Transcript Document
Unit TDA 2.1 Child and young person development (Part 1) Child and young person development An Introduction Learning Outcomes for the unit: There is no such thing as the average child. Each child is unique. • 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 development Intellectual and mental development Social and emotional development Communication 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 Emotional development Social development and behaviour Intellectual development Language and communication 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 o o o o Physical Intellectual Language Emotional 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: simple • • complex standing before walking walking before skipping or hopping from head toe • physical control and coordination begins with the child’s head and works down the body from inner outer • gross motor skills to fine motor skills from general specific • general responses to specific ones. 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 Fine manipulative skills (single limb movements) (use of hands) e.g.: throwing catching ACTIVITY 1 Research the physical development of 0-3 years old. Use the timeline provided to show your findings. e.g.: painting drawing using a knife and fork writing tying shoe laces 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 mind Recognising, 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. • • • Can you think of About the consequences of the actions. examples? 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, roleplay. • • 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 2 In 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 development is the development of feelings about oneself self-esteem and self-concept towards other people Behaviour is the way we act, speak and treat other people and the environment Emotional, social and behavioural development (2) Social skills are the skills needed in order to ‘fit in’ and to get on well with others Social development is the growth of relationships with other people ACTIVITY 3 In preparation for Task 1, research the emotional, social and behavioural development of 0 –19 year old. Try to show your findings as a timeline. Emotional Development • 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? EXPLORING • An object or situation-finding out how something works or what happens if you touch or drop something. PRACTISING • AN ACTIVITY OR SKILL-LEARNING TO COORDINATE MUSCLES AND ACTIONS. PRETENDING • Children use their imagination to pretend a cereal packet is a care etc. SOCIAL DEVELOPMENT Social skills are the skills needed in order to ‘fit in’ and to get on well with others Social development is the growth of relationships with other people 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 cooperate 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 months 2 months–2 years •GROUP 2: from 2 years from 3 years •GROUP 3: from 4 years from 5–8 years •GROUP 4: from 8–12 years from 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?