unit 022 childcare

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

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

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.

The aspects of development are defined as Physical, Social & Emotional, Language and Intellectual. There are different stages of development for each category, 0-3 years, 3-7 years, 7-12 years and 12-19 years.

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

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

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

|9 |Can sit independently and will be finding ways to be |Baby realises that when something or someone |Will understand no, bye-bye and other key words,|Can find partially hidden object/toys and will |

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

Can kick a large ball. Can do simple jigsaw puzzles. Begins to ride tricycles. May move out of nappies and begin toilet training. Show some reasoning skills.

At birth surprisingly a child has intellectually learned to do things already such as smell their mother and recognise her voice. They have also learnt that when they cry it lets people know that they need help and within the first few days of life they learn to use their senses particularly touch, taste and sound. At infancy a child is expected to weigh around 3.5kg or 7 1/2lbs and 50cm long. Bonding is very important socially and emotionally for both mother and baby, helps relationship in later life because they become closer. The babies reflexes are now improving, some of them are automatic responses. E.g. sucking a nipple or a bottle. Grasp reflex is when a

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

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

| Reflexes –Sucking, Grasping, Drinking, Eating.Lifting head unaided.Latterly, crawling, rolling over and possibly standing or cruising.

The first sub-stage is the development of reflexes, the reflexes of a newborn child appear to be concentrated on those reflexes that will be important in later life, such as the sucking reflex and the palmar reflex. The reproductive nature of these reflexes also causes a general rise in sucking on objects between meals or sucking new objects. Towards the end of this stage a child will develop recognitive assimilation ie, will gain the ability to distinguish between a bottle and nipple from other objects.