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Cyp3 1 understand child and young person development

Physical; Social, Emotional and behavioural; Communication and language; Intellectual and cognitive. At birth babies depend on reflexes for movements to enable them feed or grasp whenever they touch something.

By age one; they have much more control over their bodies. They are beginning to crawl, shuffle, pulling or pushing on things to stand etc. Between 1 and 2 years walking will begin and toys will be pulled or pushed along whilst walking.

They enjoy trying to feed themselves with finger foods. Between the ages of 2 and 3 mark making on paper will progress to scribbles as they begin to use pencils etc. Balls start to be kicked and thrown. Bricks will be built into larger towers than before, and they will start to experiment with liquids in play by pouring.

Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc. Dexterity increases with small objects like puzzles, threading beads etc.

  • National Book Award for his 1969 book Gandhi's Truth, which focused more on his theory as applied to later phases in the life cycle;
  • Writing becomes more fluent as copying letter shapes has progressed to words and sentences with greater pencil control.

Dressing and undressing will be assisted but more cooperative. They will be developing their gross and fine motor skills: Running, Jumping, Catching, throwing and aiming, building, climbing, pedalling, use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc. They will have more pencil control and will begin to copy letters and shapes, and draw people. Ball games will develop more structure as they begin to kick with aim.

They will begin to learn to hop on one foot, then the other and also to skip. They are able to dress themselves up, do and undo buttons and zips etc. Writing becomes more fluent as copying letter shapes has progressed to words and sentences with greater pencil control.

CYP 3.1 Essay

Confidence has increased when playing outside in climbing, jumping from heights and riding a bike. At 7 years children begin to enjoy playing team games as they are now hitting a ball, running, jumping, skipping, swinging. They may begin to have hobbies and interest which means they are more practised in some areas e. Girls begin to show the early signs of puberty. As some may be just beginning to mature physically, others may have already reached full physical maturity.

Boys begin to go through puberty while many girls would have completed the process and have regular periods.

  1. Dexterity increases with small objects like puzzles, threading beads etc.
  2. The sequence of development is the expected pattern of developmental stages that a child will pass through as they grow older.
  3. His widow Joan Serson Erikson elaborated on his model before her death, adding a ninth stage old age to it, taking into consideration the increasing life expectancy in Western cultures.
  4. He argued that "Every function in the child's cultural development appears twice.

At the end of this stage, most boys will be taller than most girls on the average. They later begin to respond to smiles and make noises as well. By 18 months they are able to make one — two syllable words like mama; baba; dada; bye; bye-bye; out; etc. They have a vocabulary of 3 to 20 words, can join in simple rhymes and enjoy books.

Child Development Theories

At age 3, they should have a vocabulary of about 300 words. They use more adult forms of speech, making proper sentences and are able to deliver simple messages 3 -7 Years Between 3-5 years old, children have a vocabulary of 900 — 1500 words, they ask lots of questions, use language for assistant and can vocalise most of their ideas.

They continue to enjoy reading books, stories, songs and rhymes. They listen to and can follow simple instructions; can deliver verbal messages.

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Between 5 — 7 years old their vocabulary increases to 1500 — 4000 words. They develop early reading skills. Show interest in more complex books, stories and poetry. Their reading and writing skills become much more advanced: Appreciate jokes as their language knowledge has become more advanced. They can use their knowledge of reading and writing to access information may on letter; dictionary; encyclopaedia; email; internet; computers etc.

Become aware of different smells. They put things in their mouth to explore. They respond to moving objects and respond to bright colours and bold images. They see everything in relation to themselves egocentric. Between 18 months and 2 years they are able to recognise objects from pictures and books, point to what they want, match colours and shapes, do jigsaw puzzles, follow simple instructions, concentrate for longer, show preference and start to make choice.

Between 2 to 3 years they continue to imitate other older children and adults. Develop an understanding of big and small, enjoy imaginative play, shows some awareness of right and wrong. They experiment with colours shapes and texture.

Child and Young Person Development Cyp3.1.A1: Pattern of Development Essay

They can recall simple sequence of events and follow simple instructions. Between the ages of 5 and 7 they become more curious. Develop interest in reading for themselves. Their concentration becomes much longer.

T 7 — 12 Years Enjoy board games and other games with rules. See other peoples point of view. Enjoy number work but still need real objects to help mathematical process. Interested in more complex construction activities complex lego 12 — 16 Years They knows the difference between real and imaginary.

They develop more creative abilities. Reads more complex text with improved comprehension and can write much better. Understand more abstract maths and science like physics, chemistry, algebra etc. They will focus on things they have excelled in and start to make their way in the world. They experience instant extreme emotions like very happy, very scared, very angry etc.

By 9 months they know stranger and they become very wary of them. By 18 months they want to help adults and imitate all their activities 3 — 7 Years Between 3-5 years old they develop their identity. Begin to play with their friends and socialise using imaginative play. They enjoy being given responsibility e.

  • It is recorded and documented through there school life to monitor their development;
  • This wealth of combined information can then be used to formulate a plan of what to do next if action is required 3;
  • Erikson's greatest innovation was to postulate not five stages of development, as Sigmund Freud had done with his psychosexual stages, but eight, and then later added a ninth stage in his book "The Life Cycle Completed.

Argues with other children but is quick to forgive and forget. Still has an outburst of cry when tired, stresses or frustrated. At 7 they cooperate with others and take turns. They may copy unwanted behaviour like swearing, biting etc to gain adult attention.

They become more aware of the feelings of others and comfort others when they are upset, unwell or hurt themselves. They may have an imaginary friend. They may lose their confidence if they fail. They sometimes like to have their own space. They become less concerned with adult approval and become more concerned with peer approval. They are still very possessive but less egocentric.

Aware of the wider environment e. Weather, plants, animals, people in other parts of the world. They may be strongly influenced by role models in the media. Emotional changes due to puberty.

They may have strong opinion or beliefs leading to arguments with adults and peers; may hold grudges and find it difficult to forgive and forget. Sequence is the order that development happens E. Another baby may sit up, walk, run, and miss out rolling over and crawling. Even though elements are missed the development still proceeds in an expected pattern.

Rate is the speed at which development happens. It is important to recognise the difference so we can identify where children need help or may be at risk of having a special education need. It also helps the teacher to plan and prepare for the children who are at different stages of their development as a result of varying rates. There may be conditions such as cystic fibrosis A condition in which the lungs and digestive system become clogged with thick sticky mucussickle cell disease Abnormally shaped red blood cells resulting in serious infections, anaemia and damage organsdiabetes, etc.

Even general colds or viruses could have an effect. There may also be problems which are set off by certain conditions such as environment.

  • They can also detect reflux or pooling or swallowing problems and advise on the next route to go down;
  • His approach can be seen in how the curriculum is sequenced in schools, and in the pedagogy of preschool centres across the United States;
  • They sometimes like to have their own space;
  • Also the child might not be able to read or develop writing skills;
  • Autism Advisory teacher They come into school to advise on how best to support children who have been diagnosed with autism;
  • Between 1 and 2 years walking will begin and toys will be pulled or pushed along whilst walking.

Disability Conditions such as spina bifida and cerebral palsy have a physical effect on children and their development. Physical disabilities can put a child at a disadvantage in many ways e. If a child has restricted movements they may find it difficult to join in with things such as sport, putting building blocks together manipulating materials etc…This can in turn affect their confidence and ability to interact with their peers. Visual impairment can also influence a Childs development they are unable to watch and learn from what others are doing.

They may have difficulty learning their way around new environments such as a new preschool. As each area of learning is co-dependent on others a child with a disability could have delays in all areas of learning so would need support in all areas to help them minimise delays. It has been shown statistically that children from poor families and deprived areas tend to perform less as their parents are less likely to meet their educational needs.

Family environment and background: So many circumstances go in families which may affect the child. These children can sometimes be moved around regularly and this may affect their development.

They may have separation and attachment issues and may sometimes not want to go to school.