Understand How to Safeguard Children and Young People

2206 Words Oct 30th, 2012 9 Pages
CYP 3.1
Understand Children and Young Person development

There are many factors that influence child development, and for most of them, we do have some control. When working with children and young people it is important to have a good understanding of what children need to grow, so as professionals we are better able to address the needs. A child’s environment, for example, their family or school play a huge part in their development. Some of the main factors that influence a child’s development are their family, where the child lives, and socio-economic status. These factors often cross over and blend as they are related.

Abraham Maslow (1908-70) developed a humanistic approach to create a theory of human needs
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Primary and Secondary Socialisation are personal choices a child or young person will make as they grow older, as they decide on friendship groups, extra curriculum activities, academic involvement and so on. Professionals working with children and young people may need support and guidance to make the choices which are right for them.

Theorists

There have been a many number of theories on development and many of them will influence the way professionals work with children and young people. Psychologists have different views and theories about how children learn, some feel that a child’s ability is innate and others that it depends on the opportunities that are given. This is the ‘nature versus nature’ debate.

Piaget was the first psychologist to make a systematic study of cognitive development. Piaget’s work includes a detailed observational study of cognition in children. Piaget showed that young children think in different ways to adults. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent knowledge is based. The table below outlines the four stages Piaget’s grouped children’s cognitive development.

Piaget’s four broad stages of Cognitive development

Stage | Approximate age | Features | Sensori-motor | 0-2 years | * Development of object permanence * Child begins to use symbols (e.g.
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