Explain The Sequence Of Intellectual Development 0-19 Years

The expected pattern starts at 0-3 years where a child is expected to develop the most. They have little control over their bodies at 0-1 years and are dependent on their natural instincts e.g. sucking, grasping but when the child has more control over their body they will start to crawl and eventually progress to walking. By the age of 3 as well as

In later years the child becomes less dependant on their parents and moves closer to their peers. They develop a sense of right and wrong by may still adult intervention to settle arguments. They become aware of their gender and normally prefer the company of their own sex. Their behaviour differs with their emotions depending upon circumstance.

Through the ages of 13 - 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls.

Communication between a baby and parent/carer starts from birth with babies crying to let the adult know they are hungry, tired or distressed. At 1 month a baby should coo when content. At 3 months a baby should smile back

As the baby reaches 7 months they are starting to respond to voices that they are hearing this is helped by the development of their emotional brain this could be in the way how you talk to them like what emotions you make whilst talking to them.

In their second year babies will continue to grow and develop quickly which is when they start to walk. In terms of communication, it is very important for babies to be stimulated and have an interest shown in them. Talking and interacting with them will bring a child along and in cases where some babies are neglected and do not spend

Explain the difference between sequence of development and rate of development and why the difference is important. All Children follow very similar pattern of growth and development. For e.g. Physical development begins with baby holding its head followed by turning over, crawling, sitting and eventually walking by the age of 12-18months. Most children follow these steps of physical development, some start walking before their first birthday while some may start walking independently when they are 18months old or even later. Similarly, communicational development begins when baby cries to seek attention or convey discomfort, then gradually responds carer with sounds like ‘coo’, ‘ooh’, etc.

The child has a strong essential for love as well as attention especially from his mum. However, they can be happy, rude, supportive as well as selfish. At this stage the child could be very irritable as well as their feelings could develop immediately. In addition, the children at this stage they’re very aggravated as well as he or she will not wait if the mother or the father says to them that they will bring them something, not only this but also if they want things from their parents they are impatient as

Recognise familiar voices such as mum and dad, however babies at this age may take extra time to familiarise themselves with other family members.

When a person looks into maturity, they must also consider the gender differences between girls and boys. Through a study in the Journal Of Personality And Social Psychology titled Maturation Of Personality In Adolescence, it

The physical changes we see during these times are an increase in balance and a transition from walking to running also occurs during this time (Berk, 2010). Although the body does not grow as rapidly as it did during their earlier years, there is still grown in height and weight. A child is able to begin performing regular activities of daily living such as dressing and feeding themselves. Children also begin to

They also have a hard time with facial emotion processing. The children perceive people around them to be more negative or even hostile, and as a result can become aggressive themselves (Westrup, 2013). These are areas that are reported needing help during childhood and adolescence. These children often display problems with social interaction, they want to make friends but they lack the skills to form a friendship (Blackburn & Whitehurst, 2010). Family system theory assumes that emotional and behavioral problems are continued through patterns of interaction contained by the family (Rogers-Adkinson & Stuart, 2007). Since the children can have sensory processing difficulties, they might not respond well to self-regulation, such as when a mother tries to hug her child to help them calm down (Westrup, 2013).

The child furthermore will start recognizing those familiar faces and there will be those faces that he or she sees mostly and the baby can begin taking interest in others too those who do not spend most of the time with him. In the process of developing the parent will learn that the child begins to reach for things with the assistance of the parent. Moreover, it is at this stage that the child will begin to squirm, laugh and even squeal with delight (Martin, Ruble, & Szkrybalo, 2002).

All children and young people develop at different rates, but the sequence (the order) in which they develop is generally the same (they have to develop one ‘skill’ before they’re able to progress on to a new ‘skill’). For example, fine motor skills cannot be developed or perfected until the gross motor skills have developed.

While the baby continues to learn how to move around on its own, it also learns how to talk – an extremely important skill. Speech development is also determined by both nature and nurture. All babies that are born with no birth defects are equipped with physiological requirements for speech: lungs, voice box, and mouth. They also need a properly working brain and nerves to control these body parts and to mentally form sentences. These form the nature part of the speech development because they are the things that the babies are born with. However, they could be useless if the baby does not learn how to use them properly, and this is where the nurture part of the speech development comes in. A baby that is constantly spoken to by others learns how to talk faster. In an opposite case, a baby