Homework - Week 1 Unit 01 - Child and young person development (1 . 1) 1 . Explain the difference between sequence of development and rate of development and why the difference is important (1 . 1) Sequence of development The sequence of development is a process where an event is followed one after the another and achieves a level of succession with a series of changes or growth that a process undertakes normally to improve on that process. Leading to a matured state. In normal cases the sequence of development depends on previous events which had happened previously.
For Example a baby first starts to roll, thereafter 6-7 months they try to sit, soon after they start crawling using their legs and hands. Next stage at the age of lyres they will try to stand holding things, try to walk holding parents hands and finally they reaches a stage of succession where they can walk independently. Rate of Development It is a quantity of something in comparison with a unit of another thing. Rate of development varies child to child. Each and every child has a different rate of development. Although they follow more or less the same pattern of rate of development.
For Example: Some babies start teething from 6 months and some of them start even at 9 months. Some babies can start making sentences at around 1 Yr but in some case at the age of 1 yr and they only can speak few broken words. Importance of Differences Sequential development is the sequence of development . This means that you must finish with one of area of development before you move on to the next one. The rate of development is the pace that a child develops, these can be the pace within each sequence or the pace over all and goes to cover all the set areas or period in between or altogether in the sequence.
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These principals run through all the areas of development from physical, social, intellectual and language no matter what the age of the child.. If at all one is skipped or is slow it can be a cause for concern and may lead to a child being given a special recommendation or having a special need in or outside school. Development and growth is a kind of continuous process but still they differ and varies from an individual to an individual. 2 complete teen Tooling canary provoking at least 2 examples AT can type AT development for each stage. (1. 2) STAGE PHYSICAL INTELLECTUAL (Cognitive and Communication)
EMOTIONAL (Social and Behavioral) 0. 1 YEAR Between the ages of (H babies should be able to sit up and support their own head crawl and eventually walk if sequence development is followed. At first a baby uses its senses (sight and sound) to interact with the world and communicate with the environment. Best way for a baby to intellectually develop is by playing as this allows them to be aware of their body abilities (moving things) and understand their surrounding and environment better. A baby will usually express their emotions via physical movements. Hen they are happy they will Jump up and down bouncing creaming, smiling and laughing. As they develop a close relationship with their parents they may not be comfortable with strangers in which they will use the only form of communication they know and cry to alarm their parents they are not happy. 1-3 YEARS As most children would have developed the skill to walk by age 1 they may be able to run, play and kick balls by this stage. Also as their bones are getting stronger they can drink out a cup instead a bottle. At this stage a toddler will be able to communicate in more than one word, combine as many words together to make a sentence. Eye may have a short attention p but can follow simple short instructions. At this stage a toddler will develop Jealousy. For example if another child is playing with a toy or a parent of the child the toddler, they may get Jealous. As they can walk run and play by now they want some time of independence. Although they are still fully dependent on their parents they want to walk instead been cuddled and picked up. 4-7 YEARS At this stage they can go to the toilet on their own and develop a physical independence. They can also dress themselves. They are confidant and can run at gig speed, Jump play with bats and throw balls.
Stronger bones will allow them to 00 more Like raring DIKes. By tans age teen would nave started cocoons Ana will start understand shapes, colors, numbers and symbols. As they grow they will be able to start talking, writing and communication a lot better. E. G ask for what they want and follow instructions set by parents/teacher better They should have a social skill by this age and they can demonstrate this by playing with other kids and making friends will enhance their social skills. By this age they will also have an understanding how he world works an know how to behave in certain situation.
For example they know when they re in school and will know what is expected of them to when they are home or playing with their friends 8-12 YEARS This is the stage where girls differ to boys when it comes to physical development. As girls will start to develop breasts boys will start to grow pubic hair. They will develop a longer attention p and can go back to working/concentration and been interrupted. Can read adult news papers/magazines and understand them as well as summaries information and translate it to their understanding.
We know not everyone develops at the same time so for those who develop these physical changes at early stage they will feel more self cautious and may be the target for teasing by other kids. They may also become experimental and start liking the opposite sex and try out new things like holding hands and kissing. 13-19 YEARS This is the age where the biggest physical changes take place in a humans body. As they grow and get ready to become adults, their bodies will change dramatically, they will start to grow hair under their armpits, legs and other parts of the body.
For girls their breast may start to develop and start their menstrual cycle. For a boy it will be noticeable as they grow as they voice changes and becomes more deeper sound. Between 13-19 teenagers will start to understand some decisions made now will affect the future and they will learn to think before they act. This development is usually at a later stage of their teen lives. They are aware the difference between right and wrong and develop a conscience towards the actions they take which may hurt others.
As teenagers are no longer children and also not yet adults their motions and behavior is very strange and can sometimes be seen as disruptive while they discover their identity. Most teenagers if not all are very cautious of their physical appearance and care very much to what people see them as. As they develop they will constantly compare themselves to their friends and won't feel emotionally or socially comfortable with themselves until they pass this confusing stage of their development cycle. Explain now tonsures AT development Ana Trademarks to support development influence current practice (2. ). You may wish to include Pigged, Honey ; Muffed ND the Early Years Statutory Framework (EYES). Social and Behavioral Assessment Many different theorists have gathered data and created many models of research on the human personality. Freud believed that our personality consisted of actions directed by our unconscious mind. Other theorists believe that maybe personality traits are inherited by parents or even by the exposed environment. On the other hand, when explaining the behavioral side of personality, theorists conclude that personality has nothing to do with emotion, cognition, or motivation.
Behavioral and social personality theorists believe that many of our personality traits are a product of our psychological needs; minimizing the physical needs stemming from personality. The social and behavioral research of the human personality should be considered an equally strong view on how humans develop personality traits, emotions, and make decisions. Exploring Behavioral Learning Behaviorism is a psychological method of studying the personality without involving specific thought processes, but it involves specific patterns of behaviors.
John Watson, a popular behaviorism, argued that until we eliminate the unpredictable art of psychological study we would never have accurate enough data to draw precise conclusions; the mind is too unpredictable, therefore, making it hard to draw research from specific behaviors. He believed that if we concentrated more on the behavior of that specific subject, we would have more scientific research to explore the product of those thoughts, emotions, and decisions. "Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning" (Van Wagner, 2009).
Behaviorism have developed different kinds of conditioning techniques. Classic conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response" (Van Wagner, 2009). For example, if a dog owner wanted to train his dog to obey the "sit" command, he could use classic conditioning.
If every time the owner old the dog to sit, and the dog sat down, the owner would then provide the dog with a treat. After frequent occurrences, the owner could take away the treat and Just tell the animal to sit. The dog, being used to receiving the treat if he sat, would sit down immediately. The dog would become used to the fact that if the owner told the dog to sit, it could be rewarding in the long run. The operant conditioning method further extends on the concept of classic conditioning. This conditioning method stems from rewards and punishment for behaviors.
Specifically, most parents raise their hillier with the operant conditioning method. If the child wants a reward, the child must obey the command or request of the parent; if the child fails to response, then the parent would bring forth a form of discipline. This conditions the child to obey teen parents requests Ana orders. I nest two controlling metazoans provoke great research within the human personality debate. Social Learning: The Differences While social learning has a lot of similarities with the behavioral concepts of personality, both theories still present different methods of research.
Unlike behavioral studies and techniques, social psychological research is monitored by a subject's attitudes and behaviors in a social environment or interaction. "Our perception of ourselves in relation to the rest of the world plays an important role in our choices, behaviors, and beliefs. Conversely, the opinions of others also impact our behavior and the way we view ourselves" (Van Wagner, 2009). In other words, social learning can stem from the media, entertainment, friends, family, and other social scenarios.
Theorists believe that social behavior stems from pre-oriented locals; people tend to have a purpose in a social interaction. The person could be looking to expand their social network, social ties, understand others, or even search for companions. "Social learning theorists also claim that behaviorism ignores the social dimensions of learning, treating us as though we are individual animals. In humans, however, many reinforcements are social in nature. In behaviorism experiments, the animal cannot choose its environment and the environment doesn't changes as a result of the animals' presence -as it does with humans" (Neil, 2003).
Social theorists believed that the personality is developing from certain reinforcement actions. For instance, a hug, kiss, or smile would be considered a social reinforcement. If a person does not receive the social response desired, that person might resort to self reinforcement; this person is subject to punishing his own self esteem or feelings. These are a couple of examples of the reinforcement traits that give social theorists accurate data to draw conclusions about the human personality. Both theories of personality present strong cases of research and data based of non- cognitive situations.
The Habit Habits are human actions that occur on an everyday basis; some habits are considered good and some habits are considered bad. Our subject, Christopher, decided to explore one of his bad habits in life. He has an uncontrollable habit of biting his finger nails. This is a habit that he did not acquire from social environment or development environment. He is the only one in his family with this habit and he concluded that he started to bite his nails at a young age. It is a mystery how the habit developed, but Chris has found it very hard to stop this habit; most of the time e will be unaware that he is biting his nails.
This concerns Chris because it is an overall unhealthy habit and can cause disease in the long run. He has tried to kick the habit before, going months without biting, but the habit returns and he cannot stop biting. He believes that, since he is mostly unaware of his habitual actions, the action stems from Fraud's theory of the unconscious mind. He believes that because the habit is developed in the unconscious mind, he cannot control the urge to bite and he is never aware of when the biting occurs; social and behavior theorist might Ritchie Chris though.
Behaviorism might believe that his habit stems from a rearing reaction. For example, every tell snarls Deletes Nils nails, Nils mall Is soothes and rewarded. Maybe he is Just unaware of the rewarding concept altogether, but his mind needs the satisfying feeling of the habit he developed. Social theorists may believe that the habit developed is a product of his social environment; the habit could be an act of social reinforcement. If Chris bites his nails around a group of people, and it opens up discussion, maybe it gives him better means to understanding himself and the bad habit.
One solution to Chris' habit may be to develop an operant conditioning scenario. For example, Chris could make an arrangement with a friend or relative based off his bad habit; if he decided to stop biting his nails for 6 months, the friend or relative could provide him a big reward. On the other hand, if he failed the task of eliminating the habit, he would have great consequences and responsibilities for failing the scenario. This would be a good way to help Chris beat his habit if he found the habit ineffectual or unrewarding. Conclusion
In summary, behavioral and social personality research present strong arguments toward personality and human development. Within Chris' personality development, he feels that he can relate more to social personality aspects. He finds himself in social environments daily with some goal in mind. Whether he is looking to make a new friend, companion, or acquire new information he feels himself develop in personality from these experiences. He believes that the personality is developed from both the cognitive and non-cognitive scenarios; these scenarios help develop us into who we are today.
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