Explain the difference between sequence of development and rate of development and why the difference is important
Every child is unique and will develop at their own rate. Some children will usually follow the same pattern of development but the age that they reach them will depend on each child. Milestone of development is given as a broad average of when they may be expected to reach a particular stage. In particular classes or year groups you may notice some children may stand out because they have reached milestones in advance of or later than other children. If some children grow quicker than their peers this may affect their behaviour. For example, children in their last two years of primary school may became taller and develop some of the first sign of puberty. Girls in particular can became much taller than boys and this can put pressure on them to behave differently. There may need to be additional provision made in this instance. For example- when getting changed for PE, there may also be pupils who are very tall or very small for their age and this can sometimes affect how they are treat by their peers. This can also affect social and emotional development. The patterns of development discussed here should therefore be seen as a guide to help you to draw up an overall idea of these different stages.
Development is often divided into different areas, it is important to remember that they are interconnected and link with one another. Developing physically and refining these physical skills this can affect the child’s ability of been independent, socialise and become confidence.
You have to think really carefully when panning any activities which you are going to carry out with the children and young people, you shouldn't just think in terms of specific areas, but also in terms of the broader picture. Many activities the children will become interested and encourage them to develop skills in different areas.
Explain how children and young people's development is influenced by a range of PERSONAL factors
Health: If pupils suffer from poor health or a physical disability in impairment this can have an affect on their development. If a child has a medical condition or impairment they maybe less able to take part in some activities than other children. This can affect physical development and may restrict social activities. Emotional development can also be affect depending on their awareness of their needs and the extent to which they are affected. It is very important that adults in the school are well aware of how pupils may be affected by these kinds of conditions and circumstances, so that we can support them and ensure that children are included as far as possible.
Learning difficulties: A with learning difficulties will need to be encouraged to develop in all areas to be able to do their best of their ability. If you are supporting a child with learning difficulties, you will have support from other professionals as to how manage their needs while encouraging their development.
Explain how children and young people's development is influenced by a range of external factors.
Pupils' background and family environment: Children will come from a range of different environment, cultures and circumstance. Some families can go through significant changes whilst the children are still at school, which the school may not be aware of. These may include parents break-up or introduction them to a new partner, loss of a family member, illness, moving houses or leaving the country. All of these can have affect on children's emotional or intellectual development, also children's behaviour and ability to learn as a result.
Poverty and deprivation: This is likely to have a significant effect on children's development. Statistics show that children who come from deprived backgrounds are less likely to thrive and achieve well in school, as parents will find it more difficult to manage their children's
Level 3 Task Book for Specialist Support for Teaching and Learning in schools Mandatory Units Learner Name: The tasks have been re-written with boxes after each section for you to fill in if that would suit your learning style. Some learners find this helpful. You don’t have to work this way. You can present your tasks in other formats if you wish as long as it demonstrates evidence of the knowledge and understanding. NB: Please ensure that you refer…
Children and Young People’s Core Unit CYP M3.2: Promote Child and Young Person Development Title Unit 3.2: Promote child and young person development Level 3 Credit value 3 Learning outcomes The learner will: Assessment criteria The learner can: 1. Be able to assess the development needs of children or young people and prepare a development plan 1.1. Explain the factors that need to be taken into account when assessing development 1.2. Assess a child or young person’s development in the…
CYP Core 3.1 - Understand Child and Young Person Development 1.1 Explain the sequence and rate of each aspect of development from birth – 19 years 0-3 Years: Within weeks of baby being born they will be able to respond to hearing sounds, recognize voices and the environment around them and start to smile. Within in 6 months, they will start to reach for objects and try to hold them also to put them in their mouth as their muscles begin to develop so they will be exploring different things throughout…
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CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit Ref: L/601/1693 CYP Core 3.1: Understand Child Development and Young Person Development Rosanna King Learning Outcome 1: Understand the expected pattern of development for children and young people from birth – 19 years. Assessment Criteria 1.1: Explain the sequence and rate of each aspect of development from birth – 19 years. Answer to 1.1: Below I have explained the sequence and rate of each development…
CYP core 3.1 – Understand Child and Young person development 1.1 Explain the sequence and rate of each aspect of development from birth to 19 years. Physical During the period of 0 - 4 a child will learn to see properly, hold their head up straight, sit up, crawl, talk, walk, and recognise and build relationships With the people closest to them. During the age range of 4 - 7 a child will have learnt thousands of word and will be using them to string together large sentences. The child will become…
Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1 Level 3 Award/Certificate/Diploma Level 3 Award in Supporting Teaching and Learning in Schools Level 3 Certificate in Supporting Teaching and Learning…
CYP Core 3.1 : Understanding child and young person development Explain the sequence and rate of each aspect of development from birth to 19 years Children’s development is a continuous process. Although all children will develop at different rates and in different ways, the sequence in which they develop will be the same. When looking at a child development, we need to consider all areas of their development, i.e. we refer to child and young person development as holistic. Children and young people’s…