Understanding Development And Supporting Equality Children And Young People Essay

Understanding profit And Supporting Equality tiddlerren And Young People EssayEvery nestling has contrary rank and aspect of victimisation. Hence, it is of extreme importance to understand a infants culture. It wait ons us to understand the fond, physical, apt, communicating and langu jump on and emotional organic evolution that an individual grows through with(predicate) from birth to 19 historic period. We bed divide the episode of peasants victimisation for for each one days range into 5 different aspects. They argon social, physical, intellectual, communication and lecture and emotional.AGE 0 6 MONTHSSocial DevelopmentAn infant from birth cries when hungry. Gradually, he/she give the gate signalize adults especially a mothers face and voice. He/she likes to watch their mums face or an adults face during feeding time. He/she smiles at beaten(prenominal) faces and voices.Physical DevelopmentA baby just after birth sleeps most(prenominal) of the time and grows fast. A electric s pissr by 6 months turns its question towards sound and movements. A sister by this get along with starts to kick legs with movements gradually becoming smoother. Also, a baby starts to develop their hand center of attention co-ordination. He/she nails to catalogue from side on to backwards. A babe enthrals finger take.Intellectual DevelopmentA baby starts to recognise its p arnts by the age of 2 months. An infant reacts to familiar voice rather than unfamiliar voices. A baby observes the moving objects and st ares at bright colours. Baby tries to explore by putting things into mouth. chat and expression developmentBy 3 months an infant makes a variety of happy sounds. A baby starts to respond to variety of music and other sounds. A baby tries to come after the movement of the lips of an adult.Emotional DevelopmentA baby at this age, usually very attached to its mother. If handled by unfamiliar methods and care, a baby may formulate upset. In this age, a barbarian requires a familiar routine and alike requires the security and the reassurance.AGE 6 12 MONTHSSocial DevelopmentBaby of this age tries to communicate and respond to familiar people. By 9 months, a chela is very wary of strangers. Child at this age starts to see self as separate from others.Physical DevelopmentA baby starts to sit without support. By this age a baby may begin to crawl, stand and cruise bandage holding on to furniture. Baby learns o hold objects and transfer objects from one hand to other. It develops pincer grasps using thumb and index finger from near 6 months. At this age a baby drops things deliberately and looks for it. A baby loves water looseness.Intellectual DevelopmentA baby recognises certain sound and objects. At this age, a baby cross-files interest to toys and picture books. He/she plenty enjoy various games especially water play. He/she observes people closely and tries to imitate their actions. He/she assistes entropy th rough images. colloquy and language developmentA baby enjoys looking at picture. He/she also enjoys music. A baby responds with a smile and starts babbling and almosttimes speaks to their mums.Emotional DevelopmentBy this age, a baby great deal differentiate between individuals and shows clear preferences and familiar adults. He/she undersurface show clear likes and dislikes.AGE 1 2 YEARSSocial DevelopmentA baby discount respond to simple instructions. He/she wants to help adults and enjoy imitating their activities. It helps develop a sense of own identity. He/she plays aboard other electric shaverren of own age for some time. He/she shows egocentric behaviour.Physical DevelopmentA tike becomes very mobile at this age. Between 12 to 15 months most children ordain start to walk and some can even go upstairs (with supervision). He/she can feed themselves. He/she has be ond pincer grasps and can scribble with crayons. He/she can make a small pillar by putting bricks/ block s. He/she can wave good-bye, point or make noises to indicate their wants.Intellectual DevelopmentA baby can recognise objects from pictures and books. He/she matches basic colours and start to match shapes. He/she can follow one step instructions. He/she show their preferences and start to make choices. He/she shows lots of curiosity and can concentrate for longer. He/she can do very simple puzzles.Communication and language developmentBy the age of 2, a child could be using 150-200 words. He/she can participate in songs and rhymes enjoy listening to stories. He/she repeats words said by adults. He/she begins to implore questions like what and why.Emotional DevelopmentA child is emotionally dependent on familiar adults. He/she likes to explore environment and is less frightened presently when bulged in new situations. The child reacts very strongly when he/she is non allowed to do a busy activity. Sometimes, He/she has mood swings and can be very clinging eon some other time could be very independent.AGE 2 3 YEARSSocial DevelopmentChildrens first friends are their levys and carer. He/she learns from them how to play and communicate with others. Babies and toddlers notice others and become fascinated by them. At around 2 years he/she is likely to play alongside with each other. By the age of 2years, most children have a feeling of identity and interestingly this coincides with their becoming much assertive. By the age of 3years, a child learns to play more(prenominal)(prenominal) of co-operative play.Physical DevelopmentA child commits a potty and stays dry more reliably. He/she can come experience stairs in upright position one stair at a time. He/she can climb well on play apparatus. He/she learns to paddle a tricycle. He/she can undress self but necessitate some help to dress self. He/she has more control on holding crayons and blusher brush. He/she can kick a ball and learns to jump. A child of this age can travel around, under, over, and th rough balancing and raise equipment.Intellectual DevelopmentA child can identify facial features and main form parts. He/she can follow two step instructions and can understand what is big and small. He/she starts to understand basic concepts of time and can match the colours and shapes. He/she becomes aware of what is right and wrong. He/she gathers information through language rather than image. He/she enjoys imaginative play and can concentrate long on creative activities.Communication and language developmentHe/she tries to communicate more with adult form of destination. A childs vocabulary increases to about 300 words and can deliver simple messages.Emotional DevelopmentA child begins to understand the feelings of others. He/she is very curious about their environment but have no sense of danger. He/she could not understand about peoples pain at this age.AGE 3 5 YEARSSocial DevelopmentA child starts socialising with people, learns to play with other children. He/she can sh ow some friendship preferences but these are mainly based on play interests. He/she can use language more and more effectively with others. He/she can be confident in doing their own things as they develop their self help skills. He/she observes closely adults and tries to imitate them. He/she learns to share group possessions at play group or nursery but basically he/she is still egocentric.Physical DevelopmentIn this rate of flow a childs movements become more co-ordinated and smoother. A child by nowadays starts to make various complex movements as the bones in the body starts to harden or have now formed. A child at this age remains clean and dry most of the time but could have some accidents. Child remedys gross motor skills. He/she is more confident while jumping, riding a tricycle. Child at this age can throw a bowl but still unsure and inaccurate while catching the ball. By the age of 5years, a child is able to use variety of great(p) equipments. A child improves his/he r fine motor skills. A childs drawings are more expatiate and representative.Intellectual DevelopmentBy the age of 3 years, a child imitates adults patois which can be understood by the strangers. A child becomes very inquisitive and asks lots of question. He/she knows parts of body. A child learns many an(prenominal) things through play, tries to experiment with colours, shapes and texture. He/she can follow two or three step instructions. He/she has a better attention span at this age and hence, enjoys more complex activities. He/she learns to share and accepts ideas in group activities. He/she expresses strong opinions of likes and dislikes.Communication and language developmentA childs vocabulary improves a lot. By this age, speech is fluent and the child is grammatically correct in using descriptive language. He/she can confidently form short sentences and uses language to communicate his/her own ideas. He/she enjoys constantly with people whom they know well.Emotional Devel opmentA child is aware of the feelings and needs of others. He/she learns to comfort others who are upset, hurt or unwell. He/she can show occasional outburst when tired, stressed or frustrated. He/she can use language to express feelings and wishes and sometimes argues with other children.AGE 5 7 YEARSSocial DevelopmentA child of this age likes to play mainly with child of same sex. A child is now aware of his/her own qualities. He/she tends to be fairly positive about him/her own skills.Physical DevelopmentBy this age, brain has genuine further and is able to attend information quickly. A child of this age is faster at dressing. As a result of better co-ordination a child is more confident. By the age of 6 7 years, a child is able to sew simple stitches and ties or unties laces. All these prove that he/she has improved pincer grasp.Intellectual DevelopmentA child of this age can differentiate between various shapes and sizes. He/she can match symbols, letters and numbers. By t he age of 6 years, ability to write develops. He/she can empathise simple books, able to count up to 100. By this age, he/she understands the concept of conversation.Communication and language developmentBy this age, a child can communicate well with strangers. He/she is very fluent by now and can use correct and descriptive language. He/she has a wide range of vocabulary and can make up his/her own story.Emotional DevelopmentA child becomes more independent and self-motivated. By this age, he/she is more sociable and friendly with others. He/she likes to play with same sex children and able to share. But, he /she need help in resolving issues. A child enjoys taking responsibility and component part others.AGE 7 12 YEARSSocial DevelopmentAt this age, a child starts enjoying company of other children and loves to be in a group. They are often same sex although some play activities will encourage boys and girls to play together. Now he/she is less dependent on close adults for supp ort.Physical DevelopmentA childs physical skill develops a lot and sometimes depends on his/her interests. He/she has more fine motor skills. Puberty starts for many girls from the age of 10 years and finishes by the age of 15 years and during this period their body undergoes various physical changes. For boys, this usually starts at around 13/14 years and finishes at around 16 years. A child develops hand eye co-ordination which leads to proficiency in climbing, running, balancing and skipping.Intellectual Development7 years onwards, most children are fluent speakers, readers and writers of their language. At this age, a child can read more complex texts and develops writing skills. At the age of 7 12 years, a child has great reasoning ability and can apply system of logic to solve problems. He/she has longer attention span so he/she enjoys various board games and computer games. His/her preferences for subject increase. He/she starts dealing with abstract ideas.Communication and language developmentA child becomes highly verbal and enjoys making up and telling jokes. He/she has a wide range of vocabulary and can use more complex sentence structures. He/she can share ideas and feelings in more depth. He/she can share a very detailed account of past events and anticipate the future. He/she can listen to follow and execute more complex instructions.Emotional DevelopmentA child is now aware of wider environment. He/she becomes very proud of his/her won achievements and sometimes can be very competitive. Usually, boys friendships are likely to be of group based while girls prefer closer but fewer friends.AGE 12 19 YEARSSocial DevelopmentYoung people want to spend more time with each other than with their family. Individual friendship is important for them and along with they enjoy being into a group. Sometimes, it can be seen four-year-old people can be strongly motivated by role models in media. They participate in teen games and enjoy group activities inclu ding clubs.Physical DevelopmentBy the age of 14/15 years, most girls have completed the process of puberty. Most girls have already started their menstrual cycle and become regular by the age of 16 years. For boys, the process of puberty has already started and for most finishes at around the age of 16 years. The body of a young people undergoes change in appearance because of many physical developments during this period.Intellectual DevelopmentYoung people are able to understand more complicated things in mathematical and scientific process. They extend their writing skills and can develop more creative skills and can understand other peoples point of view. They have a very high take aim of concentration. They develop logical thinking ability and may enjoy practising their new intellectual and verbal skills through debating either formally of informally.Communication and language developmentYoung people have extensive and varied vocabulary. They can use appropriate language style s, vocalises their ideas and feelings in greater depth. They can justify their own views and ideas. They enjoy more complex texts including fiction, poetry and factual books.Emotional DevelopmentAt this age, young people are very sensitive to their own feelings. Emotional maturity is constantly switching on between childish needs and adult desires. They are confident in their own skills and ideas. They have a good sympathy of complex issues. Young people can find themselves caught between their desire to remain in a group but reluctant to adopt groups determine and behaviour.1.b Explain the difference between sequence of development and rate of development and why the difference is importantDifference between sequence of development and rate of developmentTo find the difference between sequence of development and rate of development we need to understand the basic meaning of sequence and rate. The sequence of development is a process where an event is followed one after another an d achieves a level of succession with a series of changes or growth that a process undertakes normally to improve on that process leading to a matured state. It is related to the previous events and normally improves on the process. For example A baby goes through different phases before he starts walking. First he just kick legs with movements, learns to roll on and then he tries to sit that may take 6-7 months. aft(prenominal) that he learns to crawl and stand and gradually learns walking holding parents hands and finally they reach the ultimate goal i.e, they can walk independently.Rate of Development is a quantity of something incomparisonwith a unit of another thing. It is related to the development that occurs at a definite age and at a definite time. Each and every child has a different rate of development although they ultimately follow more or less the same trope of rate of development.For example Some babies start walking at the age of 9 months while others may start a runty late. Some babies can start making sentences at the age of 1.5 years while others can speak hardly a few words. But by the age of 3years, most of the children can walk independently and can speak using small simple sentences.Importance of DifferencesChildren develop at different rates. This helps to monitor and expect what children can and cant do at a particular phase in their lives. In the sequence of development one must finish with one of landing field of development before a move on to the next one. The rate of development is the rapidity with which a child develops. These can be the speed inwardly each phase of development or cover all the set areas in the phase. These principles run through all the areas of development from physical, social, intellectual and language no matter what the age of the child. If at all one is skipped or slow it can be a cause for concern. It will also help to project effectively to ensure they get the attention they need, in the areas in which they find challenging.Physicaldevelopmentfollows a definite sequence an example of this would be that a baby would have to first learn how to hold his/her own head up before they would be able to sit with just its lower back supported. While the sequences are common amongst most children what often changes is theratein which they develop the skills.It is important to recognise the difference so you can identify wherechildrenneed help or may be at risk of having a special recommendation or having a special need in or outside school.1.c Explain how theories of development and frameworks to support development influence current enforce.Child development means the biological and psychological and emotional changes that take place within an individual since birth to the end of adolescence. It would be clear to us if we discuss the theories of development presented by Montessori, Piaget and Vyogotsky.MontessoriMontessori Method of education was developed in Italy in the too soon 1 900 by Dr Maria Montessori. The core philosophy behind the method is that every child is unique in comparison to adults and also to other children and that their individualization must be respected throughout the educational process. Montessori was of the opinion that a childs mind is al shipway eager to learn, explore and wants to try new things. Keeping these in mind the activities for Montessori education was designed. It involves the education of individual senses and individual muscle movements.PiagetJean Piagets view of how childrens minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation in childrens increasing capacity to understand their world. His theory is that a child cannot undertake certain tasks until they are psychologically mature enough to do so. He proposed that childrens thinking does not develop entirely smoothly. Instead, there are certain points at which it takes off and mov es into completely new areas and capabilities. He proposed that childrens thinking doesnt develop entirely smoothly instead He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum.VygotskyLev Vygotskys theory is intellectual development. His theory is that children learn new skills by being guided by cares and parents. An example of this is when a parent sings to their child and helps them clap their hands until the child can clap their hands themselves. He believes that every new scene or interaction is a larn experience to a child that he/she must be guided through until they know how to react correctly. We also give praise when children handle social interactions with good behaviour to prove that we are pleased and they have behaved appropria tely.He expressed that Every function in the childs cultural development appears twice first, on the social level, and later, on the individual level first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher(prenominal) functions originate as actual relationships between individuals. Cole Michael Vygotsky, Mind in Society the development of higher psychological processes.Vygotsky felt that development was a process and saw periods of crisis in child development during which there was a qualitative transformation in the childs mental functioning. Carton, Aarons Vygotsky, Collected works of L S Vygotsky 5, Child Psycholgy.The EYFS (Early Year Foundation Stage) is a framework for all registered providers of services for children under 5, which became statutory in September 2008. It marks the first time that practitioners from all sectors of the early childhood workforce, from the head teachers of primary schools to registered childminders and after-school play-workers, have been required to observe the same guidelines relating to the education and care of young children. The framework provides statutory guidance, not only on the ways in which development and learning are to be supported within schools and settings, but on the ways in which relationships with families are to be established in support of these goals. EYFS ensuresChildren learn through playProviders work closely through parentsParents are kept up to date on their childs get upThe welfare learning and all round development of children with different backgrounds and levels of ability, including those with special educational needs and disabilitiesThe National Curriculum is a set of subjects and standards used byprimary and secondary schoolsto ensure that every child receives a broad and balanced education. It covers type of subjects that are taught and the standards each child should achieve in each subject. The National Curriculum had a positive impact in improving practices to teach reading, writing and maths. It also ensures lifting of the level of average achievement and updating practices to improve the efficacy. The use of the curriculum also enables schools to prevent racism, reduce discrimination and promote cultural diversity.1.d Explain how different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern.Every child is unique and individual in nature. However, the growth and development of a child depends on a step by step progress that a child makes during a definite period. A developmental delay is defined when a child doesnt reach an expected developmental milestone. When a child has been detected by any kind of developmental delays, he or she can be promoted by different sorts of intervention to achieve the developmental goal. A child can be given support to develop his social, physical, intellectual, language and emotional development.Social developmentWe can always encourage a child with socially acceptable behaviour. We could appreciate a child when he is taking turns while playing with others. Children should be further to join in a team game/sports. Sometimes a child takes time to do things independently. Being an adult, we must be patient of with them. Sharing books, stories, puppets with children helps them to understand ideas of different situations and also how to deal with them.Physical developmentChildren need opportunities for both indoor and outdoor activities to develop their physical skills. A child enjoys exploring and experiment, so that they should be encouraged to be explored and helping them to play with or without their play apparatus. We can help a child to become independent. A child can be encouraged for doing his/her everyday routines like using a spoon, getting dressed, dealing with fa stening the shoe laces. While dealing with a child in indoors or outdoors we keep in our mind about a childs safety by checking the equipment the child is playing with and supervising the child whether he is using the equipment in a proper way.Intellectual developmentCognitive and intellectual development plays important roles in a childs development. It is an adults responsibility to increase the childs curiosity by promoting the different sorts of books, games, posters, play equipments and toys.Children enjoy going for an outing. They learn a lot from the environment. We can encourage them by answering the questions. A little unsure or unconfident child can gain confidence from verbal prompts or encouragement. Too much complex activities sometimes put a child off due to the frustration of not being able to do the activities. So it is always helpful for the children to do with the activities which they enjoy. Sometimes, repetition of games/activities helps them to discover differen t aspects of the activities. Childs intellectual skills can be developed by playing memory games with them. We can increase their concentration by presenting activities, games and stories in an interesting way. A child can always be encouraged to use their senses to experiment with different materials.Language developmentA child learns or develops his language by listening to an adult. When a child listens or whenever he is being talked he improves his language skills. A child can be talked about anything and everything. It is always advisable to use a simple sentence while talking to an infant. Sometimes, repetition is required to reinforce unknown or new vocabulary. Sharing books, stories and exchanging ideas also help to develop language skills.Emotional developmentPraise and encouragement always help to build self-confidence and to focus a child into which he/she is good at. Sharing resources, helping others and contributing ideas increase an interest in the pupils efforts and a chievements.1.e Analyse the importance of early credit of speech, language and communication delays and disorders and the potential risks of late recognition.Importance of early appellativeSpeech, language and communication play a vital role in all our lives. We begin our communication development skills from birth. Speech, language and communication allow us to be social. Some children may have some speech, language and communication delays and disorders which can affect their personal, social and academic life. Sometimes some children overcome their speech and language problem by the time they enter school and some will not be able to do so. Hence, it is important to identify those children who will find it difficult to overcome language or speech problem. An adult acts as a facilitator by providing appropriate activities and experiences to enable children to develop their speech ,language and communication skills in meaningful situation A child can quickly fall behind if speech and language learning is delayed. Sometime, the problem can be very severe, when an individual cannot communicate at all without alternative or augmentative communication such as signs or communication aids. Early identification of speech, language and communication delay is extremely important as the chances to alleviate these problems and improving these skills are greater. Early identification helps children to conquer their communication difficulty, language and speech delays with the assistance.Potential risksThe potential risk for late recognition of speech, language and communication is childs learning and development will suffer, which may affect their behaviour when they are not understood. If these delays are not identified the delay will continue and the child may suffer from lack of confidence, less able to manage their thoughts and will more than likely experience emotional problems. Other aspects of development will also be affected, e.g. cognitive, social, emotional and behavioural.They may struggle to keep up their views and ideas and will have trouble getting others to understand what they are trying to communicate. Many children with communication problems will go on to develop mental illness if untreated. Often vestigial health and medical conditions go unnoticed and undiagnosed in children with communication problems. They would also struggle to understand what they are being told or asked them in a learning environment which may lead the child to a negative effect on their self esteem and confidence. A child will also find it difficult to form a relationship with other children and will then feel angry and could lead to behavioural problems and isolation.1.f Explain how play and activities are used to support the development of speech, language and communication. persist and activities are important throughout our life. These help a child to develop speech, language and communication skills.Play and activity encourages children to commun icate and thus to practice and develop their language and communication skills. They will need to communicate with their playmates and others, so that creates a situation where they can practice and develop their language skills. In the end, it is practice that allows for the development of language skills and activity is a good way to encourage that practice.Speech language and communication play a crucial role in childrens development. Language helps an individual to express thoughts, ideas feelings emotions and information. Children can communicate through actions and gestures as well as through language. Children through their play and structured activities can communicate through verbal and nonverbal interactions. Play and activity contributes and supports childs learning .It helps them to learn discipline. Play activities enable child to subvert some structure or organisation on a task, make sense of their experiences.During play children combine many skills such as movement, thinking, attention, seeing, listening and, of course, communicating. It follows that children with a difficulty in one or more of these skills can be helped to progress through play.Children are always using toys in different ways than we would expect boxes can become cars to drive in to distant lands, the sand tray becomes a desert and absolutely anything can be used as a gun or a cricket bat apparently It would be helpful for the children if we do not try to limit the toys uses as children can learn so much during role-play working and playing with others, different language, turn taking, problem solving, and feelings for others, decision making, knowledge exchange between their friends or grownups.When a child is encouraged with different kinds of activities it helps them to express themselves, and feels confident enough using different materials, such as paint brush or a pencil and helps them to experiment with different playing equipments which may also help to bloom up the ir personality. For instance using of paint brush encourages the child to use fingers, thumbs, hands and feet to do paint printing and brings in them some innovative ideas. When a child is participating in a musical activity by singing, dancing, clapping and playing instruments he or she is developing a sense of music along with that they are coor