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TMED6J1 Child Development And Education
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TMED6J1 Child Development And Education
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Course Code: TMED6J1
University: University Of Oxford
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Country: United Kingdom
Question:
The opportunity for children and young people to develop in a loving and caring environment is vital to their development. It is important that professional practitioners know the expected aspects and rate of development to ensure that children in their care are given the best opportunity to thrive.
Task 1
An explanation of the sequence and rate of each aspect of development from birth to 19 years. This includes reference to physical, communication, intellectual, social, emotional, behaviour and moral development.
An explanation of the difference between:
– the sequence of development
– the rate of development
– and, why this differences is important
Tadk 2
An explanation of how children and young people’s development is influence
A range of personal factors (including health status, disability, sensory impact and learning difficulties)
A range of external factors (including poverty and deprivation, family environment and background, personal choicesm looked after/care status and education)
An explanation of how current practice is influenced by:
Theories of development
Frameworks to support development
Task 3
An explanation of how to monitor children and young people’s development using different methods
An explanation of the reasons
An explanation of how disability may affect development.
An explanation of how different types of interventions (please choose at least S from the following: social worker, speech and language therapist, psychologist, psychiatrist, youth justice, physiotherapist, nurse specialist, additional learning support, assistive technology, health visitor) can promote positive outcomes kor children and young people when development is not following the expected pattern.
Task 4
An analysis that shows the importance of early identification of speech, language and communication delays and disordersm and the potential risks of late recognition.
An explanation of how multi-agency teams work together to support speech, language and communication.
An explanation of how play and activities are used to support the development of speech, language and cummunicagion.
Task 5 An explanation of how different types (including emotional, physical, intellectual) of transitions can affect children and young people’s development,
An evaluation of the effect on children and young people of having positive relationships during periods of transition. You may find it helpful to use WOCAC products to support your evidence.
Answer:
Task 1
Aspects of development from childhood to 19 years
Physical
Age
Physical development
0-1 year
Birth to 6 months- when pulled up. Presence of the primitive reflexes such as sucking, grasping, kicking, uses arms for lying on stomach, rolls, can lift and turn head (Wall, Litjens & Taguma, 2018).
6-1year- rolls over, sits with support, pushes head necks and chest of the floor, pokes at small items with index finger, by 1 year the child can stand alone , crawl, shuffle, can self-feed with help.
2-5 years
Walk up and down the stairs, can kick a ball, can aim and throw, can brush teeth, and can draw circles, by 4 years the child can button or unbutton clothes.
5 years- Can skip or run, can draw a person with head, body and limbs.
6- 8 years
Enjoys roller blading, hopping, bike riding, can tie and untie laces.
8-12
Improvement of the already developed physical skills, onset of puberty, spurt of growth.
13-16 years
Development of brain, menstruation in females and boys become stronger than the girls.
Social and emotional development
Age
Social and emotional development
0-1 year
2 months- Responds to the main carer, stares at bright objects.
4-6 months- smiles, giggles, shows interests in other babies, seeks attention, and shows fear of strangers.
6- 1 year- Can recognize the faces, expresses rage when hungry, egocentrism.
2-5 years
Enjoys other children’s company, mixed play with opposite sexes, and develops fear of ghosts or insects or other animals.
6-8 years
Self-aware, loves independence but still requires comfort and assurance, can form firm friendship, and feels comfortable in different sex group.
8-12 years
Friendship between the same sex, sense of insecurity, independent and confident.
13-16 years
Self-esteem can be hampered due to physical and hormonal changes.
Communication and development of speech
Age
Communication and speech development
0-1 year
0-5 months – Cries during hunger or sleep, stops crying at the sound of the human voice
6 month- babbling and cooing, makes sing-song sounds of vowel like, ‘aah-aah’, ‘goo”
2-5 years
Imitates adult sounds such as laughing or coughing, rapid expansion of the vocabulary, enjoys repeated stories, and asks lots of questions.
6-8 years
Fluent and correct speech, does not make mistakes in tenses, enjoys rhymes and jokes, identifies animals and their body parts, can copy the accent.
8and onwards
Fluent speakers
Intellectual development
age
Intellectual development
0-1 year
Birth- 4 months- Blinks to bright light, stares at the main carer, cries.
4-6 months – curious, gets distracted by movements, puts everything in mouth, and fixes sight on small objects.
6- 1 year- Can assess direction of the sounds, points to objects outside, loves to go outside (Davies, 2010).
2-5 years
2-3 years- Build towers, drops things deliberately, draws circles.
4-5years- can identify the primary colours, draws man with body hands and legs, can decide on the heavier and lighter objects.
6-8 years
Can colour pictures neatly, can identify time of day for the activities such as breakfast, lunch or time of bathing or sleeping,, can count 100, develops the ability to write by the end of 6 years (Sameroff, 2010).
8-12 years
Slight knowledge about the concept of speed, knows birthday, increases the accuracy in writing and drawing, can understand the context of any conversations, and becomes more creative (Davies, 2010).
13-16 years
Ability of abstract thinking develops, global awareness, preferences for science or arts, can decide about future career (The National strategies early years., 2016).
Behaviour
age
Behaviour
0-1 year
Shows attachment with the main carer, may show aggression out of hunger or physical problems.
2-5 years
Learns about fundamental trust, behaviour is guided by imitation and the influence of the family and friends.
6-8 years
Does not realize others can have different viewpoints, can misinterpret visual cues.
8-12 years
Becomes aware of sexual difference, may become aggressive due to peer pressure, may become curious about bodies of opposite or same sexes (The National strategies early years, 2016).
13-16 years
Feeling of insecurity, attraction towards opposite sexes, may identify or reject hypothesis, starts thinking and behaving logically.
Moral development
age
Moral development
0-1 year
The sense of right or wrong depends upon whether their needs are met or not.
2-5 years
Knows it is wrong to snatch away things, may understand hitting is wrong, and may understand rewards and punishment ((Davies, 2010).
6-8 years
Child expects elders to take the charge, starts to understand consequences.
8-12 years
Understands the social guidelines, knows to value rules but also negotiates, shows interests in social issues (Davies, 2010).
13-16 years
Alters moral values as per the situation.
Difference between sequence of development and rate of development
The sequence of the development can be defined as the normal sequence by which a child learns different skills and the rate of the development refers to the rate at which a child develops. According to Charlesworth (2013), the difference between the sequence of the development and the rate of development is that, the sequence refers to the normal process by which a child acquires various skills. This sequence can be common for most of the child but the speed at which the skills develop changes (Sameroff, 2010).
It is important to understand the difference between the rate and the sequence of the development as it helps the child educator to understand the needs of the child during the various stages of the development, especially during the time of their school years (Charlesworth, 2013). It is essential to plan efficiently to cater to the child’s need for the physical and the cognitive development of the child.
Task 2
Personal factors influencing the development of a child
Personal factors
Health status-Low health status can be related to the poor development of body and brain thus affecting the overall development.
DisabilityorSensory impairment-Loss of sight or hearing can affect the development of the children, because hearing is essential before a child can talk and hence communication skills will be delayed.
Learning difficulties-Learning difficulties would delay the cognitive development of the child and would lag in comparison to physical age (Sameroff, 2010).
External factors
Poverty- Low income affects availability of nutritious food, education, clothes and basic necessities of life. Families with less money have limited life choices and employment. Low household income may be related to family stress and even homelessness than can affect the overall development in the child (Votruba?Drzal et al., 2012).
Family background- a good family background and a good environment will assist in the socialization of the child. Extended families provides network of people that can look after the child even in the absence of the parents (Venetsanou & Kambas, 2010). Encouragement from the family members, love, care and motivation helps in the development of the child (Venetsanou & Kambas, 2010). Environment plays an important role as poor neighborhood is associated to higher crime rates, unemployment, poor health and family disruption.
Education and care status- an educated household will be able to foster moral values in children and those deprived from moral education may develop resentment or criminal thoughts.
Theories of child development
Cognitive theory- This theory is developed by the educationist Jean Piaget , who has proposed that children’s intellectual development takes place through certain stages- The Sensorimotor Stage, The Preoperational Stage, The Concrete Operational Stage, The Formal Operational Stage (Brown, G., & Desforges, C. (2013).
Psychoanalytical theory-This theory is developed by Sigmund Freud. According to him, the development of the child occurs in a series of steps that focuses on various pleasure areas of the body (Fonagy & Target, 2014). According to his theory, the energy of the libido is centered round different erogenous zones at different ages (Freud, 2014).
Humanist theory- Bandura suggested that child learn by observing others. They usually learn by imitating others. This is the humanist theory (Bandura, 2014).
Social theory- According to Vygotsky, parents, caregivers, culture and tradition is highly responsible for the development of higher order functions in children (Crain, 2015).
Operant conditioning- This theory of B.F Skinner is mainly based on the fact that learning occurs through a series of rewards and punishment for the behaviours (Crain, 2015).
Behaviorist theory- The principle of this theory is that learning is a gradual and a continuous process and development can be defined as a sequence of conditional behaviour.
Frame work to support child development
Social pedagogy can be referred to as a humanistic framework that supports the development. It is the holistic initiative taken to cater to the child’s requirements via health, family, school, social and spiritual life and community.
Maslow’s Hierarchy of needs – According to him people have fundamental needs that has to be met before achieving the level of self-actualization (Kaur, 2013).
Social learning (Albert Bandura) – Observational learning is an important feature of child’s learning (Bandura, 2014).
Attachment theory (John Bowlby) – The theory suggests that children arrive in this world biologically pre-programmed for forming attachments with others that helps them to survive.
Task 3
Development using different methods
It is necessary to monitor the children and young people development in school as it helps determine if they are not progressing as expected. It ensures making appropriate interventions to promote welfare. There are several methods to monitor the development and two of them are-
Observations
Observations may be formal or informal. Practioners can directly observe how the children are playing and monitor their behaviour. Practioners may also directly interact with the children to support learning and identify any learning difficulty or assess their development/interactions/concentrations. The information may be directly shared with the teachers and parents (Epstein, 2018).
Information from carers and colleagues
Parents and carers can provide significant information about children and their behaviour as they spend maximum time and are well attuned with them. Practioners must collect this information and gain their perspective about the child’s behaviour outside setting. The information can be used to compare the behaviour inside the setting and identify if there is need of any assistance in regards to development (Epstein, 2018). For instance, one can identify if the child is bullied or not based on the information from relative.
Lack of expected pattern of development
Early childhood experience has positive or negative impact on the child development. Therefore, the child may grow that is different from expected pattern. Four main reasons that may affect the children and young development are as follows-
Health and disability
Children with physical and mental development will learn less fast than other children of same age. Children with Autism have delayed development when compared to others. They develop skills at a lower rate than other children without disability. A child may speak few single words at the age of 12 months and lack explosion of language unlike other developing child. It may hinder the interaction and communication with peers and teachers (Koegel et al., 2014; Ballard, 2016). They may need additional support and learning in group of other people with autism. Autism affects interaction and attention. It affects the emotional control and memory that disturbs the normal pattern of development. Such children may be in need of specialised equipment like computer and need highly skilled practioner to reach physical and mental milestones.
Communication
In order to have the basic needs met, a child must interact with the people surrounding their world. Lack of people to talk and listen to children hampers language development in children. It leads to poor communication. It affects their development as they fail to understand and lack skills to express thoughts and feelings or process information. Poor communication due to mental or physical disability or emotional problems affects the symbol manipulating system in children (Koegel et al., 2014). They fail to perceive the consistency of information and thus they do not have normal pattern of development.
Learning needs
Children with learning needs do not grow in the expected development pattern. They are need of additional support and assistance. For instance, Children with Dyslexia need different methods of teaching as compared to others for academic achievement. Learning disability leads to difficulty in differentiating shapes and sizes, poor visual-motor coordination, poor peer relationships, such children face difficulty in reading and writing and may undergo poor perceptual, physical and language development. These children are in need of individualised educational plan (Roberts, 2017).
Emotional
Children with emotional problems may have difficult learning and interacting with other children. Bereavement due to loss of loved ones have a great impact on emotional well-being. Ineffective coping, anxiety and depression leads to the risk of isolation and poor concentration in learning. They may fail to verbalise their feelings or grief and develop compulsion in adulthood. They may develop negative interaction skills, fail to control anger or solve problems when faced with difficult situations. They are in greater need of support, enhance self-esteem and confidence (Schonert-Reichl et al., 2015).
Disability affect development
According to social model of disability, if the child experiences impairment and the society does not support, the impairment turns to disability. Society must support children with disability to connect with society instead of stereotyping and stigmatisation, which negatively affects the self-confidence and esteem of children. Society must respect the rights and choices of the children so that can interact freely with others, socialise and yield positive outcomes (Barclay, 2016). As per the medical model of disability, children with physical or mental disability are slow at achieving their full potential. Some may fail to achieve the potential to gain educational attainment. The long term treatment and increased hospital stay limits the children’s developmental opportunities (Ballard, 2016). Cultural differences also impact the learning and development of children with disability as they face discrimination to learn, and play. Children lack encouragement and tend to social isolate themselves. Further, lack of insurances, fund and services in favour of children with disability deprives them to experience learning activities. Children with disability lack positive outlook towards life. Positivity is important to achieve mental resilience, and cope up with stereotyping and discrimination (Ostrosky et al., 2015). In conclusion, disability affects children learning and development due to cultural discriminations, poor social support, deprived educational opportunities, and low self-esteem.
Different types of interventions
Speech and language therapists- recruited by local health trusts address communications issues in children. They assess and treat speech, communication and language problems. They offer various therapies via songs and musical instruments that will allow children to communicate to the best of their ability, and achieve academic development.
Psychologists- assist and support children with various learning and behaviour needs. They provide counselling on various emotional, social and cultural issues to increase confidence and self esteem by rationalising thoughts, verbalising feelings, which will eventually improve educational outcomes.
Health visitors- visit children and young people to support and educate on the illness and way to prevent the disease through medications and immunisations, diet, pharmacotherapy and others. The parents are advocated on health and child development and ways to help their children in achieving developmental milestones. Heath advisors give medical advice, give parental training and give intervention for mothers with post natal depression
Social workers- address the poverty, or economic issues of parents by referral programs or occupational support. They assist children and young people families by giving advice on health needs and housing issues. They can train patients and children on relaxation, crisis intervention, anger management, and stress management to help them achieve their full potential
Psychiatrist- can diagnose children and young people with varied mental problems. They support by counselling, training and awareness so that children can live normal life (Bishop & Leonard, 2014).
Task 4
Analysis- importance of early identification of speech, language and communication
A child develops speech, language and communication issues due to multiple factors. Children with hearing difficulty also develop speech disability as they use dummy. It impairs their perception of sounds and language. They depend on gestures and fail to understand thoughts or express feelings. The impact can be long term and wide ranging as it affects other areas of development such as attention, behaviour, long term prospects, and others (Bishop & Leonard, 2014). Early identification promotes the child welfare by appropriate treatment. It will improve their skills and accelerate their development. Recognition of speech and communication issues helps address repressed feelings of child that contributes to poor mental well-being. It will increase their self-esteem, interaction in social activities, and facilitate peer relationship. It relives them from fear of stigmatisation and bully. Early recognition help recover communication skills by diagnosis, therapeutic conditions, addressing natal factors, genetic/neurological defects and developmental disorders. Late recognition of speech issues cause developmental delay due to poor learning, reading and writing ability (Pimperton & Kennedy, 2012).
Multi-agency teams
Multiagency teams work in collaboration with various practioners from diverse domains to provide comprehensive treatment. It allows integrated support for children and young people to mitigate the adverse effects of poor verbal skills on growth and development. It ensures presence of right professionals. Multi-organization teams assist in timely assessment of speech and language issues through speech psychotherapists, nurse specialist, social workers, health visitors, early life educators, youth justices and psychologist. They help in full evaluation using various assessment tools such as I-CAN assessment tools or Speech and Language Therapy assessment (SALT). They begin treatment taking consent from children and their patents. Information is effectively shared in team and with parents to address multiple causes of speech issues. The care plan is delivered with targeted interventions and coordination (Sanders et al., 2009; Walker, 2018).
Play and activities
Play enhances a child’s capacity to envisage and cope up with the real life events by enlarging their perceptions, approach, realisation and skills. Play develops speech, language and communication as it helps children to learn skills, team work, deal with conflicts, and confront varying emotions, make preferences, conclusion, use own ideas and thoughts, and develop independence. Playing sports teaches how to coordinate with others, coordinate mind, body and brain. It helps acclimatise knowledge and skills, practice skilfulness. It promotes social, physical and mental development (Athey, 2018).
Task 5
Transition can be defined as the movement from one place, state, concept or subject to another. The changes can be drastic or gradual. The types of transition found are-
Transitions affecting child development
Emotional- Modification in the family situation
Physical- Starting of a new school
Physiological- Puberty or hormonal changes in the body.
Intellectual development- Movement from pre- school to primary schools.
These changes may differ from person to person and transitions can also occur between environments or carer more than once in a day. For example a child can be woken up by the mother, then taken to the playschool by the grandfather, where the child is being cared by a different sets of caregivers. Such types of transitions are faced by children of different ages of different while shifting of house or while being promoted to a different standard or change in the school.
Evaluation
Children and young people during the phase of transition experience both constructive and positive effects. Children and young may experience safe, caring and affectionate relationships. They may tend to value opportunities, and build positive relationships and interactions. Children and young people tend to value opportunities, throughout the period of transitions. They are directed to enhance long term outcomes as they engage in constructive positive interactions. Optimistic and therapeutic relationships help them perceive a situation easier that was earlier difficult (Roberts et al., 2015).
References
Athey, I. (2018). Contributions of play to development. In Child’s play (pp. 8-28). Routledge.
Ballard, K. (2016). Children and disability: Special or included. Waikato Journal of Education, 10(1).
Bandura, A. (2014). Social cognitive theory of moral thought and action. In Handbook of moral behavior and development(pp. 69-128). Psychology Press.
Barclay, L. (2016). Common Foe? Opponents of Enhancement and the Social Model of Disability. The Ethics of Human Enhancement: Understanding the Debate, 75.
Bishop, D. V., & Leonard, L. (Eds.). (2014). Speech and language impairments in children: Causes, characteristics, intervention and outcome. Psychology press.
Bishop, D. V., & Leonard, L. (Eds.). (2014). Speech and language impairments in children: Causes, characteristics, intervention and outcome. Psychology press.
Brown, G., & Desforges, C. (2013). Piaget’s theory. Routledge.
Charlesworth, R. (2013). Understanding child development. Cengage Learning.
Crain, W. (2015). Theories of development: Concepts and applications. Psychology Press.
Davies, D. (2010). Child development: A practitioner’s guide. Guilford Press.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Fonagy, P., & Target, M. (2014). Psychoanalytic theories: Perspective from developmental psychopathology. Routledge.
Freud, S. (2014). On the sexual theories of children. Read Books Ltd.
Kaur, A. (2013). Maslow’s need hierarchy theory: Applications and criticisms. Global Journal of Management and Business Studies, 3(10), 1061-1064.
Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International journal of speech-language pathology, 16(1), 50-56.
Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30-43.
Pimperton, H., & Kennedy, C. R. (2012). The impact of early identification of permanent childhood hearing impairment on speech and language outcomes. Archives of disease in childhood, 97(7), 648-653.
Roberts, H. (2017). Listening to children: And hearing them. In Research with children (pp. 154-171). Routledge.
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.
Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child development, 81(1), 6-22.
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.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.
The National strategies early years., (2016) .Learning, Playing and Interacting. Access date: 7.9.2018. Retrieved from :https://www.keap.org.uk/documents/LearningPlayingInteracting.pdf
Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of family-systems intervention practices on parent-child interactions and child development. Topics in Early Childhood Special Education, 30(1), 3-19.
Venetsanou, F., & Kambas, A. (2010). Environmental factors affecting preschoolers’ motor development. Early childhood education journal, 37(4), 319-327.
Votruba?Drzal, E., Coley, R. L., Maldonado?Carreño, C., Li?Grining, C. P., & Chase?Lansdale, P. L. (2010). Child care and the development of behavior problems among economically disadvantaged children in middle childhood. Child development, 81(5), 1460-1474.
Walker, G. (2018). Working together for children: A critical introduction to multi-agency working. Bloomsbury Publishing.
Wall,S., Litjens, I & Taguma, M., (2018). Early childhood education and care pedagogy review.Access date: 7.9.2018. Retrieved from:https://www.oecd.org/education/early-childhood-education-and-care-pedagogy-review-england.pdf
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