Dominika Kolasinska

CYP Core 3.1.

Learning Outcomes 1 - Understand the expected pattern of development for
children and young people from birth - 19 years.
1.1 Explain the sequence and the rate of each aspect of development from birth to
19 years

Age

Intellectual

Social / Emotional

Language

Gross mot

Infant Birth
to one year

Learns about things with

hands and mouth

Attaches to mother and

father, begins to
recognise faces and
smile; at about 6
months begins to
recognise parents and
expresses fear of
strangers.

Vocalises, squeals
and imitates sounds,
says dada and
mama

Lifts head fi
chest, rolls o
to sit, crawls
stands alone

Plays simple interactive

games like peek-a-boo
Toddler
1-2 years

Preschool
2-5 years

School age 5-12

years

Learns words for objects

and people

Learns that self and

parent(s) are different
or separate from each
other, imitates and
performs tasks,
indicates needs or wants
without crying

Says some words

other than dada
and mama, follows
simple instructions

Walks well,
stops and ju
place, throw

Understands concepts
such as tired, hungry and
cold, recognises colours,
becomes aware of
numbers and letters

Begins to separate easily

from parent(s), dresses
with assistance, washes
and dries hands, plays
interactive games like
tag

follows directions,
can make simple
sentences of two or
three words,
vocabulary increases
Names pictures

Runs well, h
pedals tricyc
balances on

Develops understanding
of numeracy and literacy
concepts, learns
relationship between
objects and feelings,
acquires knowledge and
understanding

Acts independently, but

is emotionally close to
parent(s) dresses
without assistance, join
same sex play groups
and clubs

Defines words, know

and describes what
things are made of,
vocabulary increases

Skips, balan
foot for 10 s
overestimat
abilities

Dominika Kolasinska
12-18
years

18 +
years

Understands abstract
concepts like illness and
death, develops
understanding of
complex ideas

Experiences rapidly
changing moods and
behaviour, interested in
peer group almost
exclusively, distances
from parent(s)
emotionally, concerned
with body image, likely
to have first sexual
relationship

Uses increased
vocabulary,
understands more
abstract concepts
like grief

May appear
and clumsy
learning to d
rapid increa
due to grow

Continues to develop the

ability to make good
decisions and to
understand the
complexity of human
relationships

Becomes independent
form parent(s) own
lifestyle, social and
economic changes,
develop interest,
chooses a partner,
becomes a parent

Continues to develop
knowledge and
vocabulary of
different styles of
language used

Fully develo

1.2 Explain the difference between the sequence of development and the rate of
development and why the difference is important.
Sequence is the order that development happens for example a babys physical development
may start with rolling over, then sit up, crawl, walk, and run. Another baby may sit up, walk,
run, and miss out rolling over and crawling. Even though elements are missed the development
still proceeds in an expected pattern. Rate is the speed at which development happens. E.g. one
baby may achieve walking independently at 10 months; another may achieve walking at 12
months and another at 16 months. It is important to recognize the difference so we can identify
where children need help or may be at risk of having a special education need. It also helps the
teacher to plan and prepare for the children who are at different stages of their development as a
result of variable rates.
BTEC First Children's Care, Learning and Development United Kingdom 2006
Kath Bulman, Liz Savory
2.1 Explain how children and young peoples development is influenced by a range
of personal factors
Child development is an on-going process from birth until adulthood and typically follows a
pattern and a sequence which means that each step takes place in at certain age and in a usual
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Dominika Kolasinska
order that is similar in most cases. But we know that every child is different and their social,
emotional, intellectual, physical and language development is made by individual, internal and
external factors.
Internal or personal factors affecting child development such as: motivation and characteristics,
disabilities and illnesses and learning difficulties.
Motivation
Children have an natural interest to learn and discover and a motivation to find enjoyable
activities. When they start school motivation is replaced by wish to be better than the friends.
However if the children are not forced to achieve only good grades and if parents allow them to
find fun with learning children will put more effort into discovering topics of their choice that
interests them, which eventually results in cognitive and intellectual development.

Disabilities and Illnesses

Schools nowadays making an extra things to accommodate physically disabled children in
education and providing the same opportunities for learning and development for everyone,
wheelchair bound children e.g. can be potentially held up in their physical progression. Their
disability can make it more difficult or sometimes impossible for these children to take part in
all the normal everyday activities with their class mates and has a negative effect on the
development of their fine or gross motor skills.
2.2 Explain how children and young peoples development is influenced by
external factors
Poverty
Poor housing conditions may affect the child health and chances of developing through play if
they live in a small full of people house the child can does not have own room . The child may
not have a proper bed or blankets this will affect the childs health if they cannot get enough
rest/sleep, no safety equipment for babies/young children stair gate, plug socket covers etc.
which could cause the baby/child to have accidents or come to physical harm. The house may
have damp and parents have not enough finances to provide suitable heating in the winter
months, which will affect the childs health. For example, the children may feel isolated,
experience low self-esteem and confidence, if their parents cant have enough money to pay for
their school trip or buy new clothes. Low income families may buy foods that are a lot cheaper
such as ready-made foods or fast food , these foods have higher levels of fat, salt and sugar this
can lead to poor concentration, lack of energy, obesity and many health problems. Low finances
can effect of child behind in their education the child dont have study books or equipment
needed , no access to the internet which helping him with their homework/research.

2.3 Explain how theories of development and frameworks to support development

influence current practice
The theorist whose theory is physical development is Arnold Gesell. His theory is that most
physical skills cannot be learn but is programmed in our genetics, which means we will learn
different physical skills when our body is ready to. In our setting, we support this by
encouraging children to playing outside, P.E session when children every week learn new
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Dominika Kolasinska
exercise shape and also in my placement we have fitness activities and football club after school
for children from year 2.
The theorist who theory is language development is B.F. Skinner. His theory is that children use
cognitive behaviour when understanding and giving communication. They will use trial and
mistake to get the right words out until they do well. He believes that children observe adults
and other children for the correct way to communicate and repeat the actions they have seen
until they get it correct. We support this at placement by speaking clearly and simply and
praising a child for saying a word, sentence. This is to encourage them to use the correct terms
when they wish to communicate.
The theorist whose theory is intellectual development is Lev Vygotsky. His theory is that
children learn new skills by being guided by cares and parents. An example of this is when a
parent sings pat-a-cake to their child and helps them clap their hands until the child can clap
their hands themselves. He believes that every new part or interaction is a learning experience to
children that they must be directed through until they know how to react correctly. Staff support
this by giving support if children are having difficulty managing a specific task. We also give
praise when children handle social interactions with good behaviour to show that we are happy
and that what they have done is the good behaviour .
3.1 Explain how to monitor children and young peoples development using
different methods.
http://www.nhs.uk/
We are monitoring children from birth and we observe how they growth and develop. Then we
continue observing children in the months and years that follow by health visitors and doctors at
certain age milestones to check that he or she is progressing according to the developmental
norms such as growth charts infants (birth to 24 months) must be measured for length, and the
sex appropriate length-for-age or weight-for-length charts. For children and young people aged
2 to 18, the BMI calculator takes into account age and gender as well as height and weight. This
is to check if the child is in the healthy weight, overweight, or very overweight range. However it
is important to remember these measures should only be used as a guide, as every child is
different and children grow at different rates.
In my place we monitor a childs growth every term and also their weight this is record in a
child's academic development book also the children height is displayed on height tree for
children to be able to monitoring by themselves . If we notice that child weight is too big or
child loss the weight which could be of worry we must report this. Observations are a good
method to measure a childs development and parents and primary carers have enough
information about their children. Practitioners who are assessing the child need to get a bigger
picture of the child and parents only can see which may not be displayed to others. The parent
can inform on how the child is at home, how they play, what they do at home, do they interact
well with others. The parents comments, views and worries should all be documented in the
childs records wherever possible. Enough information can be used to make a plan of what to do
next if action is required.

Dominika Kolasinska
3.3 How does disability affect development?
Physical - Physical disabilities may affect the child's play in a variety of ways, depending on how
the disability restricts movement. For example child who is using wheelchair can not play the
football or cant do some of the exercises in PE session.
Intellectual- Delays or impairments in cognitive functioning may also delay the development of
play skills. Children may need many opportunities to copy and learn specific play skills before
they are ready to put skills to work in the more generalized nature of play. Children with
cognitive delays may also engage in more exploratory behaviours than in direct play behaviours.
Language - Difficulties with speech and/or language may prevent the child's ability to enter into
or initiate play with others, explain or comment about her own play, or play with the effects of
words and language. The child may have trouble being understood by other children and adults.
This may limit her ability to express wish for play materials or dislike of a play activity.
Emotional and Social- Children's behaviour may affect the engagement in play and may also
influence on development of play skills. The child may be constantly withdrawn from others or
learning activities because of his or her behaviour. The childs aggression may limit the number
of activities that child can take active part in.

A disability is something that limits the ability to do day to day activities for example eating,
walking or washing. It could include problems with sight, hearing, speech, memory or mobility
If children have a physical disability, it may affect how they interact with their friend if they
become quiet and isolated it may also affect their behavioural development if they become angry
and frustrated. Sometimes people treating that children differently because they are disabled.
This is wrong and is against the law. Children who are disabled have the same rights as
everyone else and there are laws to make sure that the rights are protected. As professionals
working with children we should provide equal opportunity and not limit the child only to
activities we feel they are capable of doing. For example in my placement in year 1 class there is
a girl with down syndrome and we are giving her equal opportunities to learn with other
children. However we cant forget she need a special needs so school support her learning
through giving to her one to one class support. She still can do maths activities with others but
the have the support that she needs with her everyday activities.

References
Teaching Assistants Handbook level 3 by Teena Karmen
Supporting Teaching and Learning in Schools by Louise Burnham
Cache Level 3 Children and Young People Workforce Carolyn Meggitt Teena Karmen
Child Development Theories
http://www.education.com/reference/article/child-development-changing-theories/?page=5
Every Child Matters 2003)
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Dominika Kolasinska
http://www.education.gov.uk/consultations/.../EveryChildMatters.pdf
Childline
https://www.childline.org.uk/Explore/Life/Pages/Disability.aspx