1. Week 2 & 3 Children at risk
Susan Morwood

2. Child development and child abuse
Normal child development
Sexual development
Child abuse defined
Sexual
Physical
Emotional/psychological
Cumulative
Family Violence

3.
Child development 0 to 3 years

4. Child development
Development is the process that describes how humans grow. Most people who write about it agree that it proceeds in an orderly way going step by step through a series of stages. Each step completed means you move to a higher level of functioning
Development is influenced biologically (what we were born with) and by the environment (what we are exposed to)
Changes occur all the time in all aspects effecting humans eg. Biological, intellectual, emotional, social behaviours, when these interact together each influences the other’s progression.

5. Four principles of child development
As children grow, they construct their own rules for how the world operates
Children develop in phases
Children vary in the rate they develop
Different skills develop separately and at different rates

6. Children’s growth and development
Physical  Increase in size and function
Sensory  Awareness of 5 senses, sight, smell, touch, taste, hearing
Intellectual  Ability to learn and to solve problems
Emotional  Ability to form and sustain relationships and empathise
Social  Ability for self care, work for others ie play and school, appropriate behaviour
Moral  Ability to understand right and wrong through building of conscience

7. Children’s communication is influenced by the following factors:
Their Thoughts (Cognitive)
Their Mood (Affect)
Their behaviour/pressures (Social)
Their environment (Situation)

8. Theories of Child Development
Abraham Maslow introduced the idea of a hierarchy of needs: Self actualization Achievement Love Safety Food

9. Erickson Stage 1- Trust/mistrust (safe/secure unsafe / mistrust)
Stage 2- Autonomy/shame
(secure/confident- inadequacy/self doubt)
Stage 3- Industry v’s ineffectiveness
(pride/accomplishment; competence and belief in skills)
Stage 4- Identity solidification v’s identity confusion
Stage 5- Intimacy v’s isolation
Stage 6- Integrity v’s despair

10. Piaget (1896-1980) Sensorimotor- 0 – 2 yrs individuation
Preoperational 2-6 yrs
Thinking, Egocentric, non-logical,
non-reversible patterns
Concrete operational 6-12 yrs
Solve concrete patterns
Formal Operational 12-
Possibilities and abstraction

11. Check list Language abilities Motor skills/ physical abilities
Emotional range
Thinking abilities
How they play
Task they can complete
Social network
Relationships with parents - how they seek comfort

12. Needs v’s wants What we need is often different to what we want.
I want chocolate when I am tired, have worked hard, think I deserve it, feel sorry for myself, or because it is Tuesday.
I need 6 types of vegetable and 2 liters of water every day
On Tuesdays this is not what I want.

13. Children’s needs and wants
Children need an adult who is stable and able to think about there needs often putting priority on them over there own.
Children will often want a parent who has been abusive toward them even when this parent is unable to meet their needs.

14. Exercise: Thinking about children’s needs and wants
Thinking of a child you know what are their Needs/Wants?
What they say they want and what they really need for a healthy, happy life?
What you think they want and need?
How do we manage the points when you/child/parent/system are not in agreement?

15. Class assessment task
In this task you must complete three case scenarios.
The first we will all do in class together (8/5/12)
The second you will do in class on your own and we will then discuss (15/5/12)
The third you do on your own

16. What have we learnt today?
On your own-
Review your learning goals, have they been met today?
How are you going to use what you have learnt today in your work?
Any questions/comments
With your partner-
Discuss where you are up to in your learning process so far