Assessment task-CYP 3.

1 understand child and young person development

Task 1
1.1 An explanation of the sequence and rate of each aspect of development
from birth to 19 years. You may find a timeline useful part of your
explanation
From birth through to adulthood children continually grow, develop and learn. All children and
young people follow a similar pattern of development. Development is often referred to on a
timeline and is broken down in ages. As development is more rapid in early years the milestones
start by being quite close together before becoming further apart as baby becomes a child and then
a young adult.

Physical development 0-3 years:

The first, fast development happens at this point. Babies normally can turn their head towards
sounds and movement. The other developments are listed below:

0-3 months
 The baby’s reflexes will allow them to turn head when the adult touch them
 Babies can hold their head or move their head when they are on tummy
 Kicking legs and arms

3-6 months
 Smiling at familiar faces or voices
 Responding to the comfort tones
 Start cooing or making different sounds
 Rolling on tummy back and front
 Trying to crawl or shuffle on their bottom

6-12 months
 Sitting without support and crawling
 Look and try to reach for the objects
 Holding a toy or a rattle and shaking it
 Holding objects to stand
 Shaking heads for ‘no’

1-2 years
 Taking few steps to walk
 Look for things when it’s hidden or dropped
 Starts to climb and slide
 Enjoy staking objects
 Roll and throw balls
 Clapping hands and waving hands

2-3 years
 Climb, jump and running
 Kicks a ball, throw, building, making marks
Physical development 3-7years:
The second development phase will include:

3-5 years
 Jump with feet together
 Climbing with confidence
 Painting, threading beads on a lace
 Can ride a tricycle using pedals
 Catching and throwing a ball with care

5-7 years
 5-7 years Using scissors, holding pen and drawing people and other objects
 Kick with an aim
 Copy shapes and write some letters
 Sew stitches
 With practice children become more confident participating in physical activities. At the age
of 7 they can skip, write, jump from heights, climb confidently and can close/open buttons
and tie their shoe laces.

Physical development 7-12 years:

The third development phase includes:
 Enjoy playing team games with their age groups
 Run, skip, climb, jump and hit a ball skilfully
 Start to have hobbies and interest in practise areas
 Have increased body strength and coordination and a quicker reaction
 Girls and boys normally start to show early signs of puberty

Physical development 12-19 years:

This is the period between the children’s childhood and adulthood. It’s start from the age of 11 and
can last up until the age of 19 or 20. Boys usually begin adolescence later than girls, around fourteen
year’s old. Boys at this age are beginning to develop sex characteristics such as deep voice and body
hair and also experience muscle growth. Girls are almost physically mature by the age of 13. Their
body becomes more rounded, developing the curves of womanhood. Muscles and bones develop –
has more physical strength. Boys are stronger and also able to sustain physical activities for a long
time.

Communication and intellectual development 0- 3 years:

The first development phase will include:

0-3 months
 Making happy sounds when seeing familiar faces
 Responding to familiar sound or music
 Frequently crying when unhappy or uncomfortable
 Making cooing sounds

3-6 months
 Laugh to show enjoyment
 babbling
  Showing feeling by squealing with pleasure or crying
 Try to speak some easy words like mama, baba, dada
 Children’s understanding outstrips their ability to express themselves

6-12 months
 Saying few basic words
 Try to copy sounds and pointing at things
 Responding to their name
 Try to repeat spoken words
 Understanding ‘no’ or ‘yes’ words

1-2 years
 Trying to put words into a sentence
 Begin to ask lots of questions
 Joining in songs or nursery rhymes
 Can scribble or make marks on paper

2-3 years
 Communicating verbal and non-verbal
 Understanding simple instructions like give me the ball
 Beginning to ask questions what, why and how
 Confident playing role play
 Sorting shapes in right order

Communication and intellectual development 3-7 years:

The second development phase includes:

3-5 years
 Using 3 or 4 words sentence
 Following 2 step command like pick up the shoes and put it by the door
 Using some verbs and nouns in their sentence
 Begin to understand with similarity or differences
 Start to use past and present tense

5-7 years
 Vocabulary extends towards 1000-1500 words
 Grammar becomes more accurate
 Children’s questions become more complex
 Have increased memory skills such as remembering a parent’s birthday
 Using language to communicate their own ideas
 Understanding books and using pictures to understand the story
 Choose own friends
 Able to plan construction and make believe play activity
 Uses language to gain information, negotiate, discuss feeling/ideas and give opinions
 Fluent speakers that are able to make up stories

Communication and intellectual development 7-12 years:

The third development phase includes:
 Reading to themselves
 Taking interests in certain subjects
 Developing their own thoughts and preferences
 Speaking fluently and describing complicated situations

Communication and intellectual development 12-19 years:

At this development phase, the children will know about the tenses and grammar more
Communication skills get excellent but prefer to talk to friends more rather than parents. Young
people start taking responsibility for their finances, accommodation, employment and relationships.
They start planning for the future thinking about university and college. Young people often tell their
inner thoughts to their closest friends. Have fast and legible writing.

Social, emotional and behavioural development 0-3 years:

The first development phase includes:

0-3 months
 Responding to their mother’s voice
 Smiles to familiar faces while feeding
 Occasionally sucking hand to sooth themselves

3-6 months
 Can response to emotions by crying, smiling and making sounds
 Enjoying looking in the mirror
 Start to prefer likable toys
 May cry if familiar faces not around

6-12 months
 Dependant on adult for comfort when held and cuddled
 Enjoy the company with others while playing peek-a-boo
 Try to copy adult speech and lip movements
 May use a comfort object

1-2 years
 Like to please the adult or perform for audience
 Might get shy with strangers
 Want to do things by themselves
 Showing tantrums

2-3 years
 Becoming interested by playing with other children
 Demanding for adult attention and enjoy playing with own year group for a little while.
 Become frustrated when unable to make themselves understood, like showing tantrums
 Showing emotions towards an adult using words with actions
Social, emotional and behavioural development 3- 7 years:
The second development phase includes:

3-5 years
 Becoming more independent and self-motivated
 Becoming more cooperative with adults and likes to help them
 Sociable and friendly with others and taking a part in plays with children
 Trying to play with the same gender of children

5-7 years
 Developing an understanding of rules but sometimes struggles with taking turns
 Enjoying helping others
 Test boundaries but still eager to please
 Making friends and playing short games
 Can eat skilfully with spoon and fork

Social, emotional and behavioural development 7-12 years:

The third development phase includes:
 Becoming less dependent on adults for support
 Becoming more aware of own gender and like to play with same sex children
 Still love praise and encouragement
 Want to fit in with peer group rules
 Can be arrogant and bossy or shy and uncertain
 Many complaints about friendship and other children’s reactions

Social, emotional and behavioural development 12- 19 years:

The teenager becomes more self-conscious as their body shape changes. Their body will be taking on
an outer sign of adulthood but they still need support in many different ways. At this stage they do
want to spend more time with their friends rather than family but still continue with a childish
behaviour. Many teens develop very close friendships with others of their own gender.
At this stage the teenager finds that they are under pressure of growing up to their parent’s
expectations, choosing a career, sometimes they struggle how to behave in different situations. The
teenager still needs advice and guidance from adults.

1.1 An explanation of how children and young people’s development is

influenced by;
Child development is an on-going process from birth until reaching adulthood. We have to take into
consideration the fact that each child has a unique personality including their social, emotional,
intellectual, physical and language development. The different circumstances or environment to
which children are exposed during their childhood and teens will also affect their environment such
as moving to another country, moving house, family break-ups, illness and death.
A range of external factors
Motivation

Children have a curiosity to learn and discover, and a motivation to find pleasurable activities. When
they start school their internal motivation is replaced by a wish to perform well in the eyes of the
adults. If their only motivation for learning is to receive good grades and not to be embarrassed in
front of their peers, then failing a test despite their efforts in learning can lead to a loss of interest
and a regression of development. Nevertheless, if children are not forced to achieve only good
grades but allowed to find the joy in learning, their aim will be to reduce their curiosity, and a lower
grade will not necessarily mean disappointment. They will also put more effort into discovering
topics of their choice that interests them, which eventually results in cognitive and intellectual
development.

Learning Difficulties
Having learning difficulties can have an overall impact on the child’s development, including their
physical, social and cognitive skills. If a child has dyslexia, their problem with reading and writing
makes it difficult for them to process everyday learning material. It can result in a feeling of being an
outsider, especially if they even have to take extra lessons separated from the others. Dyspraxia, the
lack of coordination and space awareness can affect physical development through the defect of fine
and gross motor skills. If it is paired up with a language and perception disorder, the child may find it
hard not only to understand the lesson but to communicate with their group between sessions.

A range of personal factors:

Disability and health Illness

Schools nowadays go the extra mile in accommodating physically disabled children in mainstream
education and providing the same opportunities for learning and development for everyone. For
example a physically disabled child can have limited control of the limbs which can make it more
difficult or sometimes impossible for these children to take part in all the normal everyday activities
with their peers and has a negative effect on the development of their fine or gross motor skills. An
illness like asthma can prevent a child from running around with the others, being active and
energetic. It does not only mean a disadvantage in their physical improvement but also makes it
harder for those children to develop social bonds because the playground or the after school
activities would be the perfect place to make friends. If the child’s condition requires frequent
hospital visits and therefore they miss school, they have even less opportunities to develop their
social skills with their group in school. The missed lessons make it harder for them to learn the
required material and they may fall behind in their academic development too

Children’s background
Children and young people will come from a range of cultures, environments, circumstances and
many families will go through significant changes during the time a child is at school. Such changes
may include bereavement, family breakdown, arrival of a new sibling, moving house or moving
country. Any one of these may affect a child’s emotional and intellectual development. For example,
a child whose parents are going through a break up can find the event particularly confusing and
stressful and may become emotionally withdrawn and due to having to move/a parent leave the
home, they may lose focus at school and suffer intellectually as they find it difficult to concentrate in
their work.
Environment and Education
Poverty and deprivation are likely to have a significant effect on a child’s development. The children
that come from poor families are more likely to have less concentration in their study because they
will be thinking to fulfil their basic needs. On the other side a rich family can spoil a child’s behaviour
too. They think that they can buy anything with money.
The children who may come from different countries might have a different education. They may
come from a home schooling environment or different method of schooling. These children need
some additional support until they become settling in a new school.

1.2 An explanation of how current practice is influenced by theories of

development
A theory of development deals with change over time and is usually concerned with three things.
First, it should describe changes over time within an area or several areas of development. Second, it
should describe changes among areas of development. Third, it should explain these changes. In
studying the development of children, an observer gets a dynamic picture of learning unfolding over
time. A fresh understanding of infant cognition and of how young children from 2 to 5 years old
build on that early start also sheds new light on how to ease their transition into formal school
settings. All the theories shows that how the child develop at different stages which includes their
needs, interactions, attachments, communication skills and etc.

Maslow’s Hierarch theory:

Maslow theory is how the adults can provide and support children to move up in different levels. His
motivational theory in psychology comprises a five tier model of human needs. These five stages can
divide into deficiency needs and growth needs. It is important for every child to have these needs to
become a better person in society. These five tiers are illustrated in the diagram below:

We provide these needs in our setting in different ways:

Physiological needs:
 Free school meals are provided for children who attend classed up to Year 2. Hot/cold
food is available for all children.
 Providing snacks in the morning and afternoon. Drinking water is always available.
 Warmth through heating the building when required.
 Adequate lighting is provided to aid study and for safety.
 The buildings have doors and windows that can be opened to provide ventilation.
 Quiet areas (and book corners in classrooms) are available to help the children
concentrate and focus, but also for them to have their own quiet time.
 Appropriate clothing is available for children if required (e.g. if they have an accident,
etc.)
 There is an outside area and indoor area for play.

Safety needs:
 Having safeguarding/ first aid/ health and safety person to keep all the children safe in
the setting.
 Physically locking the doors so no stranger can come in and any child can’t go out.
 Using a password to collect children at the end of the day
 Registration at the beginning of the day and after lunch time
 Risk assessment when going out on trips/risky play
 Correct ratio of staff to children
 Safety checks/ DBS/ qualification/references for the volunteers are required

Belonging and love needs:

 Showing positive role model by using positive body language, manners and polite
gestures
 Consistency of key workers in staff and a routine to provide the child with a sense of
belonging
 Named coat pegs/ draws/ helper of the day so they can feel that they belong to the
setting
 Building relationship with children by talking to them and inviting them to the activities
 Inviting parents to events so they feel that they are part of the setting/school
 Celebrating festivals, adapting practice to meet child’s need so they don’t feel left out

Self-esteem needs:
 Encouragement and support with the child’s work if they are struggling so they don’t
feel left behind
 Recognising achievement and appreciate their work to make them feel proud of their
work
 Celebrating Equality and diversity
  Rewarding and praising their good work and encouraging them to take credit for their
good work

Self actualisation:
 When we meet all the top needs then child can achieve their ambitions
 They achieve full potential/ creative
 Spontaneous in thoughts and actions
 They can become better person in the society

Jean Piaget theory:

Swiss biologist and psychologist Piaget recognised that every experience and interaction has its own
impact on child development. He studied his own theory of cognitive development. He thought that
children learn through their senses. He researched extensively by watching children play at different
ages with different objects. Piaget defined different stages of development that mapped to the age
of the children, these are listed below:

Sensorimotor stage, 0-2 years:

 Imitation, memory and thought begin to be utilised.
 Piaget thinks that a child knows their world through senses and their actions. They try to
touch any object and explore them. Through physical interaction with their environment, a
child builds a set of concepts about reality and how it works.

Preoperational stage 2-7 years:

 Language development and recognising symbolic form.
 The child is not yet able to conceptualise abstractly and needs concrete physical situations.
They still see the world through others perspective.

Concrete operations ages 7-11:

 As physical experience accumulates, the child starts to conceptualise, creating logical
structures that explain their physical experiences.
 Abstract problem solving is also possible at this stage. For example, arithmetic equations can
be solved with numbers, not just with objects.

Formal operations beginning at ages 11-15:

 By this point, the child’s cognitive structures are like those of an adult and include
conceptual reasoning. They start to think about wider politics, making debates and having
arguments.

Applying Piaget theory in the setting:

1. Use correct props and visual aids whenever possible
2. Make instructions relatively short, using actions as well as words.
3. Do not expect the children to consistently see the world from someone else’s point of view.
4. Be sensitive to the possibility that children may have different meanings for the same word
or different words for the same meaning. Students may also expect everyone to understand
words they have invented.
5. Give children a great deal of hands-on practice with the skills that serve as building blocks
for more complex skills like reading comprehension.
6. Provide a wide range of experiences in order to build a foundation for concept learning and
language.
 7. The child needs to have experience with different material activities to develop their skills.
8. Having observation what children are saying and doing, it is important to understand from
the child’s point of view.
9. Having open ended activities, having longer time of period activity for them to explore more.

Albert Bandura theory:

Albert Bandura proposed one of the most influential theories of learning and development called
the social learning theory. Bandura stated that most human behaviour is learned observationally
through modelling. He believes that children learn by observational learning. Children are very
much like sponges, soaking up the experiences they have each and every day. Children learn about
social behaviour by imitating people.
Bandura did an experiment where he filmed an aggressive woman hitting a large doll known as a
bobo doll. The film was shown to a group of children who were then given the opportunity to play in
a room which contained a bobo doll. The children began to hit the bobo doll as they had observed it
had been hit in the film. They were showing the same aggressive behaviour they had seen in the
film. A second group of children who had not seen the video entered the room with a bobo doll.
However, this group were showing a caring nature towards the doll. This experiment showed that
children adapt what they see and hear into their surroundings.
From his research Bandura formulated four principles of social learning:
1. Attention:
We cannot learn if we are not focused on the task. If we see something as being novel or
different in some way, we are more likely to make it the focus of their attention. Social contexts
help to reinforce these perceptions.

2. Retention:
We learn by internalizing information in our memories. We recall that information later when
we are required to respond to a situation that is similar the situation within which we first
learned the information.

3. Reproduction:
We reproduce previously learned information (behavior, skills, knowledge) when required.
However, practice through mental and physical rehearsal often improves our responses.

4. Motivation:
We need to be motivated to do anything. Often that motivation originates from our observation
of someone else being rewarded or punished for something they have done or said. This usually
motivates us later to do, or avoid doing, the same thing.

Putting Bandura’s theory in practice:

 Using positive attitude in the setting all the time.
 Giving opportunity to solve their conflicts
 Giving freedom and opportunity to mix with other children and adults.
 Children should observe closely
 Be a positive role model towards the children
 Teaching social skills- attitude towards the others, personal hygiene and good manners
 If child behave inappropriately they may be motivated to change their behaviour
 Giving rewards for good behaviour
 Motivate children by internal reinforcement such as pride and satisfaction.
B. F. Skinner’s theory:
Skinners theory is based on the idea that learning is a function of change in any behaviour by
experimenting with rats and pigeons. Skinner introduced a new term into the Law of Effect -
Reinforcement. Behavior which is reinforced tends to be repeated like positive behaviour. Behavior
which is not reinforced tends to die out-or be extinguished is negative behaviour. Skinner (1948)
studied operant conditioning by conducting experiments using animals which he placed in a 'Skinner
Box' which was similar to Thorndike’s puzzle box. Skinner (1938) coined the term operant
conditioning; it means roughly changing of behavior by the use of reinforcement which is given after
the desired response. Changes in behaviour are the result of an individual's response to events that
occur in the environment. Reinforcement is the key to Skinners theory. A reinforce is anything that
strengthens the desired response.

Positive Reinforcement: Skinner showed how positive reinforcement worked by placing a hungry rat
in his Skinner box. The box contained a lever on the side, and as the rat moved about the box, it
would accidentally knock the lever. Immediately after doing so a food pellet would drop into a
container next to the lever. The rats quickly learned to go straight to the lever after a few times of
being put in the box. The consequence of receiving food if they pressed the lever ensured that they
would repeat the action again and again. Behaviour that rewarded is likely to be repeated for
example if you give £2 to a child for their homework they will be more likely to repeat and want to
do their homework again.

Negative Reinforcement: The removal of an unpleasant reinforce can also strengthen behavior. This
is known as negative reinforcement because it is the removal of an adverse stimulus which is
‘rewarding’ to the animal or person. Negative reinforcement strengthens behavior because it stops
or removes an unpleasant experience. In negative reinforcement the child will have to pay the
teacher £2 if they have not completed their homework.

Punishment: Punishment is defined as the opposite of reinforcement since it is designed to weaken

or eliminate a response rather than increase it. It is an aversive event that decreases the behavior
that it follows. Like reinforcement, punishment can work either by directly applying an unpleasant
stimulus like deducting someone’s pocket money to punish undesirable behavior.

Putting skinner’s theory in practice:

 Using positive reinforcement by smiling, praise and stickers.
 It brings out the positive behaviour out from the children
 Punishment is not that effective as positive reinforcement but can be used as last resort
 Thinking time or time out as a negative reinforcement
 Making children proud in their own work by praise

Watson theory:
John B. Watson was an inventive figure in the development of the psychological school of
behaviorism. We learn how the discipline of behaviorism started and how it has profoundly changed
the way we live our lives in the modern era. This theory focuses purely on who we are. Two
important types of learning that emerged from this approach to development are that classical
conditioning and operant conditioning. Classical conditioning involves learning by pairing a naturally
occurring stimulus with a previously neutral stimulus. Operant conditioning utilises reinforcement
and punishment to modify behaviours.

In his most famous and controversial experiment is the 'Little Albert' experiment. It involved an 11-
month-old boy who was allowed to play with various animals, such as rats and rabbits that he was
not initially afraid of. But with repeated exposure, Watson and his assistant began pairing the animal
contact with a loud clanging noise. When he touched an animal, the frightening noise sounded. Over
time, they conditioned 'Little Albert' to be afraid of the animals. Watson believed that this proved
that emotions could become conditioned responses.
He believed strongly that a child's environment is the factor that shapes behaviours over their
genetic makeup or natural temperament. Watson is famous for saying that he could take a 'dozen
healthy infants... and train any one of them to become any type of specialist. In other words, he
believed that you can expose a child to certain environmental forces over time, and condition that
child to become any type of person you want. This was radical thinking and a type of behavioural
control that many people were not comfortable with at that time.

Freud theory:
Freud was a highly original thinker and, without doubt, one of the greatest thinkers of the 19th
century. He developed a highly controversial theory, indeed theories, about personality
development, mental health and illness. Psychoanalysis is often known as the talking cure. Typically
Freud would encourage his patients to talk freely regarding their symptoms and to describe exactly
what was on their mind.
Sigmund Freud‘s psychoanalytic theory of personality argues that human behavior is the result of
the interactions among three component parts of the mind: the id, ego and superego.

The id:
The id, the most primitive of the three structures, is concerned with instant gratification of basic
physical needs and urges. It operates entirely unconsciously (outside of conscious thought). For
example, if your id walked past a stranger eating ice cream, it would most likely take the ice cream
for itself. It doesn’t know, or care, that it is rude to take something belonging to someone else; it
would care only that you wanted the ice cream.

The superego:
The superego is concerned with social rules and morals—similar to what many people call their
conscience or their moral compass. It develops as a child learns what their culture considers right
and wrong. If your superego walked past the same stranger, it would not take their ice cream
because it would know that that would be rude. However, if both your id and your superego were
involved, and your id was strong enough to override your superego’s concern, you would still take
the ice cream, but afterward you would most likely feel guilt and shame over your actions.

The ego:
In contrast to the instinctual id and the moral superego, the ego is the rational, pragmatic part of our
personality. It is less primitive than the id and is partly conscious and partly unconscious. It’s what
Freud considered to be the self, and its job is to balance the demands of the id and superego in the
practical context of reality. So, if you walked past the stranger with ice cream one more time, your
ego would mediate the conflict between your id (“I want that ice cream right now”) and superego
(“It’s wrong to take someone else’s ice cream”) and decide to go buy your own ice cream. While this
may mean you have to wait 10 more minutes, which would frustrate your id, your ego decides to
make that sacrifice as part of the compromise– satisfying your desire for ice cream while also
avoiding an unpleasant social situation and potential feelings of shame.

Framework to support development

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There are many different theories of
development that help us to understand children’s behaviour, reactions and ways of learning.
All equally important as they influence practice. These theories help to understand child’s
behaviour, thoughts and the way they learn. To begin with there is Piaget’s constructivist
theories which look at the way in which children seem to be able to make sense of their world
as a result of their experiences and how they are active learners. He also suggested that as
children develop so does their thinking. Different theories and ways of working with children
have come together to provide framework for children care such as early year foundation stage
which is used all the child care setting. It is important to understanding of child development
because it allows us to fully appreciate the cognitive, emotional, physical, social, and
educational growth that children go through from birth and into early adulthood. Children were
often viewed simply as small versions of adults and little attention was paid to the many
advances in cognitive abilities, language usage, and physical growth that occur during childhood
and adolescence.