Unit TDA 2.1 Child and young person

development(Part 1)

Child and young person developmentAn Introduction

There is no such thingas the average child. Each child is unique.

Learning Outcomes for the unit:

• Know the main stages of child

and young person development• Understand the kinds of

influences that affect development

• Understand the potential effects of transitions on children and young people.

Learning Outcomes

All will know the main stages of child and young person development

Most will understand and be able to describe young person’s physical, communication, social and emotional development

Some will know how different aspects of development can affect one anothers

Connector

What do these mean?

Physical developmentIntellectual and mental developmentSocial and emotional developmentCommunication and language development

Big Picture

• Learn about the main stages of child and young person development

• Everyone will understand how every human develops with regards to PIES

• Activities and presentations

• Prepare for assignment 1

Development of the whole child

Physical development

Emotionaldevelopment

Social developmentand behaviour

Intellectual development

Language andcommunication

Spiritual development

Stages and sequence of development

Children develop at different rates. Some may be faster or slower to learn certain skills than others.

What are the different dimensions in development?

PILES

o Physical o Intellectualo Languageo Emotionalo Social

The expected pattern of development

• Child development charts show the expected patterns of a child/young person’s development.

• Each aspect of development can have an effect on the other aspects so patterns are variable and general.

Videoclip

• Watch video clip and answer questions on your worksheet!

The pattern of physical development

A child’s physical development follows a pattern:

• standing before walking• walking before skipping or hopping

• physical control and coordination begins with the child’s head and works down the body

• gross motor skills to fine motor skills

• general responses to specific ones.

simple complex

from head toe

from inner outer

from general specific

Physical Development

The physical appearance of childrenbegins to change as they get older. He orshe loses their body shape andbegins to look like a small adult

As the children begin to develop, theirbalance becomes very good. This meansthat they can run, climb and jump

Physical development

Gross motor skills

Using the large muscles in the body, for example:

walking running climbing

Fine motor skills

Gross manipulative skills (single limbmovements)e.g.: throwing catching

Fine manipulative skills (use of hands)e.g.: painting drawing using a knife and fork writing tying shoe laces

ACTIVITY 1Research the physical development of 0-3 years old. Use the timeline provided to show your findings.

Stages of growth…

Language development…

• What is language development?• What are the expected norms?• How can language development be

affected?• Can language development be assisted

in any way?

Answer these with a yourpartner….

Intellectual development

The development of the brain and mind is all partof intellectual development

You have 1 minute to brainstorm what you think intellectual development refers to!

Intellectual development

The development of the mindRecognising, reasoning, knowing and understanding

What a person knows and understands

Memory,concentration,attention,perception

Imagination,creativity

Children learn through play

They need to learn:• How to predict that something is about to happen.

• About the consequences of the actions.• By asking questions.• By understanding concepts, e.g. shapes, numbers, volume,

weights. • By repetition, e.g. singing nursery rhymes.• By imitation, e.g. copying letters when learning to write, role-

play.

Can you think of examples?

What is this?

Communication and language• Language development is the development of communication skills. • Learning how to communicate begins

with non-verbal

communication, for example:

body language listening making sounds copying sounds.

Communication and intellectual development

• Language development is closely linked with cognitive development.

• Cognitive development is the development of the mind.

ACTIVITY 2In preparation for Task 1, research communication and

the intellectual development of 4-11 year old. Try to show your findings as a timeline.

Emotional, social and behavioural development (1)

Emotional developmentis

the development of feelings

about oneself

towardsotherpeople

self-esteemandself-concept

Behaviouris

the way we act, speak and treat other people and the environment

Emotional, social and behavioural development (2)

Social development

isthe growth of

relationships withother people

Social skillsare

the skills needed in order to ‘fit in’

and to get on well with others

ACTIVITY 3In preparation for Task 1, research the emotional,

social and behavioural development of 0 –19 year old. Try to show your findings as a timeline.

• Children have to learn to cope with their feelings and the feelings of others through play. There are four different types of play that young children engage in.

• EXPLORING• PRACTISING• PRETENDING• SOCIAL LEARNING

• What do you think this may mean?

Emotional Development

• An object or situation-finding out how something works or what happens if you touch or drop something.

EXPLORING

• AN ACTIVITY OR SKILL-LEARNING TO COORDINATE MUSCLES AND ACTIONS.

PRACTISING

• Children use their imagination to pretend a cereal packet is a care etc.

PRETENDING

SOCIAL DEVELOPMENT

Social development

isthe growth of

relationships withother people

Social skillsare

the skills needed in order to ‘fit in’

and to get on well with others

In preparation for Task 1, research the emotional, social and behavioural development of 12-19 year old.

Try to show your findings as a timeline.

SOCIAL DEVELOPMENT

By the age of 4, children need other children to play with. They understand how to take turns. They can be separated from their main carer without distress

By 5 years old children are attending school, meeting lots of new children & choosing their own friends. They co-operate with other children in games & understand rules & fairness. Because children understand more about how others are feeling it becomes more important for them to have the approval of other children.

ACTIVITY 4

 What can a newborn and a 6–9-month-old baby do? RESEARCHand DISCUSS in groups to present back to class. Use worksheets

as template

• Physical Development (Gross motor skills and fine motor skills)

• Communication and Language

• Intellectual development

• Emotional and social development

ACTIVITY 5

What can these children do?

•GROUP 1: 9–12 months2 months–2 years

•GROUP 2: from 2 yearsfrom 3 years

•GROUP 3: from 4 yearsfrom 5–8 years

•GROUP 4: from 8–12 yearsfrom 12–19 years

Review

One person from each group stays where they are

The remaining group members move to the next table and find out what the others have found out about children at different ages

Come back to your own group and share your findings with the person who hasn’t moved seats!

Personal notes…

• Make sure you have notes related to the PILES at each life stage of development.

• Ask your partner to state the key physical development changes that teenagers will go through at puberty.

• Do you know what PILES stands for?