to enjoy rhyming songs |
The Essay on Motor Skill
Gross Motor Skills and Fine Motor Skills Are Important Terms For You and Your Child Gross motor and fine motor skills are important terms in a child’s development. Understanding what those terms mean are very important and a key to your child’s successful progression. Gross motor skills are movements of the large muscles in the body; such as arm and leg muscles. These types of ...
9 to 18 months | * Is now mobile by crawling, bottom shuffling,cruises,walks * Maybe able to go upstairs supervised, has difficulty coming down * Throws toys around deliberately * Has mature pincer grip and can scribble with crayons * Holds a cup and will try and feed self * Continues to enjoy rhyming songs |
18 months to 2 years | * Starts to use potty but has difficulty staying dry * Can feed self * Walks well may have difficulty in stopping when running * Learns to push a ride on toy with feet * Tries to throw a ball but finds it difficult to catch * Fine motor skills improve and may be able to do a simple puzzle * Enjoys action songs and rhymes * |
2 to 3 years | * Can use the potty and stays dry longer * Is able to come down stairs * Starts to climb well on on climbing frames * Can kick a ball, Jump, somersault and learn to ride a tricycle * Can undress self may need help with buttons and zips * Fine motor skills improving may try to use scissors * Enjoys construction activities * Continues to enjoy rhyming songs and actions. |
3 to 5 years | * Clean and dry may have the occasional accident * Able to run well and stop * Good gross motor skills * Can throw and catch a ball but is still inaccurate * Fine motor skills continue to improve can now use scissors in the correct way |
5 to 7 years | * Clean and dry may have the occasional accidents * Can dress/undress still may need help to button, shoelaces and zips * Gross motor skill have improved in running, jumping, balancing * Learn to ride a bike * Fine motor skills improve better control with pencil using the pincer grip |
7 to 12 years | * Can dress and undress including shoelaces and zips * Starts to loose baby teeth, grows taller and thinner * Improved gross motor skills ans can run skilfully * Can hit a ball with a bat * Learns to ride a bike without stabilisers * Fine motor skills improve handwriting gets neater * Can do more complex construction activites |
The Term Paper on Developing Language Skills
This subject, ‘Developing Language Skills’, lead us to a thorough analysis of the way the “four skills” are applied into the classroom and how the different course books units should deal with them since nowadays, they “play a seminal role” in an English language context, besides as Henry Widdowson (1978:1) highlighted “the aims of a language teaching course are very often defined with ...
12 to 16 years | * Grows taller and thiner, physical changes of puberty * Enjoys team games and sports * Can ride a bike with competence and confidence |
16 to 19 years | * Enjoys performing via singing and dancing and will create own routines * There will be physical changes of puberty * Wisdom teeth could start appearing * They could grow quite tall and thin |
Intellectual Development
Intellectual involves the process of a child being able to store information. Children are always learning and always thinking. The components of intellectual development are –
Thinking – Using stored information to find solutions.
Perception – There are 2 types of perception, Auditory and Visual. Auditory is being able to tell the difference between sounds and visual is being able to tell the difference between objects.
Language – This helps children make sense of the world around them and store new information.
Problem solving – Children use their stored information and past events to solve any problems.
Concepts – Helps them organise the information of the world around them.
Memory – This helps them retrieve any information stored in the brain.
Concentration – This is the ability to pay attention for a certain length of time.
Creativity – This is using the imagination to form ideas and invent things that do not exist.
Age Range | Intellectual Development |
0 to 3 Months | * Recognises parents and concentrates on familiar voices * Aware of different smells * Observe objects that move and responds to bright colours * Is egocentric |
3 to 9 months | * Knows individuals and recognises familiar faces * Recognises sounds and objects * Shows an interest in everything * Observes things at home and out and about * Explores immediate environment when at home and out * Is Egocentric |
9 to 18 Months | * Explores immediate environment using senses * Concentrates more due to curiosity * Can follow one step instructions * Will try to imitate others * Learns that objects can be grouped together * Still egocentric |
18 Months to 2 years | * Recognises objects from pictures and boks * Points to desired objects and selects named objects * Matches basic colours * Can do simple puzzles * Follows one step instructions * Still egocentric |
The Term Paper on Early Language and Development
Language is a complex and abstract endeavor, wonderfully creative at the same time governed by a multitude of rules. Before the age of 1 year, babies communicate with intent, primarily through the use of body orientation, facial expressions, gestures, and nonsymbolic vocalizations that mimic the intonations of their native language. At the end of the first year, however, many babies are beginning ...
2 to 3 years | * Can name body parts and facial features * Countines to copy other children and adult * Can follow 2 step instructions * Matches more colour and shapes * Develops an understanding of big and small * Begins to understand concept of time * Enjoys imaginative play * Shows some awareness of right and wrong |
3 to 5 years | * Learns about basic concepts through play * Experiments with colours and shapes * Recalls a simple events * Can follow 2 and 3 step questions * Continues to enjoy imaginative play * Can play cooperatively with other children * Starts to know right and wrong and the need of others * Processes information using language |
5 to 7 years | * Starts to ask lots of questions * Continues to enjoy imaginative and creative play * Can name and match colours and shapes * Will start to develop interest in reading * Can follow 3 step instructions * Can concentrate for longer * Knows the different between right and wrong and the need of others * Can recall more complex information using language |
7 to 12 years | * Learns to read and develops writing skills * Starts to enjoy number work * Begins to know the difference between real and imaginative * Can still focusing attention for longer periods |
12 to 16 years | * Reads more complex texts * Understands more maths * Has increased concentration * Sees others point of view * Can seek information from different sources |
16 to 19 years | * Will understand more complex mathematics and science, algebra and physics * Does not like to be disturbed when concentrating on activities * Still enjoys strategic video games and board games * |
Communication and Language
This is an important part of development as it opens all aspects of experience. These include –
• Communicating with others
The Term Paper on Language Acquisition Child Words Months
... -word utterances (12-15 months) - the child starts to say the words of the parents' language. Two-word utterances (beginning at approximately 1-2 years old) - the child ... BE SPED UP Baby "talks" long before any actual words emerge and language development may follow a general sequence. Some babies are much ...
• Relating to others
• Exploring the environment
• Understanding concepts
• Create ideas
• Be able to express feelings
There are different ways to communicate. These are modes of language. Which are listed below –
Non-verbal communication – eye contact, facial expressions and body language.
Listening – Phonics, process information and oral language
Speaking – Phonics, using sentences and grammar
Thinking – memory and recalling ideas
Reading – Phonics, written language and decoding
Writing – Punctuation, handwriting and printing
Age Range | Communication and language |
O to 3 months | * Knows familiar voices and will stop crying on hearing them * Aware of sounds and will turn head towards sound * Responds to smiles * Pauses to listen to others |
3 to 9 months | * Responds with smiles * Recognises family names * Enjoys looking at pictures and books * Enjoys peep po games * Starts to babble * Shouts to gain attention |
9 months to 18 months | * Continues to imitate sound * Learns to say first real words * Uses volcabary of between 3 and 20 words |
18 months to 2 years | * Uses language to gain information * Repeats words that adults have said * Acquires 1-3 words per month * By 2 years has vocabulary of about 200 words * Joins in on action songs * Contiunes to enjoy books * Able to use 2 word sentences |
2 to 3 years | * Has vocabulary of about 300 words * Can name body parts * Uses adjectives * Enjoys songs and rhymes * Asks questions to gain information * Can deliver simple messages |
3 to 5 years | * Has vocabulary of between 900 and 1500 words * Asks lots of questions * Uses language to ask for help * Talks constantly to people * Can talk about simple past events * Can say names of colours * Listens to and can follow simple instructions |
5 to 7 years | * Has vocabulary of about 1500 to 4000 words * Can use more complex sentences * Asks even more questions * Develops early reading and writing skills * Can listen to and follow more detailed instructions |
7 to 12 years | * Has extensive vocabulary of between 4000 and 10,000 words * Uses more complex sentences * Develops more complex reading and writing skils * Listens and follows more complex instructions |
12 to 16 years | * Has an extensive vocabulary of 10,000 and 20,000 words * Uses appropriate language styles for different occasions * Can use different writing skills * Vocalises ideas and feelings |
16 to 19 years | * Has vocabulary of around 20000+ words * Can use language styles for different occasions such as standard English for an interview * Has neat joined up writing as skills have improved * Enjoys fiction and factual books in a more complex way |
Emotional
This is the development of personality and temperament. Each child will –
A. Become a unique individual
B. See and feel about themselves
C. Think about how other people see them
D. Express their needs, desires and feelings
E. Relate to others
F. Interact with their environment
Temperament is inherited and will be changed and influenced by their surroundings and the environment they grow up in.
Age range | Emotional Development |
0 to 3 months | * Is very attached to parent/carer * Experiences extreme emotions * Requires the security and reassurance of familiar routines * Can be upset by unfamiliar methods of handling and care |
3 to 9 months | * Has stong attachment to parent/carer * By 6 or 7 months shows clear preference for familiar adults * Shows strong emotions through body language * Has clear likes and dislikes |
9 to 18 months | * Likes to get own way * Has emotional outbursts * Shows fear in new situations * Relies on parents/carer for reassurance and support * Is upset by the distress of other children |
18 months to 2 years | * Begins to disengage from parent/carer * Still emotionally dependent on familiar adults * Has mood swings * Can get frustrated when unable to do something |
2 to 3 years | * May still rely on parent/carer for reassurance in new situations * Still has emotional outbursts * Start to understand feelings of others * Has limited understanding of other people’s pain * Feels curious about their environment, but has no sense of danger |
3 to 5 years | * Less reliant on parent/carer * May be jealous of adult attention given to younger siblings * Begins to use language to express feelings and wishes * Still has emotional outburst |
5 to 7 years | * Becomes more aware of the feelings and needs of others * Tries to comfort others who are upset * Uses language to express feelings and wishes * Has occasional emotional outburst * May have an imaginary friend |
7 to 12 years | * Less egocentric as understands feelings, needs and rights of others * Can be still possessive of own toys * Becomes aware of the wider environment |
12 to 16 years | * Sensitive to own feelings * Emotional changes due to puberty * Understands issues relating to fairness and justice * Can anticipate people reactions and consider the consequences of own actions |
16 to 19 years | * Can have mood swings while dealing with more adult responsibilities * Is confident in their own abilities but if they don’t “measure up” they will have a sense of failure * Has a deeper understanding of ethics, religion and politics * Understands the global issues of weather and animals |
Task 1 – 1.2
The Difference between Sequence Development and the Rate of Development
Sequence of development is the order in which development takes place. E.g., before a baby can sit unaided he/she has to learn to hold his/her head up. Some parts of development may not always be in order for example not all children will start with crawling; some might roll to move and may walk before crawling.
Rate of development is a given time for the average development of a child at a certain age, for example at 1 year old they will have started walking or by 2 years will be potty trained but not always dry. You must remember that all children develop at their own rate and that all children are unique individuals. Children with special needs, disability or individual growth patterns will develop at a different rate.
When looking after a group of children it is important to take into consideration that children will be at the average stage or below average or above average. Use this to look at the children’s needs and work out how they can be met.
