Presentation on theme: "Unit TDA 2.1 Child and young person development (Part 1)"— Presentation transcript:
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 childand young person developmentUnderstand the kinds of influences that affect developmentUnderstand the potential effects of transitions on children and young people.There is no such thingas the average child.Each child is unique.
3 Learning OutcomesAll will know the main stages of child and young person developmentMost will understand and be able to describe young person’s physical, communication, social and emotional developmentSome will know how different aspects of development can affect one anothers
4 Connector What do these mean? Physical development Intellectual and mental developmentSocial and emotional developmentCommunication and language development
5 Big PictureLearn about the main stages of child and young person developmentEveryone will understand how every human develops with regards to PIESActivities and presentationsPrepare for assignment 1
6 Development of the whole child PhysicaldevelopmentIntellectualdevelopmentLanguage andcommunicationEmotionaldevelopmentSocialdevelopmentand behaviourSpiritualdevelopment
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? PILESo Physicalo Intellectualo Languageo Emotionalo 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 VideoclipWatch video clip and answer questions on your worksheet!
11 The pattern of physical development A child’s physical development follows a pattern:standing before walkingwalking before skipping or hoppingphysical control and coordination begins with the child’s head and works down the bodygross motor skills to fine motor skillsgeneral responses to specific ones.simple complexfrom head toefrom inner outerfrom general specific
12 Physical DevelopmentThe 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:walkingrunningclimbingFine motor skillsGrossmanipulativeskills(single limbmovements)e.g.:throwingcatchingFinemanipulativeskills(use of hands)e.g.:paintingdrawingusing a knife andforkwritingtying shoe lacesACTIVITY 1Research the physical development of 0-3 years old. Use the timeline provided to show your findings.
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 yourpartner….
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 mindRecognising, reasoning, knowing and understandingWhat a personknows andunderstandsImagination,creativityMemory,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 ofexamples?What is this?
20 Communication and language Language developmentis the development ofcommunication skills.Learning how tocommunicate begins withnon-verbal communication, for example:body languagelisteningmaking soundscopying sounds.
21 Communication and intellectual development Language development is closely linked with cognitive development.Cognitive development is the development of the mind.ACTIVITY 2In 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 developmentisthe development offeelingstowardsotherpeopleaboutoneselfself-esteemandself-conceptBehaviouristhe way we act, speak and treat other people and the environment
23 Emotional, social and behavioural development (2) Social skillsarethe skills needed in order to ‘fit in’and to get on well with othersSocial developmentisthe growth ofrelationships withother peopleACTIVITY 3In 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.EXPLORINGPRACTISINGPRETENDINGSOCIAL LEARNINGWhat do you think this may mean?
25 EXPLORINGAn object or situation-finding out how something works or what happens if you touch or drop something.
26 PRACTISINGAN ACTIVITY OR SKILL-LEARNING TO COORDINATE MUSCLES AND ACTIONS.
27 PRETENDINGChildren 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 othersSocial developmentisthe growth ofrelationships withother peopleIn preparation for Task 1, research the emotional, social and behavioural development of year old. Try to show your findings as a timeline.
29 SOCIAL DEVELOPMENTBy 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 distressBy 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? RESEARCHand DISCUSS in groups to present back to class. Use worksheets as templatePhysical Development (Gross motor skills and fine motor skills)Communication and LanguageIntellectual developmentEmotional and social development
31 ACTIVITY 5 What can these children do? GROUP 1: 9–12 months 2 months–2 yearsGROUP 2: from 2 yearsfrom 3 yearsGROUP 3: from 4 yearsfrom 5–8 yearsGROUP 4: from 8–12 yearsfrom 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 agesCome 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 PILESstands for?