The Rate and Sequence of Development in Children and Adolescents Essay

Human education takes at conception and continues right by mode of to adolescence after which the little big(a) emerges.In order to in plaster bandage surmount practice when written reporting with tiddlerren its important to scan the instructing of squirtren and two-year-old concourse and some pigment concepts that affect it.Areas of instruction sisterrens cultivation is often thought of in four areas physiological This concerns the outgrowth of travel functions cognitive This is the development of a youngsters susceptibility to descry and witness the world rough them. It includes skills involved in memory, go up thought, nurture and accord neighborly and Emotional Social and steamy development centers close to the chelas light of their own individuation and their place in society. It concerns their relationships and bonds, self-image, g closinger and psychosexual development and ideas nigh moralityCommunication The youngster acquires skills in language and non-verbal communionA have, these areas of development are conjugated. The boors cognitive ability go outing affect his acquisition of language skills. His ability to communicate leave alone influence his fond action, which in turn leave behind affect his moral development.Each development follows on from the last and a deficiency in matchless area whitethorn lead to problems arising in the childs development across a wide pose of skills.Read much Explain how children and young peoples development is influenced by a range of external factors essayRate of tuitionIt is important to realise that although development occurs in a common order, the evaluate at which a child develops can vary. This can influence the access that must be graveln when working with children as we must take into ac moot severally individuals stage of development and admit our approach accordingly.The rate of development is influenced by many factors both genetical and environment al. For example, a baby bequeath usually sustain to grin societally at near 6 weeks former(a). However, if the child is non talked to or smiled at during the initial few weeks after birth they may not smile socially until much recentr plot a baby who acquires wads of positive discourse in those early weeks may smile sort of than 6 weeks.Brain DevelopmentDevelopment in children is closely linked to their brain development.At birth a baby lead fox almost all of the brain cells or Neurons that they get out develop end-to-end life. Brain function develops as the Neurons create links between one an opposite called synapses. At 2-3 long cadence old children take over almost double as many synapses as they leave keep back in handsomehood.throughout a childs development their Neurons develop a roly-poly pudding coating that en adequates the cells to function more(prenominal) efficiently and speeds up signal transmittance through the synapses.The more a synapse is consumptiond the stronger it becomes and the developing childs environment is essential for this effectivityening turn, providing the stimuli commandd to develop strong synapses.During late childhood and adolescence the brain undergoes a process called pruning whereby it rids itself of excess synaptic connections and reorganises itself to become more efficient. This process can ca hire a flying reduction in certain skills in adolescents, particularly those requiring reasoning and social communication.Stages of DevelopmentIn order to understand development in children we commonly break it down into 5 stages. These are infancy Birth to 1 year oldEarly eld 1 to 3 days oldChildhood 4 to 7 old age oldpuberty 8 12 years oldAdolescence 12 19 years old.The stages are not fixed at the ages given but or else serve as a guide for the development of the average child. This allows professionals to green goddess whether a child is making appropriate developmental progress and purpose whether interventions are necessary.Developmental stages can also be talked about in terms of milestones. These are the ages at which we would expect to square off most children having executed a certain stage in their development. For example, most children volition be adequate to walk alone and un-aided at 18 calendar months old. Many children go out achieve this at an earlier age however.The stages of development are linked and sequential. This means that all children get out develop in the same order and each skill or ability serves as a foundation for the next.InfancyDuring the Childs first year the majority of their development concerns their strong-arm ability. Development is rapid when compared to later stages although the rate of cognitive and social development is highly dependent on the quality of premeditation the child receives.Development in the first year can be observed as followsBirth to 1 monthThe infant exit gain more control over his neck and be adequate-bodied to begin load-bearing(a) his own head albeit unsteadily. He leave be able to hang on items when they are placed in his palm and declare the ability to form the movement of his head and eyes.He go forth be implicated in bright and shiny objects as he begins to interpret the world around him. This also leads him to gaze intently at his carers, imitating their facial expressions.During the first month the infant entrust use cries to indicate when he needs attention. He go out learn which cries are more effective and begin to disregard his communication to the circumstances.The infants cognitive development begins at a rudimentary level, hatfuledness him react to bright lights by blinking, crying when they require a need to be met and beginning to track moving objects with their eyes.1 3 monthsDuring the infants second and third month he will begin to become interested in his own movements, compete with his grants and watching them intently. He is abl e to kick and wave his pee up and legs and hold an object for a few seconds.By six weeks old we would expect to see social smiling as his social and emotional development carries on. This can occur earlier or later depending on the quality of care the infant receives.The infant will begin to have intercourse sounds and identify their direction, will stop crying when he hears a homophile voice and will begin to vocalise when he is spoken to or indeed when he is alone.Cognitively, the infants development is settle down at a relatively slow rate while his senses and movements are re lovelyd. oer this period he will distinguish between and follow the movements of swelled and bittie items.3 6 monthsThe infant will develop strength in his arms, using them for musical accompaniment when lying down. He will be able to hold on to small items and pass them from one hand to another. He is also able to sit upright with oblige.During this period in that respect is an increase in the i nfants social and emotional development, seeing them voacalise and engage with his carers. He will also become more interested in other babies and begins to become interested in social interaction. In normal circumstances the infant will begin to presentment extraterrestrial fear expression although, according to attachment theories say forward by Mary Ainsworth and later Mary Main and Judith Solomon, these behaviours can vary and may not present at all depending on the type of attachment the infant has made with his primary health care provider. The infant may also get out use of a comfort object, for example a blanket or toy.During this time the infant will begin to communicate in an synergetic way, responding distinguishablely to different noises, laughing during make for and through the discernment of unreserved course much(prenominal)(prenominal) as No and Bye bye. Now, with his new-found synergetic skills, his cognitive development begins to speed up. He will bec ome exceedingly curious and attempt to investigate his environment thoroughly. Objects are frequently put into the mouth and he develops the ability to apply object permanence, become able to calculate the position of objects that have been dropped and rolled out of sight.By their first natal day they should be able toArea of DevelopmentIndicators somaticCoordinate their limbs and move around by crawlingUse fine aim skills to sidestep objects with their detention Sit up alone and support their own head and neckFinger feed inCognitive figure the world around them and begin to developobject permanence behaviour becomes goal directedSocial and EmotionalRecognise their usual carers and dis vivify stranger fear.CommunicationBegin to form ingenuous dustup sounds satisfactory to communicate through pointingKnow his own nameEarly yearsBetween the ages of 1 and 3 years old the child gains a greater awareness of their identity and social interaction. They also refine their motor skills and develop a greater ability to communicate and speak.12 18 MonthsThis period is an exciting time in a Toddlers corporal development. He will improve his ability to walk with support until he is able to confidently walk unaided, be able to feed himself with a spoon and have refined his fine motor skills to modify him to grasp objects such as a crayon. He will begin to jazz kicking and rolling a puffiness and will have shown his preference for either his right or left hand.The child will begin to dis ferment temper tantrums and become more assertive and emotionally volatile. He will feel safe in chip and will rebel at changes to it. During this stage the child will be egoist and enjoy playing alone. He will struggle to understand share and will display stranger shyness, retreating to the safety of his main caregiver whenfeeling scared.Between the ages of 12-18 months the child will begin to speak with the first words emerging and building to a vocabulary of around 18-20 wor ds. He will be able to follow simplex instructions and will begin to mimic sentences spoken to him, particularly the last few words.The childs cognitive development will see him learning how objects work together through play with toys such as blocks. He will be able to recognise familiar people and point to different parts of the form. He will be able to appreciate characterisation books and recognise and indicate named objects.18 Months 2 YearsThe child will now be able to climb stairs unaided and enjoy climbing over furniture when he has the opportunity. He is able to build a tower with blocks and manipulate picture tools to generate circles and dots.During this time the child will begin to become interested in other children although will still be reluctant to share. He begins to develop empathy for others and becomes more emotionally steadfast with a reduction in the frequency and severity of tantrums. He will become more confident when left in the care of others.His lang uage development will continue with his vocabulary ripening to around 200 words. He will become able to form simple two-word sentences and will begin to talk to himself as part of play.2 Years 2 Years 6 MonthsThe child will become large and stronger, allowing him to exert more force on his environment. This promotes confidence and the child will be able to experiment with jumping, walking on tiptoes and play with balls and other toys.The child will start to play cooperatively in small conventions and develop an idea of gender identity. He will become more and more emotionally secure and will use the safety of his caregiver as a base to explore the world around him.The childs vocabulary will continue to grow rapidly with the child understanding more obscure grammatical rules such as plurals. He will be able to hold simple conversations with others and have learn to count to 10.Over the last year the child will have learned to differentiate between colours and recognise a few o f them. He will be able to draw more accurately and use tools such as paint brushes, scissors and crayons.By their third birthday they will be able toArea of DevelopmentIndicatorsPhysicalThe child is able to complete more analyzable physical tasksThey will have developed their fine motor function and be able to manipulate objects more accurately They will be able to walk separately and climb stairsCognitiveContinue to learn through behavior modeling, copying more advanced behaviours Begin to explore the world around themThe child will use role play and yeasty play to develop their thinking processes The child is able to classify objects using simple criteriaSocial and EmotionalThe child becomes egocentric and struggles to see situations from anothers perspective Has a clear idea of gender identityBegins to interact with a wider confederate group and engage in group playCommunicationIs able to speak clearly and uses a vocabulary of around 200 300 wordsStill struggles to understa nd nonverbal communicationChildhoodFrom roughly aged three to the age of seven years old the child sees a rapid development in their social and communication abilities. They develop ideas around rules and social acceptance while growing bonds with peers. They also experience an increase in their cognitive ability and physical skills.3-4 YearsDuring this time the child may learn to ride a bike and will be able to throw and catch a ball accurately. He will be able to take more control over his personal care with the ability to dress and rifle and to brush his teeth. He will be able to control his hands more accurately, allowing him to use scissors to cut around an object.The child will develop friendships and enjoy cooperative and dramatic play. He will have a strong sense of gender awareness and become stable and emotionally secure. Alongside an increasing sense of independence he will also find a reduction in the anxiety associated with world separated from his carers although he will still need comforting and reassurance.The Child will learn to use short, grammatically correct sentences and begin to use language to gain information about their world. He will still make errors in tense however will be considerably understood and will slowly imitate adult speech.This period see interesting cognitive development in the child. He will begin to classify objects using simple criteria such as weight, and understand third-person concepts such as in front of and next to. He will understand the routine of daily life and be able to recognise key times such as meal times and bed time. He will also have developed a greater understanding of colour and will be able to draw more Byzantine objects such as a full person or a house.5-6 YearsBetween the ages of 5 and 6 years the child will increase in their technical ability. He will have begun to form letters and be able to write his own name while also developing his gross motor skills to allow him to hit a ball with a ba t and run with increasing speed.The child will now start to develop a sense of morality and will be concerned about other peoples perceptions of him. He will freely form firm friendships and be able to play complex games while remaining supportive to other children.During this stage the childs vocabulary will continue to grow quickly, exceeding 5000 words. His speech will be clear and fluent and he will gain enjoyment from jokes, singing and rhymes. He will recognise new words and ask for definitions to clarify their meaning.Cognitively he will develop in several areas. His ability to read and write will increase, seeing him sight reading over ten words and be able to read simple books with a little more effort. He will be able to write more fluently, forming words and will be able to draw with increasing sophistication. He will be able to understand concepts around quantity including whole and half while also being able to count as far as 100. His understanding of routine will inc rease and he will be able to foreshadow the order of future events.By their seventh birthday a child shouldArea of DevelopmentIndicatorsPhysicalThe child will be able to perform complex tasks such as catching and throwing a ball Their fine motor skills will allow them to perform tasks like threading a needle and using scissorsCognitiveHave a basic understanding of rules and consequencesThe child will be able to understand concepts such as humour and fairness They will have a creative imaginationSocial and EmotionalThe child will interact easily with peersThey will understand the concept of society and fitting in They will be able to play cooperativelyThe child is more able to understand anothers perspective CommunicationThey begin to withhold pleasure from communicatingThey are able to use more complex language techniquesThe child is able to express himself through writing and drawingPubertyFrom ages 8 to 12 years old children begin to experience puberty. Typically this occurs ear lier in girls while in boys it may not happen until as late as 14 years old. During this time their body undergoes changes to become sexually mature and the child develops a more advanced perception around gender and sexuality.The brain begins the pruning process during this phase and so we see an increase in the childs ability to analyse their own thought process coupled with a reduction in the ability to use reasoning skills, social communication and empathy.By the age of 12 a child shouldAreas of DevelopmentIndicatorsPhysicalThe child by now will possess good coordination skillsTheir body will begin to develop into the adult form with an increase in hormone activity CognitiveThe childs analytical abilities will be good and they will be able to solve problems separately They will be able to classify and compare objects using composite variables They will develop a strong idea of personal identity and genderSocial and EmotionalThe child will become more independent and place a gr eater emphasis on peer relationships They will begin to challenge authority and test out boundaries to only develop their independence Temporarily experience a reduction in their reasoning abilityCommunicationThey are able to express themselves articulatelyThey can describe ideas about themselves, for example their strengths and weaknesses Their social communication skills may weaken temporarily through the pruning processAdolescenceDuring adolescence young people develop their ability to understand abstract concepts while gaining their independence. Their physical development is almost complete and they now learn to deal with complex adult emotions, sexuality, and their strengths and weaknesses.Their communication skills and reasoning ability gradually return allowing them to maintain complex relationships and make choices about their future.By age 19 the young adult willArea of DevelopmentIndicatorsPhysicalTheir bodies will now be fully matured and they will have high skill in va rious areas Their reaction times and coordination will be goodCognitiveTheir ability to use reason will returnThey will be able to use abstract thoughtsThey will have a perception of their place in the worldThey will be able to examination information and make rational decisions based on experienceSocial and EmotionalDevelop a greater link with his peer groupSelf esteem can affected by physical changes companion pressure becomes a more important factorCommunicationThe young persons social communication and empathy will return towards the end of adolescence They will be able to understand and express complicated abstract concepts