Assessment Task – Mu 5.2
Paper on children and young people’s development at local conference
Task one
The sequence and rate of development that would normally be expected in children and young people from birth to 19 years. Children’s do not develop at the same rate as each another . Every child has different rate of Development Areas of development: These are the main areas of development
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- Physical development
- Social development
- Intellectual development
- Language development
As there will be difference of children progress at the same rate .
The below is the guide on how they might develop for the following age’s ranges
Age 0 to 3 years
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Physical development
Babies turn their head towards sounds and movement’s . They like to watch the face of adult at feeding time. They start sitting with support and gradually sit alone . They raise their hand and aspect to be lifted. They try to walk, then will be able to run and use a bicycle. They will try to hold pencil and try to write use the toilet alone.
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Social development
At the initial months they will recognize mother face and voice they enjoy playing with others and game ticks like peak-boo.
They will please adult and perform for the audience. They develop sense of identity. Some want to do themselves.
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Intellectual development
They begin to realise others are separate beings from themselves. They imitate others and try out ways of behaving in play. They will become more confident but still they need adult support. They will know who their main carers are and cry if they are left with someone they do not know and they begin to understand the world around them.
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Language development: Initially they make variety of happy sounds
As they grow they will make four to five different sounds and turn their head towards sources of sounds. Then they improve from using single words to complex words. By two they will use 30 to 150 words. After that they put words together into sentence.
Ages 3 to 7 years
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Physical development
They try to walk on tiptoe, walk up and down stairs. They jump with feet together. They will hop. As they grow they will ride bicycle. They climb confidently. They write and will undo buttons and thread beads.
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Social development
At this age they become more confident and self motivated.
They sometimes play co-operatively with other children and will enjoy copying and helping adults
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Intellectual development
During this stage, children's thought processes are developing, although they are still considered to be far from 'logical thought', in the adult sense of the word. The vocabulary of a child is also expanded and developed during this stage, as they change from babies and toddlers into 'little people'. worry about not being liked. Start to understand rules be frightened of things like ghosts.
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Language
Development children will start to talk clearly so anyone can understand them by their 7th birthday they can tell jokes and enjoy conversations.
Ages 7 to 13 years
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Physical Development
The children can throw, kick and control a ball, hop and ride a bicycle, use their hands to thread, use scissors well, build models and write clearly by their 12th birthday and use good co-ordination skills.
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Social Development
The children will have a best friend and will worry about not being liked. They will also start to understand rules, start to argue with their parents.
They will seem very grown up but also very childish at times.
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Intellectual development
"During this stage, the thought process becomes more rational, mature and 'adult like', or more 'operational', Although this process most often continues well into the teenage years. Belief in animism and ego centric thought tends to decline during the Concrete Operational stage, although, remnants of this way of thinking are often found in adults. solve problems enjoy responsibility
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Language Development
Ages 13 to 19 years
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Physical development
Have an adult body,have high level of skills in some areas, for example drawing or computing
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Social Development
Enjoy their friends’ company more than that of their family have mood swings feel very anxious at times.
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Intellectual development
They will develop their own identity, tastes in music, clothes "This permits adolescents to reason beyond a world of concrete reality to a world of possibilities and to operate logically on symbols and information that do not necessarily refer to objects and events in the real world.
Adolescents can focus on verbal assertions and evaluate their logical validity without making refence to real-world circumstances. In contrast, concrete operational children can evaluate the logic of statements by considering them against concrete evidence only.
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Language development
The difference between sequence of development and rate of development and why the distinction is important the difference between sequence of development and rate of development and why is the distinction is important is that the speed at which the development happens in an individual child is important because speed does ot necessarily have to do with the sequence also it's important to recognize the difference so you can identify where children need help. The important thing to remember is that all children develop at different rates and may be earlier in achieving some aspects of development and later in others. Why children and young peoples development may not follow the pattern normally expected. The following reasons can affect children and young peoples development patters Finances Amount of money available for food, education, holidays.
Families who are poor may have enough money for food, for some clothes and for heating, but poverty means that there is little money for interesting purchases and exciting lifestyles. Families who depend on benefits have limited life choices.
Health status
Long term illness, acute illness e. g. meningitis . Health can be affected by low income and a range of socio-economic factors such as access to good-quality health services and shops selling good-quality food at affordable prices. Environment There can be disadvantages to living in poor-quality or high-density housing.
These can include noise, pollution, overcrowding, poor access to shops and other facilities, and stress from petty crime. When people are on a low income, household maintenance can become a problem. Poorly maintained housing can create health problems. Cultural background expectations of different groups Genetics Effect of inheritance, e. g. height, skills Social class Impact of long term poverty, attitudes to educational development, poor neighborhoods Gender Different rates of growth for girls and boys Family background Different expectations for development, love and support. Family unit eg uclear family single parent family. Expectations of a child can cause stress in a young child which can affect their development.
Task two
Children and young peoples development can be influenced by a range of personal factors such as Illness – a childs development may be influenced if they have been suffering from an illness that has caused a delay in them reaching their mile stones Child has moved home- if a child has moved home they may feel powerless, alone, fearful, angry and afraid to ask for help, or share their feelings, for fear of worrying the adults in their lives even more. Parents have separated, divorced the child can feel confused, unloved and afraid worrying about their parents. Family situation, a parent / sibling may have a serious illness, or family member passed away can make a child have a feeling of not belonging. Family members working long hours unable to give a child love, care and attention. Child may have changed setting or use different child care facilities. Speech and hearing can delay a child in them not being able to communicate their feelings effectively. Social and Emotional wellbeing.
Children and young people’s development can be influenced by a range of external factors such as Language- a child who does not speak the native language. Where they live. Isolation- the child may have lived in isolation which has affected their gross motorskills and their language through not socialising with people. Theories of development and frameworks support development that influence current practice by Children have an ability to learn and this should be fostered by the environment around them and the experiences they have.
The way in which children learn is therefore important to practioners. It forms a basis for their work. Understanding how children learn and how to support this learning requires knowledge of child development, which in turn can be used to implement the curriculum.
Task 1
The importance of early identification of development delay Early intervention can have a significant impact on a child’s ability to learn new skills as well as reduce the need for interventions over time. The Potential risks of late recognition of development delay
As the child gets older and begins school without early intervention, the abilities to keep with the learning requirements over time will be difficult for the child. Multi agency teams work together to support all aspects of development in children and young people. Multiagency brings together practitioners from different sectors and professions within the workforce to provide integrated support to children and their families. It makes services more effective and beneficial to children and families by having a wider range of professionals expertise is available to help children and their families.
These professionals are able to share information and ideas so a specific child is more likely to get the help and support they need. Integrated setting fosters a reflective, creative and problem solving approach to traditional barriers to working together in a holistic way. Integrated settings seek to build practitioners’ confidence to enable them to contribute to the developing higher status of those working in early years and childcare and empowers practitioners to facilitate change in local practice. How can play and leisure activities be used to support all access of development of children and young children;
- Areas, resources and materials for different kinds of play reflect the cultural, diversity gender and abilities of children.
- An environment is set up in a way that is safe, non threatening challenging and stimulating.
- Sufficient time is given so that children individual interests and needs are identified and supported by the provision of activities or materials along with a wide range of materials to allow children choice in their play, for both group or individual play. . Children’s efforts are encouraged and acknowledged and praised children are encouraged to participate in a variety or experiences and to choose activities which support their development. If a child chooses not to participate it is respected.
Task 2
Explain how different types of transitions can affect children and young people’s development. Children face transitions with a variety of experience, some positive some negative. They will nearly always be anxious. Faced with some unexpected transitions, like divorce or death, they may feel rejected or guilty, angry or unbearably sad.
Awareness of their experience and what might be going through their little heads and giving a sensitive response should help bring them through so that transition leads to a stronger, more confident and rounded individuals. Examples of transitions are birth from milk to solids from crawling to walking from being fed to feeding ourselves from nappies to being trained becoming self aware able to be cared for by others going to nursery going to school developing new skills. Other transitions that some of the children in your care may experience are: a new baby violence/abuse parents divorcing/step parent/new partner a serious illness/accident/death in the family unexpected change of school moving house. It is these early transitions, and how we cope with them that will have the greatest effect on the rest of our emotional development, and on our ability to cope with life’s challenges. Experience of transitions All of these transitions present a child with challenges. The child doesn’t usually have to go through the transitions on his own, he will be supported by those around him at home or in nursery, or in education.
However, the experience of going through the transition will depend on the kind of response and support he gets from those around him. A child’s early experiences of transitions will have a big effect on how he handles transitions at later stages of his life If we respond warmly, firmly and consistently, even when a child has made a mistake, the child will come through the transition with positive rewards; feeling she belongs, feeling more confident, deepening a trusting relationship with important people around her.
With unexpected transitions, such as divorce or moving house, there is even more pressure on the adults to get the supporting response right. Much damage can be done to a child if their feelings are not responded to when some serious change is taking place. Each transition provides the child with a new challenge. He already has a body of experience that now informs his view of the world. This is his mind-set. He uses this to assess the new challenge Children who have been badly treated are often have fear, anxiety or, more sadly, are more subdued and defensive.
Mind-sets become almost instinctive and are often associated with strong emotions. A child’s early life experience should be filled with warm, happy and secure emotions because the brain will hardwire these feelings into the mind-set and help the child approach new transitions with confidence, even though it might mean letting go of some familiar rules and trusting new ones. Creating this trust through a transition is the work of the responsible adults round him. This is a particular challenge when the child is older because there is more hard wiring in the brain and mind-sets are getting more established even in the three and four year old
Explain the importance of children and young people having positive relationships through periods of transition. If we respond warmly, firmly and consistently, even when a child has made a mistake, the child will come through the transition with positive rewards; feeling she/he belongs, feeling more confident, deepening a trusting relationship with important people around them. With unexpected transitions, such as divorce or moving house, there is even more pressure on the adults to get the supporting response right. Much damage can be done to a child if heir feelings are not responded to when some serious change is taking place. Each transition provides the child with a new challenge. She/ He already has a body of experience that now informs their view of the world. This is their mind-set. They use this to assess the new challenge. It is imperative that the adults in a child’s life respond in a positive manner to build a child’s confidence and self esteem which in turn will help a child to deal with transitions. Effectiveness of positive relationships on children and young people’s development.
When a child feels safe secure and wanted through positive relationships they will have the confidence to try new things and have the mind set to deal with the many transitions that they will face whilst they are growing up and have the courage to try to new things which will help with their development.
Task 3
Explain different methods of assessing, recording and monitoring children and young peoples development. Summative assessments done over a long period and makes statements about the child’s achievements at a particular point in time so that their progress can be tracked.
EYFS Profile is the summative assessment completed by practitioners at the end of the EYFS. It summarises children’s progress towards the early learning goals. Examples of observations are Formative assessment is the type of assessment is type of assessment done every day when you observe children noting their interests and abilities. These assessments are based on observations, photographs, video, things children have made or drawn and information from parents. It informs or guides everyday planning. Observations Practioners observe children by watching what they are doing and how they are behaving Seeing what they can do and what they are achieving Noticing their reactions to new situations and opportunities and what particularly interests each child. Being alert to any changes in their behavior, identify any unexpected changes in behavior or certain patterns and including the possibility of abuse Recognizing when they move on to new skills Time sampling Observing a child you have chosen for pre planned periods throughout the day.
This method helps a practioner to get to know a child’s interests and is also a useful method should their be some concern about the child eg interacting with other children. Event sampling Observing a child at regular intervals of particular events or behavior. This method is useful for monitoring behavior. Structured Observation Setting up an organized situation to enable you observe how a child is progressing with a particular skill. Participative observation Observation carried out when you and the child are engaged in an activity together. this method enables you to check on what activities you share with the children show about what they are able to do and achieve, what they are ready to move on to and what they are interested in. Target child observation This observation is used to find out whether children are getting worthwhile experiences in a group if they are being challenged. Explain how and in what circumstances different methods are used for assessing recording and monitoring children and young peoples development in the work setting
Explain how different types of interventions can promote outcomes for children and young people where development is not following the pattern normally expected. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration.
This is because they can now express themselves. The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them.
Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a child’s development.
A psychiatrists is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room.
Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans. Evaluate the importance of accurate documentation regarding the development of children and young people.
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Assessment Task – Mu 5.2. (2018, Jan 23). Retrieved from https://phdessay.com/assessment-task-mu-5-2/
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