Assignment 23 Task a - Diploma Childrens and Young Peoples Workforce

Describe the expected pattern of children and young people’s development from birth to 19 years, to include:

A child development is influenced in many ways such as their background, health and environment. These factors will have an impact on the child’s different areas of development.

| * Like role play or pretend play * Can be clingy when upset but also can be defiant when told off * Likes to explore but no sense of danger * Reluctant to compromise * Doesn’t

Unit 051 – Promote Communication in Health, Social Care or Children’s and Young Peoples Settings.

Babies at birth – most are born at 40 week and premature babies more often need a little more time to reach the same level of development as babies born in and after the 40th week. Most are born with just reflexes for survival at first. These would be swallowing, sucking reflexes to help feed. Rooting reflex baby will move its head if the cheek is touched to find a nipple or teat. Grasp reflex babies will grip objects touching their palm. Startle reflex they will often move arms outwards and clench fists is a sound movement or light suddenly startles them. Walking reflex when babies are held upright with their feet on a

A new baby cannot hold up his or her head alone. Yet, within a few months, the baby will be able to sit alone. This is because control of the spine and central nervous system develops from the top of the head down to the base of the spine. You can see this control developing in a baby as he or she starts to hold the head without support. Similarly, a new-born baby waves his or her arms around vaguely, yet in nine months’ time will find the tiniest crumb or piece of Lego easy to pick up with the thumb and finger. This is because the nervous system also develops from the spinal cord out to the extremities (hands and feet).

It is important to know the difference between the sequence and the rate of development as it helps to identify the Childs needs during the stages of their school years. It is crucial to plan effectively ensuring the child receives the support they need in the areas they find most difficult in, for example physical development shows a pacific pattern; a baby will learn to hold their head up before learning to sit unaided or a child will learn to walk before they can run. Another example is a child of 4 should be capable of writing their own names and drawing basics pictures such as shapes before

The 3 children that I observed also have different social development. Alexander, who is 7 years old is in the level 2 conventional morality. When I read to him the story and the dilemma that Kenny had his answer to my questions were based on how it was right to return the wallet and it was wrong to keep it. For him it was right to return the wallet because it was the right thing to do. Which, reflects the conventional morality of acting as a good member of society. Enrique’s social development is also in the level 2 conventional morality because he focused on how he is a good person if he returned the wallet. He mentioned that it’s not good to keep things that aren’t yours. Which, reflects on the interest in pleasing others by acting as good members of society. Finally, Alexis is in the level 3 postconventional morality because for him it’s okay to keep the wallet if the owner were rich

Pre-conditional morality describes children ages 4 to 10 at this level children have not developed intellectually to enable them to set standards of ethics, so they act on obedience and punishment. They act on what is outside of them- they follow rules so as not to be punished or rewarded in the interest of self. The second level is conventional morality (or morality of conventional role conformity), at this level children have taken in an incorporated the criterion of authority- they concern their moral development as being good-good relationship with others (maintaining the social order), this level is normally not reached until age 10 and may not ever be reached. Level 3 is post-conventional morality (morality of autonomous moral principles)

A newborn will sleep for a total of around 15 to 17 hours a day, and by the age of one will triple in weight (Berger, 2016, p.91). This is due to the fact that during sleep a substantial amount of growth takes place, and is therefore why infants spent so much of their early days sleeping, although sporadic. While growth is occurring in nearly every aspect of an infant the development the strengthening of muscles leads to the progression of motor skills. Motor skills are a learned ability that allows regulated movements of a body part (Berger, 2016, p.100). The movements of large muscle groups are the first to develop and is referred to as the development of gross motor skills (Berger, 2016, p.101). Development usually progresses from the head down and radiating from the center out to the periphery (Berger, 2016, p. 101). In some cases reflexes help to develop and strengthen these muscle groups. For example, when an infant is placed on their stomach they will attempt to lift their head, and flail with their arms in order maintain vision and in turn practice mobility (Berger, 2016, p.101). The lifting of the head processes to the strengthening of the arms and legs and the ability to crawl and eventually the ability to walk around the age of one (Berger, 2016,

They will just tell us because of others said so. Another stage which is called morality of cooperation and in this stage more can be observes in age 9 and above. In this stage, children become more autonomous, they will view the rules as flexible more than fixed, which more focus on self-constructed and self-regulating principles. On this stage, children will have their own perception to judge whether the conception is true or wrong on current situation.

Kenta is a male and his date of birth is on 4/2/2011 and he is four years old and five months. A teacher engaged in guided participation when she saw Kenta running on the walking ramp of the room and he get into trouble. She approaches him and tells him that she doesn’t want to see him get hurt or hurt his head, he agrees to what she said and she thanks him. I understand this because children learn society’s values and practices by participating in family, school and community activities. When adults or older children praise, shame, or laugh about a child’s behavior, they are guiding participation by providing a frame of how to behave and how not to behave (Steinberg, Bornstein, Vandell, & Rook, 207).

age of 10 the morality of a child is autonomous. Autonomous means this is where the starts to

When it comes to the physical aspect of human development, infancy is the time of the greatest growth. At birth, babies come into the world with life sustaining characteristics. Some of these characteristics are called reflexes,

Now when looking at a child’s physical development there’s two aspects you have the development of the fine motor skills which are using the smaller limbs in your body like fingers and then you have gross motor skills witch are the larger limbs that help us to walk and to run obviously a child will develop these skills but to begin with when a child is born there bodies start to develop their natural reflexes such as a gag reflex , startle reflex and also a sucking reflex usual these will soon develop after the child is born. After a child is born they will start to develop in multiple ways they will often try and lift their head up slightly when placed on their stomach and they also experiment with their fingers and hands to see how they can hold things and often what you will see is that when a child’s lying on their back they will kick their legs around in a sort of bouncy movement.