The Sequence of and the Rate of Development Why Is It Important to Understand This Difference

Samantha Larvin CPY 3. 1 Understanding child and young persons get aroundment. explain the sequence and prize of separately aspect of get outment from render to 19 divisions. NEW BORN BABY Physical The startle few days of a babys life ar usually composed of extensive periods of sleep interspersed with short periods when the baby is awake. The duration of wakefulness leng indeeds gradually and includes periods of fretfulness, crying and calmness. The responsiveness of the baby depends on the state of sleep or wakefulness (Brazelton and Nugent 1995).At birth the blazon and legs ar characterisitically stiff (hypertonia) and the automobile trunk and neck floppy (hypotonia). Lying on the back (supine) the arms and legs are kept semiflexed and the posture is symmetrical. Babies natural after breech presentation usually keep their legs extended. Pulled to sitting, marked head lag is present. Held in a sitting position, the back is curved and the head driblets forward. Plac ed on the abdonmen (prone) the head is promptly move stanceways. The savetocks are humped up, with the knees tucked under the abdonmen. The arms are close to the chest with the elbows to the full flexed.Moro Reflex Is in born(p), not ensuret. It is normally present in new born babys to the progress of 3 months. When the baby feels it is falling, the arms are flung back with the custody open, the arms are so to line upher as if to clutch hold of something. Palmer grasp A reflex in new born babys to 6 months. If you touch the palm of a babys fall, its response is to curl its fingers around your finger and cling to it. Planter The reflex in the foot, when you stroke the fix of the babys foot. Toes spread disclose and foot pulls inwards, up to the age of 12 months. communion at heart a few days of birth, infants establish interaction with their carers through eye contact, spontaneous or parrotlike facial gestures and modulation of their sleep-wakefulness state. inte lligent/cognitive Babies are sensitive to light and sound at birth through visual responsiveness varies at birth. From birth onwards, or within a few days, infants turn their eyes towards a large and diffuse source of light and close their eyes to sudden capable light. An end or face must be brought to a distance of 30 centimetres to obtain use up and fixation.Infants usually turn their eyes to slowly follow a face. Social, emotional and behavioural Patterns of interaction and pernicious indications of individuality sh declare by babies from birth onwards strengthen the emotional ties between infants and their carers. 3 MONTH nonagenarian Physical Lying on back, picks to lie with head in midline. Limbs more(prenominal) pliable, movements smoformer(a) and more continuous. Waves arms symmetrically, detention loosely open. Brings tally together in midline over chest or chin. Kicks vigorously, legs alter or occasionally together. When pulled to sit, little or no head lag.He ld sitting, back is straight except in lumbar region. Head held erect and steady for several seconds forwards bobbing forwards. Needs choke at shoulders when macrocosm bathed and dressed. Lying on abdomen, lifts head and upper chest well up in midline, use forearms to nutriment and practically actively scratching at go up with hands, with buttocks flat. Held standing with feet on hard surface, sags at knees. Visually very alert, particularly run intoing at nearby human face. Moves head deliberately to view attentively around. Follows large(p)s movements within their visual let on behavior.Follows dangling toy at 15-25 centimeters from face through half portion horizontally from billet to side and usually also vertically from chest to brow. When lying supine watches movements of give hands before face and engages in finger work on, opening and closing hands and pressing palms of hands together. Reaches out to grasp with some(prenominal) hands by 16-18 weeks of age. w hitethorn move head from side to side as if searching for sound source. Quietens to sound of sound or small bell rung softly out of hoi polloi. Communication Cries when uncomfortable or annoyed.Often sucks or licks lips in response to sounds of preparation for feeding. Shows ardor at sound of approaching voices, footsteps, running bathwater etc. Vocalises delightedly when spoken to or pleased, also when alone. Vocalisations are integrated with smiles, eye contact and hand gestures during turn taking exchanges or protoconversations. ingenious/Cognitive Holds rattle for a few movements when placed in hand, may move towards face, sometimes bashing chin. Babies are starting to learn how to distinguish between faces and show obvious pleasure when they see a familiar face.Social, emotional and behavioural Fixes eyes unblinkingly on parents or carers face when feeding, with contented resolute gaze. Eager anticipation of nipple or bottle feed. Beginning to show reactions to famili ar situations by smiling, cooing and hallucinating movements. Enjoys bathing and caring routines. Responds with obvious pleasure to friendly handling, especially when accompanied by nobbleful tickling, child-friendly run-in and singing. 6 MONTH OLD Physical Lying on back, raises head up and moves arms up to be lifted. When hands grasped, braces shoulders and pulls ego to sitting.Sits with support with head and back straight and turns head from side to side to look around. cigarette roll over from front to back (prone to supine) around 5 6 months and usually from back to front (supine to prone) a little later at around 6-7 months (Bly 1994). Placed on abdomen, lifts head and chest well up, supporting ego on extended arms and flattened palms. Bears weight unit on feet and bounces up and down actively when held in supported standing with feet pitiful hard surface. shopping mall colour is established. Teeth may appear. Moves head and eyes eagerly in every direction when direc tion is distracted. Eyes move in unison.Follows peoples activities across room with purposeful alertness Communication Vocalises tunefully to self and others, using sing song vowel sounds or single and double syllables i. e a-a goo. Laughs, chuckles and squeals loud in play. Screams with annoyance. Shows recognition of carers facial expressions such as happy or fearful and responds selectively to emotional tones of voice. Intellectual/Cognitive Immediately stares at interesting small objects or toys within 15 30 centimetres. Shows awareness of depth. Stretches out both hands simultaneously to grasp, adjusts arm and hand posture to preference of the object.Uses whole hand to palmer grasp and passes toy from one hand to another. Drops one object if another is on offer. Listens to voice, even if handsome not in view. Turns to source when hears sound at ear level. Social, emotional and behavioural Shows a happy response to rough and tumble play. Reacts enthusiastically to often repeated games. Shows anticipation responses if carer pauses before high points in nursery rhymes and other action songs. When offered a rattle, reaches for it immediately and shakes deliberately to make a sound, often regarding it closely at the same time.Still friendly with strangers but sometimes shows some shyness or even slight anxiety when approached too nearly or abruptly, especially if familiar vainglorious is out of sight. righteous 9 MONTH OLD Physical Pulls self to sitting position. Sits unsupported on the floor and merchantman adjust body posture when leaning forward to pick up and wangle a toy without losing balance. Can turn body to look sideways while stretching out to pick up toy from floor. Progresses on floor by rolling, wriggling on abdomen or crawling. Pulls to standing, belongings on to support for a few moments but hatfulnot lower self and falls backward with a bump.Held standing, steps purposefully on alternate feet. Only needs a bit of support when sitting on parents or carers lap and being dressed. When being carried by an adult supports self in upright position and turns head to look around. Can reach and grab a moving object by moving towards the anticipated position of the moving object. Picks up small object between finger and thumb with inferior minor grasp. Enjoys casting objects over the side of cot or cfuzz. Communication Shouts to attract attention, listens then shouts again. Babbles loudly and tunefully in long repetitive strings of syllables e. dad-dad mum-mum. Responds when forebode is called. Understands no and bye bye. Reacts to wheres mummy/daddy? by looking around. Intellectual/Cognitive Shows misgiving of things that are usually connected, e. g plays with cause and effect toys and pulls on a string to get the connected toy (casual taking into custody). Looks in correct direction for falling or fallen toys (permanence of object) the empathizeing that objects insure to exist even when they cannot be se en, heard or touched. Jean Piaget argued that this was one of an infants approximately important accomplishments.At 9 months the baby forms multiple appendixs as they pass increasingly independent, becoming clingy and look for their primary carer. Bowlby (1969) believed attachment is characterised by specific behaviours in children, such as seeking proximity with the attachment figure when upset or threatened. Rudolph Schaffer and Peggy Emmerson (1964) discovered that babys attachments develop in demos. Social, emotional and behavioural Throws body back and stiffens in annoyance or resistance, usually protesting vocally at same time. clear distinguishers strangers from familiars and requires reassurances before accepting their advances, lings to known person and hides face. Still takes everything to mouth. Plays peek-a-boo and imitates hand clapping. Offers food to familiar people and animals. Grasps toys in hand and offers to adult but cannot yet give into adults hand. Puts h ands on breast or around bottle or cup when drinking, tries to grasp spoon when being fed, enjoys babbling with a mouthful of food. AGE 12 MONTHS Physical Sits on floor for indefinite time. Can rise to sitting position from lying down with ease. Crawls on hands and knees, shuffles on buttocks or bearwalks rapidly fairly the floor.May crawl upstairs. Pulls to standing and sits down again, holding onto furniture. Walks around furniture lifting one foot and stepping sideways. May stand alone for a few moments. Walks forwards and sideways with one or both hands held. May walk alone. Fine Motor skills has a mature grasp, picks up small objects with neat pincer grasp between thumb and tip of index finger. By 13 months reaching and grasping puzzle co-ordinated into one smooth action e. g closing of hand starts during approach and well before touching the object. Communication Babbles loudly and incessantly in jargon.Shows by behaviour that some wrangling are understood in usual con text i. e car, drink, cat. Understands wide instructions with a gesture, such as come to mummy. Will follow the gaze of an adult ( occasion visual attention). Points to objects and then looks back to the adult for a reaction, for the purposes of requesting or eliciting a comment from the adult (Tomasello 1995). Intellectual/Cognitive Drops and throws toys forwards deliberately and watches them fall to backcloth. Looks in correct place for toys which fall out of sight. Points with index finger at objects of interest.Uses both hands freely but may show preference for one. Holds two toy bricks, one in each hand with tripod grasp, and bangs together to make noise. Locates sounds from any direction well. Immediately responds to own put forward. Will put objects in and out of cup or box when shown. Plays pat-a-cake and waves good-bye. Demonstrates understanding by use of objects, e. g hair brush (definition by use). Social, emotional and behavioural Takes objects to mouth less often. Very little, if any, drooling of saliva. Likes to be insight and auditory modality of familiar people. Demonostrates affection to familiars.Enjoys joint play with adults, actively switching attention between objects and adult (co-ordinated joint attention). Shows recognition of familiar tunes by trying to join in. 18 MONTHS Physical Walks well with feet only slightly apart, starts and stops safely. Runs carefully, head held erect in midline, eyes fixed on ground 1-2 metres ahead but finds difficulty in negotiating obstacles. Pushes and pulls large toys or boxes along the floor. Enjoys climbing and provide climb forwards into adults chair, then turn around and sit. Walks upstairs with helping hand and sometimes downstairs.Kneels upright on flat surface without support. Flexes knees and hips in squatting position to pick up toy from floor and rises to feet using hands as support. Communication Chatters continually to self during play, with conversational intonation and emotional inflections. Listens and responds to spoken communications addressed instantaneously to self. Uses between six and twenty recognisable words and understands many more. Echoes prominent or last word in short sentences addressed to self. Hands familiar objects to adult when requested (even if more than one preference available). Obeys simple instructions, i. shut the door, get your shoes. Beginning to give notice of urgent toilet needs by restlessness and vocalisation. Bowel control may be attained but very variable, may advert wet or soiled pants. Intellectual/Cognitive Picks up small objects immediately on sight with delicate pincer grasp. Recognises familiar people at a distance and points to distant interesting objects when outdoors. Enjoys simple picture books, often recognising and putting index finger on boldly cooured items on page. Turns several pages at a time. Holds pencil in mid or upper shaft in whole hand in a pronated grip.Spontaneous to and fro scribble and dots, u sing either hand alone or sometimes with pencils in both hands. Builds tower of three cubes after demonstration and sometimes spontaneously. Enjoys putting small objects in and out of containers and learning the relative size of objects. Beginning to show preference for using one hand. Assists with medical dressing and undressing, taking off shoes, socks and hat. Social, emotional and behavioural Explores environment energetically and with increasing understanding, no sense of danger. No longer takes toys to mouth. Treats dolls and teddies as babys, ie hugging, feeding etc.Still casts objects to floor in play or anger, but less often and seldom troubles visually to verify arrival on target. Exchanges toys, both co-operatively and in conflict with peers. 2 YEAR OLD Physical Runs safely on whole foot, fillet and starting with ease and avoiding obstacles. Squats with complete steadiness to rest or to play with an object on the ground and rises to feet without using hands. Pushes an d pulls large wheeled toys easily forward and usually able to walk backwards displace handle. Pulls small wheeled toy by chord with obvious appreciation of direction.Climbs on furniture to look out of window or to open doors and can get down again. Walks upstairs and downstairs holding onto rail or wall, two feet to a step. Communication Uses fifty or more recognisable words appropriately and understands many more. Puts two or more words together to form simple sentences. Can understand verbal instructions and react to them and begins to listen with obvious interest to general conversation. Knows and uses their own name and talks to self continually during play but may be not understood to others. invariably asks names of objects and people, joins in nursery rhymes and action songs.Can carry out simple instructions i. e go and get your teddy and put it in the bag. Intellectual/Cognitive Shows increasing understanding of size of self in relation to size and position of objects in the environment and to enclosed spaces such as a cupboard or cardboard box. Good manipulative skills picks up tiny objects accurately and quickly and places down neatly with increasing skill. Can match square, circular and triangular shapes in a simple jigsaw. Holds a pencil down near towards the point, using thumb and first two fingers, mostly uses preferred hand. Builds tower of six or seven cubes.Enjoys picture books, recognising fine details in favorite pictures. Turns pages singly. Can name and match pictures with toys or with other pictures. Social, emotional and behaviour Follows parent/carer around the bear and copies domestic activities in simultaneous play i. e hoovering. Extremely curious about environment, turns door handles and often runs outside without thought of common dangers. Constantly demanding parent/carers attention. Clings tightly in affection, fatigue or fear although resistive and rebellious when stopping them doing something they enjoy.Tantrums when f rustrated or in trying to make self understood, but attention is usually readily distracted. Defends own possessions with determination. Resentful of attention shown to other children particularly by own familiars. Moral May take turns but as yet little predilection of share either toys or attention. AGE 3 7 YEARS Physical At this stage, children allow be able to carry out more co-ordinated movements e. g walking up and down stairs, moves rhythmically to music, grips powerfully with either hand, throws and catches a ball well.They leave alone be finish their skills developed so far and testament have more control over fine motor skills such as writing, cutting and drawing. Children will be more confident in activities such as running, hopping and kicking a ball and using larger equipment. Throughout this time children should be out of nappies and toilet trained for both day and night. Communication Speech becomes fluent, loves to be read and told stories. Gives full name, age and birthday. Delights in reciting or singing rhymes and jingles, enjoys jokes and riddles.As children become more social and have wider receives, they start to use an increasing number of familiar phrases and expressions. They will also ask large numbers of questions and will be able to talk about things in the away and future tenses with greater confidence. Defines concrete nouns by use. Shows sense of humour in talk and social activities. Intellectual/Cognitive This will be a period of development in which children are becoming masterly at aspects of number and writing, as well as continuing to learn about their world, they will take over be looking for adult approval and learning to read.Throws and catches a ball well, plays all varieties of ball games with broad ability, including those requiring appropriate placement or scoring according to accepted rules. Builds elaborate models when shown, holds cubes with the ulnar fingers tucked in and the hand diagonal to get a better view. Can cut a strip of composition neatly using scissors, can colour pictures neatly, staying within outlines. Can use knife and fork fitly. Becomes competent in riding first a tricycle, pushing the feet along the floor and then moving onto a bike with stabilisers, and finally learning to ride a bike without stabilisers.Social, emotional and behavioural Children will be developing their own identities and will be starting to play with their peers and socialise using imaginative play. This will help them to develop their concept of different roles in their lives. It is important that they are able to learn the immensity of boundaries and why they are necessary. They will also respond well to being given responsibility i. e class helpers, dinner money monitors and fruit monitors and will need adult approval. Chooses own friends, can play co-operatively with peers most of the time and understands the need for rules and fair play.Appreciates meaning of time in relation to da ily programme. Moral Shows concern for younger siblings and sympathy for playmates in distress. Understands taking turns as well as sharing. Children should have understanding of respecting each other and adults alike and understand boundaries and rules. AGE 7 TO 11 Physical Children between this age group enjoy participating in many sports, i. e playing football, being part of a football team in and out of school, going swimming, dancing, gymnastics etc.Communication By this stage most children will be fluent speakers of a language and will be developing and refining their skills of reading and writing. Their language skills will enable them to think about and discuss their ideas and learning in more abbreviation terms. Intellectual/Cognitive Children start to develop ideas about activities they enjoy, they will still be influenced by adults and are becoming fluent in reading and writing skills. They will be developing their own thoughts and preferences and will be able to tra nsfer information and think in a more abstract way.Social, emotional and behavioural Childrens friendships will become more settled and they will have groups of friends. in that location is some evidence to suggest that boys friendships are likely to be group based while girls prefer closer but fewer friendships. They will need to have the chance to solve problems and carry out activities which require more independence. They will still need praise and encouragement and will become more aware of what others may think of them. Moral AGE 12 TO 16 YEARS Physical deportment in this age range is complex.Children physically are changing and hormones might be affecting their moods. In addition, young people will be making the transition from dependence on family to independence. Communication progeny people should be encouraged to talk and negotiate their own boundaries, and be encouraged to be independent. Intellectual/Cognitive Young people will usually now have a clear idea abou t their favourite subjects or activities and will usually be motivated in these areas. They will be reflecting on their achievements and choosing their learning pathway.They may lack confidence or avoid situations in which they have to do less popular subjects, to the extent they may truant. Social, emotional and behavioural At this stage the self love of children and young people can be very vulnerable, their bodies will be taking on the out signs of adulthood but they will still need guidance in many different ways, they will want to be independent of adults and spend more time with friends of their own age, but can continue to display childish behaviour. It is particularly important to teenagers that they feel good about themselves and want to belong.Moral They can find that they are under the twinges of growing up and have increasing expectations and may be fainthearted on how to behave in different situations. Young people can find themselves caught between absent to re main in a group but not wanting to adopt the groups values and behaviour. AGE 16 TO 19 YEARS Physical Communication Intellectual/cognitive By the time they come to leave school young people will be thinking about career choices based on the pathway and subjects they have selected they will be able to focus on their areas of strength and look forward to continue to develop these as they move on.Social, emotional and behavioural Children drop off adulthood will still sometimes need advice and guidance from other adults. They will lack experience and individuals will vary in emotional maturity and the way in which they interact with others. Moral B. Explain the difference between The sequence of and the rate of development Each child is unique and will develop at their own rate, while they usually follow the same pattern of development the ages at which they reach them may vary.Milestones of development are given as a broad average of when children may be expected to attain a par ticular stage. You may notice in particular classes or year groups, some children may stand out as they have reached milestones earlier or later than other children. Sometimes if childrens growth patterns are very different from their peers this may have an effect on their behaviour. For example children in the last two years of primary school may become taller and develop some of the first signs of puberty.Girls in particular can become much taller than boys and this can put pressure on them to behave differently. There may need to be additional provision made in these cases for example when getting changed to PE there may also be pupils who are very tall or very small for their age and this can sometimes affect how they are treated by their peers. It can also affect social and emotional development. The patterns of development discussed here should therefore be seen as a guide to help you draw up an overall idea of these different stages. Why is it important to understand this dif ference