1. Unit TDA 2.1 Child and young person development (Part 1)

2. Child and young person development An Introduction
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.
There is no such thing
as the average child.
Each child is unique.

3. 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

4. Connector What do these mean? Physical development
Intellectual and mental development
Social and emotional development
Communication and language development

5. 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

6. Development of the whole child
Physical
development
Intellectual
development
Language and
communication
Emotional
development
Social
development
and behaviour
Spiritual
development

7. Stages and sequence of development
Children develop at different rates. Some may be faster or slower to learn certain skills than others.

8. What are the different dimensions in development?
PILES
o Physical
o Intellectual
o Language
o Emotional
o Social

9. 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.

10. Videoclip
Watch video clip and answer questions on your worksheet!

11. 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

12. 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

13. Physical development Fine motor skills Gross motor skills
Using the large muscles in the body, for example:
walking
running
climbing
Fine motor skills
Gross
manipulative
skills
(single limb
movements)
e.g.:
throwing
catching
Fine
manipulative
skills
(use of hands)
e.g.:
painting
drawing
using a knife and
fork
writing
tying shoe laces
ACTIVITY 1
Research the physical development of 0-3 years old. Use the timeline provided to show your findings.

15. Stages of growth…

16. 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….

17. 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!

18. Intellectual development
The development of the mind
Recognising, reasoning, knowing and understanding
What a person
knows and
understands
Imagination,
creativity
Memory,
concentration,
attention,
perception

19. 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?

20. 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.

21. 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.

22. Emotional, social and behavioural development (1)
Emotional development is
the development of
feelings
towards
other
people
about
oneself
self-esteem
and
self-concept
Behaviour is
the way we act, speak and treat other people and the environment

23. 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.

24. 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?

25. EXPLORING
An object or situation-finding out how something works or what happens if you touch or drop something.

26. PRACTISING
AN ACTIVITY OR SKILL-LEARNING TO COORDINATE MUSCLES AND ACTIONS.

27. PRETENDING
Children use their imagination to pretend a cereal packet is a care etc.

28. 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 year old. Try to show your findings as a timeline.

29. 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.

30. ACTIVITY 4 What can a newborn and a 6–9-month-old baby do? RESEARCH
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

31. 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

32. 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!

33. 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?