Difference Between Sequence Development And Rate Of Development

Task 1.1: Explain the sequence and rate of each aspect of development from birth – 19 years.

Through a young person’s development, from birth to 19 they are expected to follow a development pattern including physical, social, environmental, behavioural, intellectual and communicational. The expected pattern is seen as the average time period it would take to accomplish these skills.

Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years.

Sequence of development refers to the normal sequence in which children learn different skills, and the rate of development refers to the speed in which a child will develop. However, according to Burnham et al (2010) the difference between the sequence of development and the rate of development is that the sequence refers to the normal or expected sequence in which children learn different skills. The rate of development refers to the speed in which a child will develop. However the sequences are common among most children but the rate in which they develop the skills changes. The sequence and rate

There are many examples that show how different aspects of development can impact one another. In majority of cases, one aspect will lead to another as a natural result, so for example, if a child has a speaks foreign language as his/her first and family just came to UK to live, this may lead to having language barrier, he/she may become shy, not very communicative, isolated, which affects emotional and intellectual development, further, he/she may have difficulty making friends, which can weaken his/her self esteem, affecting social and behavioral development.

| 1.1 | Explain the sequence and rate of each aspect of development from birth – 19 years |

1. Explain the sequence and rate of each aspect of development from birth – 19years.

A child’s development can be measured through physical and language milestones, intellectual, emotional and social development.

Explain the sequence and rate of each aspect of development from birth – 19 years

1. From birth to 19 years of age, children and young people tend to follow a broad developmental plan. Although children and young people are different, the way they grow and develop is often quite similar. This means we can work out a pattern for development and from this we can pinpoint particular skills or milestones that most children can do at different age ranges. Milestones describe when particular skills are achieved, such as walking, usually achieved by 18 months. These milestones have been draw up by researchers looking at children’s development and working out an average from their recordings. However as children grow older the variations between individuals grow

1.1 Explain the sequence of rate of each aspect of development from birth – 19 years.

1.1) Explain the sequence and rate of each aspect of development from birth to 19 years.

When looking at and discussing a child’s development, you have to remember that all children are different and grow at different rates. Every child will follow the same sequence but they may not necessarily do it at the same time as each other. For example, you could have two, 6 month old babies, 1 could already be able to crawl, and the other 1 may not have mastered it yet and may not until they are a bit older. You must remember that your child is an individual and not group him with another child and expect him/her to reach the milestones at the same time. It is important also that a parent/carer, teacher etc., know the expected sequence a child follows, so they can tell if a child is falling way behind and they may need to intervene to help them along.

Every single child is different, everyone has their own unique traits. Each child progresses at an individual rate, and has the ability to develop as fast or as slow as necessary. In this essay, I am expressing the different abilities that I have noticed that Alexis is capable of, and I am eager to explain their meaning. Every toddler is quickly developing and their actions can be analyzed to assess the rate of development for that certain child. Once or twice a week, we observe the assigned child.

It emphasizes the shared contributions of genes, environment, and epigenetic factors on developmental prosecute. DST, unlike agreed scientific theories, is not directly usage to help constitute predictions for testing experimental proceed; instead, it is seen as a group of philosophical, psychological, and scientific models of development and evolution. As a whole, these models argue the inadequacy of modern evolutionary opinion on the roles of genes and characteristic selection as the postulate elaboration of quickening structures. Developmental systems supposition comprehend a