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Unit TDA 2.1 Child and young person
development(Part 1)
Child and young person developmentAn Introduction
There is no such thingas the average child. Each child is unique.
Learning Outcomes for the unit:
• Know the main stages of child
and young person development• Understand the kinds of
influences that affect development
• Understand the potential effects of transitions on children and young people.
Learning Outcomes
All will know the main stages of child and young person development
Most will understand and be able to describe young person’s physical, communication, social and emotional development
Some will know how different aspects of development can affect one anothers
Connector
What do these mean?
Physical developmentIntellectual and mental developmentSocial and emotional developmentCommunication and language development
Big Picture
• Learn about the main stages of child and young person development
• Everyone will understand how every human develops with regards to PIES
• Activities and presentations
• Prepare for assignment 1
Development of the whole child
Physical development
Emotionaldevelopment
Social developmentand behaviour
Intellectual development
Language andcommunication
Spiritual development
Stages and sequence of development
Children develop at different rates. Some may be faster or slower to learn certain skills than others.
What are the different dimensions in development?
PILES
o Physical
o Intellectual
o Language
o Emotional
o Social
The expected pattern of development
• Child development charts show the expected patterns of a child/young person’s development.
• Each aspect of development can have an effect on the other aspects so patterns are variable and general.
Videoclip
• Watch video clip and answer questions on your worksheet!
The pattern of physical development
A child’s physical development follows a pattern:
• standing before walking• walking before skipping or hopping
• physical control and coordination begins with the child’s head and works down the body
• gross motor skills to fine motor skills
• general responses to specific ones.
simple complex
from head toe
from inner outer
from general specific
Physical Development
The physical appearance of children
begins to change as they get older. He or
she loses their body shape and
begins to look like a small adult
As the children begin to develop, their
balance becomes very good. This means
that they can run, climb and jump
Physical development
Gross motor skills
Using the large muscles in the body, for example:
walking running climbing
Fine motor skills
Gross manipulative skills (single limbmovements)
e.g.: throwing catching
Fine manipulative skills (use of hands)
e.g.: painting drawing using a knife and fork writing tying shoe laces
ACTIVITY 1Research the physical development of 0-3 years old. Use the timeline provided to show your findings.
Stages of growth…
Language development…
• What is language development?• What are the expected norms?• How can language development be
affected?• Can language development be assisted
in any way?
Answer these with a your
partner….
Intellectual development
The development of the brain and mind is all part
of intellectual development
You have 1 minute to brainstorm what you think intellectual development refers to!
Intellectual development
The development of the mindRecognising, reasoning, knowing and understanding
What a person knows and understands
Memory,concentration,attention,perception
Imagination,creativity
Children learn through play
They need to learn:• How to predict that something is about to happen.
• About the consequences of the actions.• By asking questions.• By understanding concepts, e.g. shapes, numbers, volume,
weights. • By repetition, e.g. singing nursery rhymes.• By imitation, e.g. copying letters when learning to write, role-
play.
Can you think of examples?
What is this?
Communication and language
• Language development
is the development of
communication skills. • Learning how to
communicate begins with
non-verbal communication, for example:
body language listening making sounds copying sounds.
Communication and intellectual development
• Language development is closely linked with cognitive development.
• Cognitive development is the development of the mind.
ACTIVITY 2In preparation for Task 1, research communication and
the intellectual development of 4-11 year old. Try to show your findings as a timeline.
Emotional, social and behavioural development (1)
Emotional developmentis
the development of feelings
about oneself
towardsotherpeople
self-esteemandself-concept
Behaviouris
the way we act, speak and treat other people and the environment
Emotional, social and behavioural development (2)
Social development
isthe growth of
relationships withother people
Social skillsare
the skills needed in order to ‘fit in’
and to get on well with others
ACTIVITY 3In preparation for Task 1, research the emotional,
social and behavioural development of 0 –19 year old. Try to show your findings as a timeline.
• Children have to learn to cope with their feelings and the feelings of others through play. There are four different types of play that young children engage in.
• EXPLORING• PRACTISING• PRETENDING• SOCIAL LEARNING
• What do you think this may mean?
Emotional Development
• An object or situation-finding out how something works or what happens if you touch or drop something.
EXPLORING
• AN ACTIVITY OR SKILL-LEARNING TO COORDINATE MUSCLES AND ACTIONS.
PRACTISING
• Children use their imagination to pretend a cereal packet is a care etc.
PRETENDING
SOCIAL DEVELOPMENT
Social development
isthe growth of
relationships withother people
Social skillsare
the skills needed in order to ‘fit in’
and to get on well with others
In preparation for Task 1, research the emotional, social and behavioural development of 12-19 year old.
Try to show your findings as a timeline.
SOCIAL DEVELOPMENT
By the age of 4, children need other children to play with. They understand how to take turns. They can be separated from their main carer without distress
By 5 years old children are attending school, meeting lots of new children & choosing their own friends. They co-operate with other children in games & understand rules & fairness. Because children understand more about how others are feeling it becomes more important for them to have the approval of other children.
ACTIVITY 4
What can a newborn and a 6–9-month-old baby do? RESEARCH
and DISCUSS in groups to present back to class. Use worksheets as template
• Physical Development (Gross motor skills and fine motor skills)
• Communication and Language
• Intellectual development
• Emotional and social development
ACTIVITY 5
What can these children do?
•GROUP 1: 9–12 months2 months–2 years
•GROUP 2: from 2 yearsfrom 3 years
•GROUP 3: from 4 yearsfrom 5–8 years
•GROUP 4: from 8–12 yearsfrom 12–19 years
Review
One person from each group stays where they are
The remaining group members move to the next table and find out what the others have found out about children at different ages
Come back to your own group and share your findings with the person who hasn’t moved seats!
Personal notes…
• Make sure you have notes related to the PILES at each life stage of development.
• Ask your partner to state the key physical development changes that teenagers will go through at puberty.
• Do you know what PILES stands for?
