Children and Young Peoples Development free essay sample

This is a very fast period of physical development. As newborn babies have very little control over their bodies especially their heads. Movements are linked to their reflexes which they need in order to survive. In the first year however they will learn to have more control over their bodies so that by the time they hit 12 months most babies will have developed some degree of motorbility i. e. crawling/rolling. As they begin their second year babies will continue to grow and develop and walking begins. They begin to use 0 – 3 Years From birth many adults will try to communicate with babies even though they know they are not able to understand and communicate back. It is important to communicate with babies as it helps to stimulate and is good for them to feel that people are interested in them. For those babies who are not communicated with from an early age it is found that they struggle to learn the skills of effective communication later on in life. Babies will enjoy songs and games, most will begin to attempt to speak at approximately 12 months, this can either be earlier and can be later. Between the age of one and two years babies start to put words together and they will be a bit more pronounced. Their vocabulary starts to increase rapidly so that by the time they reach the age of 2 they will know in the region of 200 words. Between two and three years they will start to use plurals in their speech, using negatives as well. Grammatically there are still errors being made such as â€Å"I drawed it† 3 – 7 Years This age is when children become more social and vocal. They will use familiar phrases and expressions. They will be very questionable. Skills will improve especially in the fine motor skills department with them learning how to read and write. 7 – 12 Years Children will be refining their skills of reading and writing, they will become more fluent in their mother tongue and as thus will enable them to discuss ideas and understand their learning a lot better. They will begin to form their own ideas and vocalise these. 12 – 18 Years Young people now have a firm idea of their likes and dislikes. They will find that in the areas that they have their favourite ideas and subjects and will often pour all their efforts into it. They will be at an emotional time selecting GCSE’s and A Levels and as the year’s progress taking them. Many young people through this time often lack confidence and avoid situations which they are not comfortable. 16 – 19 Years As young people come to leaving full time education or continuing onto college, 6th Form and then University, they are filled with lots of choices, these can often be overwhelming. c)Social, Emotional and Behavioural Development 0-3 Years All children need help in finding out who they are and their personalities. All babies need to form strong attachment, most of the time this is with the primary caregiver, namely the mother. As a child begins nursery, some starting a lot earlier than others, they are allocated a Key Worker, this is the person that they typically have the strongest bond. All children at this stage will have tantrums, these mainly occur though frustration, simply because they cannot vocalise what they want. They will start to be encouraged to do things for themselves and this is very important in their social development. 3 – 7 Years At this age the children are finding out their identities. They will be developing their imagination and will socialise using this kind of play, including role play which they use to help define the different areas in their life, ie playing mummies and babies, doctors. They will often play in a fantasy land, fairies and the like. They are beginning to understand the purpose of rules and why they have to follow them. It is important to start delegating responsibilities to the children once they srart school. They thrive off approval at this age. 7 – 12 Years Friendships should become less tempestuous and more solid, giving children confidence in themselves. They require the chance to be more independent although will still need guidance, praise and encouragement. They will be very self aware of others thoughts and feelings towards themselves. 12 – 16 Years Self esteem at this age can be very vulnerable; this is typically because of the start of puberty. Although the body may have taken on the physical signs of adulthood their maturity is still catching up and may act very childish at times. They will want to be independent and spend more time with their peers. Sometimes they may not know how to act in their surroundings and struggle with the pressures of growing up and the expectations which are being thrust upon them. 16 – 19 Years These are young adults now. They will accept criticism and will need guidance and advice from adults around them. They will lack experience in areas and as they are individuals will vary in emotional maturity. Girls, as written previously will reach emotional maturity before the males. 1. 2Describe with examples how different aspects of development can affect one another. Although we have different headings for development, we are advised to remember that all aspects of child and young person’s development interlock. For example someone’s physical development also affects a person’s ability to become grow in confidence, thus helping them become independent and socialise well. 2. 1Describe with examples the kinds of influences that affect children and young peoples development including a)Background All pupils come from different backgrounds, environment, cultures and circumstances, no two children are the same. Many families have issues which they may be going through at home and haven’t informed school about. These can be one of many things, typically they can include, family break ups, the introduction of a new partner, bereavement in the family. These all have a major impact on a child’s development. b)Health If pupils suffer from poor health, physical disability or impairment it may restrict their developmental opportunities. For example a child who has a physical impairment may be unable or less able to participate in some activities. Emotionally this will have impacted the child as they will be in some cases be aware of their needs and may feel excluded. It is important as a school that we recognise the child’s inclusion in all aspects of schools. c)Environment We have to remember that a child’s environment is very important to their upbringing; they may live in areas of poverty or deprivation and thus struggle to thrive and respond to situations in school. If a child is a looked after child this can also affect development as they may not be achieving their targets. These children are very closely monitored by outside agencies and therefore any problems are easily addressed. 2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development. If you have any concerns with a child’s development then it is imperative that you share your thoughts with others, initially this should be to the child’s class teacher who should refer the issues to the SENCO. In a secondary school you may wish to go straight to the SENCO. Often concerns will have been noted by others and it is important to inform others of your concerns as well. If possible you should give dates and examples for the reasons for your concerns so that they can be backed up. We must remember that the school should always inform the parents of any concerns which they may have with the child. 3. 1 Identify the transitions experienced by most children and young people. The transitions which are experienced by most children and young people are usual. Many involve the transition from home to pre-school, starting mainstream education, and in school life passing through year group to year group. If your school is only an infant school the child will have the transition from infant to junior school and then the transition to high school. Simple things like changes in timetable at school to change of staffing. The other change which will occur is that of puberty. 3. 2 Identify the transitions that only some children and young people may experience. The transitions that only some children and young people may experience are:- Bereavement Parental separation Parental change of partner The birth of a new sibling Moving house Change of carer (for looked after children) Illness or injury 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development. Transitions can affect children’s behaviour and development in many ways. We need to ensure that children in school feel secure and have positive relationship at all times but especially during these testing and upsetting times for them. An example of how the transition of bereavement may affect the child is that they may become withdrawn and quiet, be anxious and display uncharacteristic behaviour. Another example of a transition is that if a child is moving through year groups or schools, it may appear an exiting time and rightly so it is, but for some children, they struggle with this change and this is when they may begin to show uncharacteristic behaviour. In order to support children through this time we encourage visits to classrooms, meeting the teachers and support staff and giving them taster sessions. If a child is moving to their Junior School, visits are welcomed, open days/evenings, meeting the staff and giving them a taster of a day in the life at the new school. Many schools offer a buddy system whereby they have a child which they are friendly with from the same school, paired into the same class. This often creates something familiar for the child as well which eases the transition.