Child Development
- Submitted by: TraceyEB
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- Category: Other
- Date Submitted: 01/30/2014 08:54 AM
- Pages: 5
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1. Know the main stages of child and young person development.
1.1. Describe the expected pattern of children and young people's development from birth to 19 years, to include:
• physical development
• communication and intellectual development
• Social, emotional and behavioural development.
Group/class evidence – handed in
1.2. Describe with examples how different aspects of development can affect one another.
In a group discussion we thought to use a school disco 13-16 year old.
Child A: A tall shy boy recently moved from London.
Physical: Feels awkward because of height
Language: Doesn’t understand the Geordie accent, Mocked for his Cockney accent.
Emotional: Feels shy around unknown people,
Social: To stand to the side of room, but wants to interact
Intellectual: Feels because of his education he might be seen as being a ‘brainbox’
Child B: A mature girl, who has developed faster than peer group (more male attention)
Physical: Proud of her assets, more aware of her body
Language: More confident in the way she speaks
Emotional: Although she is physically a woman has many traits of a child.
Social: More outgoing, enjoying the attention of boys
Intellectual: Viewed as a woman, feels more intelligent than she actually is.
Child C: A developed girl, that is shy and nerdy
Physical: Hides her ‘assets’, slouches, never makes eye contact
Language: Rarely verbally interacts with others, gets tongue tied, but has a huge scientific understanding.
Emotional: She feels shy and out of place
Social: Feels an outsider as viewed a nerd, with possibly few friends older than herself
Intellectual: Sees her peer group are stupid and unintelligent
2. Understand the kinds of influences that affect children and young people’s development.
2.1. Describe with examples the kinds...
1.1. Describe the expected pattern of children and young people's development from birth to 19 years, to include:
• physical development
• communication and intellectual development
• Social, emotional and behavioural development.
Group/class evidence – handed in
1.2. Describe with examples how different aspects of development can affect one another.
In a group discussion we thought to use a school disco 13-16 year old.
Child A: A tall shy boy recently moved from London.
Physical: Feels awkward because of height
Language: Doesn’t understand the Geordie accent, Mocked for his Cockney accent.
Emotional: Feels shy around unknown people,
Social: To stand to the side of room, but wants to interact
Intellectual: Feels because of his education he might be seen as being a ‘brainbox’
Child B: A mature girl, who has developed faster than peer group (more male attention)
Physical: Proud of her assets, more aware of her body
Language: More confident in the way she speaks
Emotional: Although she is physically a woman has many traits of a child.
Social: More outgoing, enjoying the attention of boys
Intellectual: Viewed as a woman, feels more intelligent than she actually is.
Child C: A developed girl, that is shy and nerdy
Physical: Hides her ‘assets’, slouches, never makes eye contact
Language: Rarely verbally interacts with others, gets tongue tied, but has a huge scientific understanding.
Emotional: She feels shy and out of place
Social: Feels an outsider as viewed a nerd, with possibly few friends older than herself
Intellectual: Sees her peer group are stupid and unintelligent
2. Understand the kinds of influences that affect children and young people’s development.
2.1. Describe with examples the kinds...