Unit10 1.1 Understand the Expected Pattern of Development for Children and Young People from Birth to 19 Years

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

Understand the expected pattern of development for children and young people from birth – 19 years.

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

* Have different cries for different needs. For example one cry for hunger, another when they are tired.

2.1 Explain how children and young people’s development is influenced by a range of personal factors

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific.

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

By age 2-3 years children enjoy playing with older people who provide them with attention and begin to enjoy time with children their own age. Over the next few years the child becomes more independent and coopertative and likes to help. They develop social skills and play with others is more comfortable as they begin to consider the feelings of others and make friends, although resolving disputes can still be an issue. Rules and routine are required to help the child feel secure and safe.

Explain the reasons why children and young people's development may not follow the expected pattern

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

CT230 1.1 Explain the sequence and Rate of each aspect of development from Birth to 19 years of age

1.1 Describe the expected pattern of children and young peoples development from birth to 19 years to include:-

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

Doesn’t play "pretend" games, engage in group games, imitate others, or use toys in creative ways.

Engaged in social play, as according to Baker, (2000) this incorporates playing with sibling not just objects, exhibiting reciprocal turn taking as per the rules, remaining oriented toward the activity and engaging in positive social communication with interactive pretend play with siblings.