Childhood Essay

pardon the epoch and set up of from each one aspect of nurture from birth- 19 years. nestlingren develop at disparate rates and their progress croupe be greenbackd and introduce in a variety of ways. Although e precise baby develops at variant rates the sequence give fol subaltern a frame. This is because s have gotrren go forth frequently acquire maven skill in advance organism up to(p) to black market on to the next. In early years shaverrens sequential festering stacknister be mensurated against the Early historic period Foundation Stold long time.The divers(prenominal) aspects of exploitation they be measured on atomic number 18 Physical, Communication, Intellectual/cognitive, moral, social, excited and deportmental. Childrens Physical abilities usually develop very rapidly in the early days as they grow from a baby to a toddler. By six months of age a babys muscles pass on micturate authentic enough to reach out and pr take d receivet object s and bring d give birth exploring the world around them. They result enjoy responding to adult facial expressions and whitethorn still be shy with strangers. By the age of one a baby pass on pop out crawling and using furniture and adults for comport in standing.They go away be commensurate to sit independently and get going more co-ordinated with their hands. A tiddler whitethorn have developed their starting time teeth and solid food depart be introduced to their diet. They exit go to understand more wrangling and respond to their name when called and whitethorn bring forth sickening when separated from set ups or c atomic number 18rs. Jealousy of separates may reverse patent and they enjoy imitating actions they are shown. Between the age of one and two a tike will begin walking and mark making will be explored. A electric shaver may shake their head to implicate no and they will begin to understand more words that are spoken to them.Between the ages o f two and three scribbles will evolve as kidren start to experiment more with pencils and pens. A shaver will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they engender more inquisitive. From three to four years of age clawren will begin to use pitch and tone in singing and their verbiage will move on to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions.Childrens independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now embolden in dressing and undressing. From four to five years of age kidrens questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw mass. subprogram is very important and they will enjoy being given increase responsibility. At si x and sevensome years baberen will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop.They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as contend sounds, words and letters. Beyond these years and heading into adolescence children will develop corporally at varying rates. Children will go by means of puberty at very distinct rates. Childrens and Young Peoples language and vocabulary through adolescence are greatly maintenanceed by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses.During teenage years vocabulary skills and surliness will be developing in a more mingled way. The use of sarcasm may be introduced. The skills to argue and debate will to a fault progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may sti ll need reassurance as they become an adult. They will develop pissed friendships and discover the opposite sex. Although Children may reach these aspects at different time and stages in their life, the same sequence will be followed. This reckons that a pattern of phylogeny is followed.For example, a child moldiness shoot to walk onwards they rout out develop the expertness to run. 1. 2- Explain the difference between sequence of schooling and rate of using and why the difference is important The difference in the sequence and rate of evolution is important as they are employ to measure a childs developing. It enables Early Years providers to monitor and track a childs study and identify any concerns. It also plys the provider to conception at the right time for specific children. The sequence of victimization is the orderliness in which a child develops. This force out be different in each child.One child may begin to do things out front a nonher and skip a st ep in the sequence turn a nonher child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This mess also vary from child to child as one child as one child may start doing things earliest than another(prenominal)s. It is vital to know the difference between sequence of using and the rate of development as it helps professionals in identifying the various(prenominal) unavoidably of a child. It helps practitioners recognise where there may be special education of necessity and special validate required. force 2Understand the factors that set children and youth battalions development and how these consider form 2. 1- Explain how children and newborn sights development is influenced by a range of soulal factors. Various factors contribute to a child or unsalted somebodys development. Personal factors burn down include wellness Problems. A childs development begins in the Mothers womb and can be hindered by a Mothers drug taking or excessive alcoholic beverage consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Childs development.If a child is born with pervertment much(prenominal) as comprehend loss so this will call for their social skills and their force to come about. well-disposedising is a very important contributing factor to a child and juvenile somebodys development as children learn from each other. Learning toilsomeies can involve a childs development of social skills. Children with learning difficulties will need extra affirm in certain areas of learning as they may become defeated and lose authorization. A baulk develops through genes. in that locationfore this can be a personal factor in a child and young persons development.Physical impairments because of a disability can designate social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how chil dren and young peoples development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young persons development. Poverty and deprivation can mean that a childs life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare.Family environment and background can strongly influence a childs development. Children may not receive much actualise from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young persons development throughout their life. If a child chooses to leave school early thus this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health.If an unmarried has been a looked by and b y Child or in care then this may be a factor in their development. Many looked after children are moved around frequently and this can have a negative effect on their education and may cause supplement issues in childhood and throughout life. Education itself can be an external influence in an individuals development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been set.Explain how theories of development and frameworks to support development influence on-line(prenominal) practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a possibleness developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagents p ossible action also suggests that childrens development is sequential and that a child cannot run before they can walk, so to speak.This organisation heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. psychoanalytical Development is a system formulated by Sigmund Freud. The scheme proposes that unconscious thoughts, feelings, emotions and experiences can influence a persons actions and that past experiences can influence and shape an individuals future. This underlines a childs impulses and actions.This speculation influences every day practice and is demo by having effort and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict closure and by challenging the childs conduct. Abraham Ma check explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behavior, it is not an instinctual reaction to your environment.Self-esteem, self-fulfilment and an individuals needs are of primary importance and a persons fundamental needs must be met in order to attain these. Maslow developed the Hierarchy of Need which is utilised in current practice to measure a childs personal development. Maslow tack together forward that a persons basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Banduras theory of Social Learning advocates that children learn from others through observation and imitation.There are three aspects to this theory and these are that children learn through observation, that a childs internal mental r ural area is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Banduras theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be dogmatic role models in a child and young persons life.Burrhus Frederic Skinners theory of Operant Conditioning supports the concept of the opinion and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the opera hat way to understand an individuals behaviour is to consider the cause and effect. B. F. Skinners theory of Operant Conditioning was largely based on Edward Lee Thorndikes Law of Effect theory. Thorndikes theory was founded through studying learned behaviour in animals.Skinner believed that reinforcement was the key to borrowed behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B.Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this numerous critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an u tile tool in measuring a childs behaviour and tracking their development.Although Behaviourism is widely criticised it is still a widely utilise notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour much(prenominal) as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for ones own actions and to promote human welfare and ease social problems.This role model supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young peoples deve lopment and incumbrances that should take place if this is not pursuit the pass judgment pattern 3. 1- Explain how to monitor children and young peoples development using different methods. There are various methods and ways of supervise and tracking children and young peoples development.A key system is seance planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a childs developmental needs. assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a childs ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young persons educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate.The Early Years Foundation Stage is used to measure childrens milestones . Through observation it can be discerned if a child is not face-off the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3.Explain the reasons why children and young peoples development may not follow the expected pattern There are a range of reasons why children and young peoples development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a childs development. tyrannical emotional development occurs when a child receives routine and grammatical construction and feels settled. Attachment issues can cause low self-esteem and motivation in children and youn g people and so this may hinder them in essay new things and risk taking.Physical development can be realised due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young persons development may not follow an expected pattern if parents and carers do not make time or prioritise interactional play with their children. An environment can result in a childs development being affected. If a person is born into leanness then they may not have access to opportunities and education and so life chances are reduced.Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a persons development pattern as they may not be place early on in a childs life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways.Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individuals confabulation and interaction with others and the world around them. Autism can chair a person to feel disjunct and alone and an individual may find it warm to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a childs self fulfilment.Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and postu re and co-ordination. somewhat individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 3. 4-Explain how different types of interventions can promote positive outcomes for children and young people where development is not adjacent the expected pattern.Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and defense vulnerable children and their families through Child In Need and Child surety Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the affect on the childs life. Children who have behaviour and learning difficulties may be supported by a Psychologist.Once the childs needs have been ascertained support plans can be put in place at home and within education. Psych iatrists is specialised in treating people with Mental Health issues and works aboard other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible.specialiser Nurses provide support to families of children with disabilities and in need of specialist medical care. redundant learning support is available to children who have specialist educational needs. assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young persons strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a childs life and the first to ascertain if development is not following the expected pattern.Regular visits from Health will ensure that the childs development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and conversation needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities think to how we interact and relate to others. It allows us to socialise and educate ourselves.If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a childs SLCNs are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment the n other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs.If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves efficaciously and a child or young person not fulfilling their entire potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an arrangement to identify childrens needs and refer them into the right support to aid in their development.Multi agency teams work together to support SLCNs by clashing and discussing available support for the child. By multi agencies meeting together it allows all carry of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication.This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential personal effects of modulations on children and young peoples development 5.Explain how different types of modulations can affect children and young peoples development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a persons emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words.A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and inefficient to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. parvenue faces and envi ronments can impact on a childs ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a persons development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors.These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more love and valued and be more prepared for future transitions. Positive relationships also mean that a child or young persons needs and requirements are more liable to be identified and provided for. A childs welfare can be monitored more in effect and plans for childrens development and education can be m ore effective in their outcomes.