1.1 Explain the sequence and rate of each aspect of development from birth – 19 years.
1.2 Explain the difference between sequence of development and rate of development and why the difference is important.
2.1 Explain how children and young people’s development is influenced by a range of personal factors
2.2 Explain how children and young people’s development is influenced by a range of external factors
2.3 Explain how theories of development and frameworks to support development influence current practice.
3.1 Explain how to monitor children and young people’s development using different methods.
3.2 Explain the reasons why children and young people’s development may not follow the expected pattern.
3.3 Explain how disability may affect development.
3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern
4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.
4.2 Explain how multi agency teams work together to support speech, language and communication.
4.3 Explain how play and activities are used to support the development of speech, language and communication.
5.1 Explain how different types of transitions can affect children and young people’s development.
5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition.
1.1 Child development is a process, which involves mastering and learning new skills like sitting, talking, walking, eating, and holding objects (Feldman, 2009). Children learn all these skills within a specific period, known as developmental milestones.
1.2 Sequence of Development is a definite pattern of development in a child. Even if some parts of the development are missed and involves development - both negative and positive.
Rate of Development is a period, which is linked to the age of the child development.
It is important to know the difference between these two, as it helps to recognize the Child's requirements during the stages of their development, and is essential to plan efficiently according to the child’s need.
2.1 Personal factors are intrinsic to the child influencing the development at an early stage. Other factors are,
2.2 External factors have extensive effects on a child's growth. Some of the factors are,
2.3 There are quite a few Theorists that gave us diverse types of experiments and factors regarding the growth of the children’s behavior, reactions and habits of learning.
The theory of physical development explains that most physical skills are not taught, but is automatic in our inheritance, which means that child will gain knowledge of different physical dexterity when his/her body is prepared to. In current practice, we maintain this by encouraging the child, but not forcing him to expand his physical skill.
3.1 Assessment of development in children and young people helps psychologists, to see why a child or young person is not budding as expected which might be due to impairment. Assessment framework by observation on a daily basis and an improved check when the child is aged amid two and three.
Different professionals use a variety of standardized dimensions to observe and measure the children's growth. Like Growth assessments, Reasoning assessments, auditory assessments, and Cognitive aptitude assessments.
3.2 Children come across issues in their lives, which can have a constructive or depressing influence. Some reasons are,
3.3 The similar impairment can influence each child in a different way. Disability may affect development in following ways,
3.4 To ensure that children and young people achieve their full potential, some of the interventions are given below,
4.1 Early recognition includes the assessment and healing provided to children who have risk of a disability. A child can swiftly fall behind if verbal communication and language learning is deferred. Early recognition increases the probability of recovering communication skills (Catts, 1997). Children identified as at-risk or high-risk, should be tested early and at regular intervals. Other risk factors include:
4.2 The brunt of poor verbal communication goes crossways a child’s growth and impacts on their capacity to communicate feelings and desires (Heaslip and Hewitt-Taylor, 2014). Therefore, multi-agency teams are organizing children to be ready for such situations. They are using some techniques,
4.3 Play enlarges the capability to envisage and prepare the child for afterwards life when playing out actual life events. Play allows children to enlarge their perception, skill, approach and realization (Irwin, 1975). Play assist to develop speech, language and communication as it helps;
5.1 A transition is a transformation from one stage to another.Children and young individuals naturally pass through numeral stages as they develop and grow. They also deal with changes like association from kindergarten to primary school and from primary to secondary school. Such changes are normally referred as transitions.
Transitions influence all areas of the growth of children and young people:
5.2 Children and young people can have positive and constructive effects due to optimistic and therapeutic relationships throughout periods of transition (Roberts, Fenton and Barnard, 2015). Like;
Catts, H. (1997). The Early Identification of Language-Based Reading Disabilities. Language, Speech and Hearing Services in Schools, 28 (1), p.86.
Feldman, R. (2009). The Development of Regulatory Functions From Birth to 5âÂ€ÂƒYears: Insights From Premature Infants. Child Development, 80(2), pp.544-561.
Guyon, A. (2007). Assessments: Speech and language therapy. Nurse Residential Care, 9 (10), pp. 486-489.
Heaslip, V and Hewitt-Taylor, J. (2014). Vulnerability and risk in children living with a physical disability. Nursing Children and Young People, 26 (10), pp. 24-29.
Henry, L. (1994). The Relationship between Speech Rate and Memory Span in Children. International Journal of Behavioral Development, 17 (1), pp. 37-56.
Irwin, E. (1975). Facilitating children's language development through play. The Speech Teacher, 24 (1), pp. 15-23.
Roberts, J., Fenton, G. And Barnard, M. (2015). Developing effective therapeutic relationships with children, young people and their families. Nursing Children and Young People, 27(4), pp.30-35.
Sanders, J., Munford, R. And Maden, B. (2009). Enhancing outcomes for children and young people: The potential of multi-layered interventions. Children and Youth Services Review, 31(10), pp.1086-1091.
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