Unit Cyp 3.1 Understand Child And Young Person Development

Unit Cyp 3.1 Understand Child and Young Person Development
Unit CYP 3.1: Understand Child and Young Person Development
LO1: 1.1
|0 – 6 months | Expected pattern of child development |
|Physical |At birth babies lie on their backs with the head to one side by 6months a baby can roll
from lying on their back to their stomach. |
| |At birth babies usually hold their hands tightly closed, they may open spontaneously when feeding
or when the back of the hand is stroked by 6 months they can reach and |
| ... Show more content on Helpwriting.net ...
|
| |They are likely to have fluctuating moods and start to resist when not happy to do something. |
| |May soothe him / herself with a familiar toy or thumb sucking. |
| |Emotional expressions are increased to include fear and sadness. |
|12 to 24 months | Expected pattern of child development | |
|Physical |At 24months children can now run safely avoiding obstacles and are very mobile, this has
developed from the unsteady first tentative steps taken at around 12 months. | |
| |The children have developed the ability to pick up tiny objects using a fine pincer grasp rather than
the small objects at 12months. | |
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Understand Child and Young Person Essay
Unit 10 Understand the expected pattern of development for children and young people from birth –
19 years.
1.1 Physical Development, Communication and Intellectual development. Social, emotional and
behavioural development.
All babies, children and young people follow the same pattern when it comes to development but
each person is unique. Every day they will grow, develop and learn at there own pace but following
a similar basic pattern in their sequence of development.
A child's development can be measured through social, emotional, intellectual, physical and
language developmental milestones. This is the Holistic Process when dealing with every aspect of
the child and their environment.
1.2 The best way in which to describe ... Show more content on Helpwriting.net ...
Controls feet, legs and arms. Responds to own name. Is mobile and may be able to crawl, bum
shuffle or even walk (dependent on child) Hold and Throws objects Will respond to simple
instructions and may follow them. Is unintentionally aggressive to other children due to their
egocentric behaviour. For example, all toys belong to them. May say first real word Develops gross
motor skills; walking, running, climbing.
1–2 Years Will enjoy lights, sounds ,music and colours. Will sing and copy actions to rhymes. Is
very mobile and will walk unaided. Develops their gross motor skills and enjoys to walk, run and
climb. Can climb the stairs unaided and come down them with help. Will try to feed themselves and
hold their own cup. Repeats words and may try to put them together to form a sentence. By 2 years
will have a vocabulary of approximately 200 words. Has emotional outbursts and will want to get
their own way. Will not like been told no. Has longer concentration when playing. Will put together
puzzles and start to play with others happily although will still want all toys to be theirs. Becomes
more independent and will want to dress themselves and undress themselves. (this is more towards
the 18+ month stage) May be able to use the potty but have difficulty staying dry. Will have a full
set of teeth
2–3 Years

Understand Child Development and Young Person Development...
CACHE Level 3 Diploma for the Children and Young People's Workforce (QCF) Unit Ref:
L/601/1693 CYP Core 3.1: Understand Child Development and Young Person Development
Rosanna King Learning Outcome 1: Understand the expected pattern of development for children
and young people from birth – 19 years. Assessment Criteria 1.1: Explain the sequence and rate of
each aspect of development from birth – 19 years. Answer to 1.1: Below I have explained the
sequence and rate of each development from birth – 19 years old in great detail. 0–2 Years –
Physical Development: * The baby lies supine (1 month old) * The baby turns its head towards light
and stares at bright and shiny objects (1 month old) * The baby can lift the ... Show more content on
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(6–9 months old) * The baby enjoys songs and action rhymes (9–12 months old) * The baby still
likes to be near a familiar adult as appose to strangers (9–12 months old) * The child begins to have
a longer memory (1–2 years old) * The child expresses their needs using words and gestures (1–2
years old) 0–2 Years – Moral: * Show joy by smiling, cooing and laughing when fed comfortable or
safe. * No understanding of right or wrong starts to understand the word no. * Sensitive to adult
approval and disapproval, despite tantrums and bursts of anger. 2–4 Years – Physical Development:
* The child is very mobile and can run safely (2 years old) * The child can draw circles, lines and
dots, using preferred hand (2 years old) * The child can jump from a low step (3 years old) * The
child can build tall towers of bricks or blocks (3 years old) * The child has good spatial awareness (3
years old) 2–4 Years – Communication Development * Children are rapidly becoming competent
speakers of the language they experience (2 years old) * The child can follow a simple instruction
for example; "Could you bring me the spoon?" ( 2 years old) * The child wants to share songs,
dance and have conversations (2 years old) * The child might say "two times" instead of 'twice' and
might say

Cyp 3.2 Promote Young Person and Child Development Essay
CYP 3.2 Promote Young Person and Child Development Be able to assess the development needs of
children and young people and prepare a development plan What are the most relevant factors to be
aware of when assessing a child or young person's development? All children and young people are
different and have different needs. Similarly, a family's ability to respond to and meet all their needs
may also differ. In some circumstances, professional assessment may be required to identify
strengths and needs, to ensure that all children, young people and their families receive appropriate
support. Assessment may take place in a wide range of situations and for a variety of purposes, for
example: · A teacher's assessment of a child's ... Show more content on Helpwriting.net ...
Emotional and Social Development The emotional and social response the infant, child or young
person gives to parents, carers and others outside the family. Also includes consideration of: * the
importance of being special to someone, being able to express feelings, developing healthy
dependence, developing healthy independence; * nature and quality of early attachments; * self–
harm or risk of self–harm; * phobias or psychological difficulties; fears or psychological difficulties
such as persistent sadness or tearfulness; * temperament, coping and adjusting abilities for example,
after experiencing domestic violence, bereavement or family relationship breakdown; * disposition,
attitudes and motivation to change. Behavioural Development The behaviour of the child or young
person and whether behaviour occurs in a particular setting or all settings. Also includes
consideration of: * lifestyle and self–control (including participation in reckless activity and need
for excitement); * behaviour in class or other environments where the child or young person comes
into contact with their peers; * whether undiagnosed conditions may be

Child Rearing Young Children
Goldenberg suggested that the phase you are currently engaged in is the family with young children.
It is exciting to welcome little ones into the family system. It is also a period of major adjustment for
a family to accept young children. The family unit must expand their way of thinking and in your
case having two young children (Goldenberg & Goldenberg, 2013). It is also a period of the family
unit being involved in rearing young children. In your case you have to adjust to your spouse being
deployed. It adds an extra layer of stress especially when you do not have great resource of family
around to help raise two young children while your spouse is deployed for a period of 6 to 11
months. During my time in the military I was deployed ... Show more content on Helpwriting.net ...
This cause days of stress changing diapers and asking when Dad is coming home making some days
seem very long. Fortunately, your husband returned home for the birth of your son which was a
blessing in itself.
Finally, the children are developing personality. Personality is framed from both what is nurtured
and who the child is naturally. There are days when the children may be stubborn and managing
daily task proves to be difficult. As you have learned during your stage of leaving home as a young
adult life is full of opportunity and personal growth. Your children can experience your youthfulness
and energy making some fun filled moments. Transitioning into marriage and then married with
children alone and then reunited after deployment is an undertaking.
The text stated that one of the difficulties you have to consider is continuity and change (Goldenberg
& Goldenberg, 2013). You have to work extremely hard to provide continuity in the midst of
change. You have to carry out daily task continually without the support of your spouse can be
stressful. The fact that you and your husband discussed future planning with so much uncertainty
speaks to your marriage inner strength and determination to follow your family

Cyp Core 3.2 – Promote Child and Young Person Development...
CYP Core 3.2 – Promote child and young person development 1.1 Explain the factors that need to
be taken into account when assessing development Confidentiality and when, for the safety of the
child or young person confidentiality must be breached. Children's wishes and feelings Ethnic,
linguistic and cultural background Disability or specific requirements (Additional needs) Reliability
of information Avoiding bias When assessing a child you must be careful to take into account
confidentiality before carrying out an observation you must have parents and the settings permission
and not to leave confidential material lying around they must be secured in a locked cabinet. Only
talk to authorized personal about ... Show more content on Helpwriting.net ...
Video, photography, audio CAF and the pre–caf are also assessment methods for identifying &
meeting invididual needs where your service provision works in partnership with outside agencies.
In my setting I have chosen to intially fill out a tick sheet questionnaire in order to gage starting
points to where each mindee is at in regards to their development stage. I then carry around post it
notes and a pen with me in order to note down my observations, as well as taking photos with my
camera. Once or twice a month i also use pre written observation sheets to write down longer
observations. In the mindees daily dailys I also write mini observations in there. 2.1 Explain how
development is holistic and interconnected (part covered) Development is holistic means that each
area is dependant on the other to ensure the child develops to their full potential. Although
development is described as different areas: physical, social, emotional, language and intellectual,
each area needs to connect in order for the child to develop. So for instance a child might be highly
intellectual and then be unable to butter bread. This isn't because the child is incapable of buttering
bread, it just has not had the chance to practice the physical skill. Another example is a chid needs to
wear glasses for school (physical) and other kids start bullying him, this can mean his self esteem

Understand Child & Young Person Development
Assignment Overview Introduction This assignment is intended to provide evidence of a candidate's
knowledge and understanding of children and young people's development birth to 19 years. By
completing all tasks within the assignment, the candidate will provide evidence that meets the
Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person
Development. Tasks There are five tasks to this assignment. A Complete tables; Questions B
Complete table; Report C Report D Report E Complete table Assignment coverage |Task |Task name
|Learning outcomes covered | |A |A Complete tables; Questions | Understand ... Show more content
on Helpwriting.net ...
| |3 – 6 months |Physical development of a 3–6 month old baby will start to develop they may start to
have more control over | | |their head and may start to lift and turn their head. | |6 – 9 months |At 6
months babies may be able to balance on the front of their bodies, sit–up and move slightly more | |
|effectivly. They may be able to reach for toys and start to play with them. | |9 – 12 months |By 9
months babies physical developmnt is very noticable, many babies will find a way of becoming
mobile, they | | |will be able to sit–up and most babies will be crawling. Also many babies will be
able to feed themselves by | | |using their fingers. | |1 – 2 years |At 1 children may be able to stand up
using the help of furniture to pull tehmselves up and may even gain | | |balance and take some steps
whilst holding onto a object. Babies will be able to feed

Tda 2.1 Child & Young Person Development Essay
Kirsty Andrews
| | |
|TDA 2.1 |CHILD AND YOUNG PERSON DEVELOPMENT |
CACHE Level 2 Supporting Teaching and Learning in Schools –
Work book 1
Contents
Learning Outcome 1.1 ...................................................... 3.7
Learning Outcome 1.2 ...................................................... 8
Learning Outcome 3.1...................................................... 11 ... Show more content on
Helpwriting.net ...
o say no when you ask them to do things |Understand & uses phrases 'me' & 'you'
Knows own first & last name
Speaks in full sentences
Can tell a complete story
Talks of self and others |Interested in people outside the family
Positive attachment to mother |Enjoys interactive games
Takes turns when playing
Strong friendship with another child | |

Age |Physical |Intellectual |Behavioural |Language |Emotional |Social | |4–5
years
|Can dress & undress themselves
Can brush own teeth
Running at speed
Learning to swing themselves on a swing
Can use the toilet by themselves |Enjoys matching items games
Recognises & identifies bigger, biggest, smaller, smallest
Understands the order of numbers
Identifies & names different colours |Can still demonstrate stubbornness, aggression, kicking, biting
and blaming others when they are naughty, especially older siblings |Tells stories of experiences
Plays with words in silly rhymes
Uses new & familiar words
Talks about imaginary situations |Enjoys jokes
Enjoys silly games
Loves to show off
Fear of dark continues
May compete with parent of same sex for attention of other parent
Needs support & reassurance from parent |Often shows sensitivity to others
Shows a sense of humour
Likes to be independent
Affectionate towards others
Plays with other children
Shows concern for

Understand Child and Young Person Development
Promote child and young person's development Unit 4222–344 1) Explain the importance of a
person centred and inclusive approach and give examples of how important this is implemented in
your work ( L.O2.3) A person centred approach should involve supporting a young person and focus
on their needs and interests rather than what the worker perceives as important. All activities should
be available to everyone, and particular activities are targeted at specific children, you must also
consider how an activity can be personalized so that the area of development that needs work can be
integrated. It is believed that a person cantered approach will empower the young people to be in
control of their lives. It supports everyone ... Show more content on Helpwriting.net ...
This can be done through reflective practice As a worker when you use the technique of reflective
practice you have the opportunity to learn from your experience through practice, What I did
(commentary) Why I did (Analysis) How I did it and the outcome (self evaluation) My learning
(reflection) Using this technique we can grow as workers and reflect on our job and role, it is a
continuing learning process, within your post, using written reflection this will help us examine our
method more intensely and discover why we made a decision and evaluate did it have the best
outcome and if not how could a change the method to come up with a better outcome for the young
person. 4) Discuss how institutions, agencies and services can affect children and young people's
development? (L.O.4.2) A multi agency approach can improve the development of the young
person; they will work in many ways to achieve an overall positive outcome for the young person.
Below are some agencies that work in this way with young people: Behavioural support service this
team includes specialised teachers, teachers assistants and they will work in partnership with other
professionals including educational psychologists, E.W.O.'s , and counsellors. This service supports
schools to help them promote positive behaviour, and supply support to

Understanding Child and Young Person's Development
Unit 3 Understand Child and Young Person's Development
All children are unique and a lot of their developmental milestones happen naturally as they get
older, however some can be affected by different life factors, such as health, environment and
background and more specific skills can be learnt and encouraged. There is an expected pattern of
development but all children are individual and therefore the rate will vary.
There are four categories of development:
Physical Development (Birth – 1 year) – The development of control over one's own body in both
gross and fine motor skills is the infant's primary physical task, culminating toward the end of the
first year in walking.
(1–2 years) – The infant perfects the gross ... Show more content on Helpwriting.net ...
(6–11 years) – The child is industrious, purposeful, and goal directed in their activities. They are
confident and self–directed.
The child is developing a better sense of themselves as an individual, with likes and dislikes and
special areas of skill.
The child evaluates their worth by their ability to perform. Self–esteem is largely derived from one's
perceived abilities.
(12–19 years) – The early adolescent is strongly identified with the peer group. They depend upon
their peers for emotional stability and support and to help mould their emerging identity. Self–
esteem is greatly affected by acceptance of peers.
Adolescents will suffer frequent mood swings. They are very vulnerable to emotional stress.
Factors that affect development:
Diet
A child's diet makes a difference to growth and well–being. A good diet makes a difference to a
child's ability to concentrate and therefore to learn.
Sleep
Sleep is important to a child's development. It is vital for cognitive function and growth to take
place. Tiredness will affect a child's relationships with other as they will be unable to control their
emotions and behaviour.

Stimulation
Stimulation is vital in all age groups in order for their brain to develop and to create opportunities to
physically use their body. Children will achieve these by playing, trying new tastes, meeting others
and learning new skills.
Environment
The environment in which a child grows up can

Report to Explain How to Respond to Evidence or Concerns...
Assignment 333 Understanding How to Safeguard the Well–being of Children and Young People
Task E
Produce a report explaining how to respond to evidence or concerns that a child or young person has
been bullied.
One of the major concerns for people working within children's services is the increase in cases of
children affected by bullies. Bullying can take any of the forms listed below:
Verbal Bullying: A child becomes a victim of bullying if they, or their loved ones, are subjected to
'name calling'. Threats, of any kind, are also a form of verbal bullying. Physical Bullying: It is a
criminal offence to hurt someone by touching them in a violent manner. Anything that hurts you by
touching you is classed as ... Show more content on Helpwriting.net ...
The policies can be separate or combined in on Health and Safety policy but must include sections
on the issues of safeguarding and protecting and the procedures for reporting, bullying and cyber
bullying and E–safety.
Guidelines
The Department for Education provides guidance for local authorities they use this guidance to
develop their own policy and procedures which must be followed.
Working Together to Safeguard Children
This is guidance which sets out the duties of organisations and how they must work together to
safeguard children and young people.
What to do if you're worried that a child is being abused
This is guidance to help those working with children safeguard and promote their welfare.
Case Study
As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the
purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not
being particularly academically gifted, always participated with class discussions and activities
enthusiastically.

Half way through the academic year Jane's behaviour and personality seemed to alter drastically.
She became withdrawn and moody and generally seemed genuinely unhappy. Her attendance, which
had been excellent, had also been affected. One day whilst Jane was helping me wash fruit for
morning snack she began to cry. She opened up to me and admitted that two

Do Child Beauty Pageants Degrade Young Girls?
Worth the Price? Do child beauty pageants degrade young girls? Should developing children be
allowed to enter beauty pageants? Beauty pageants are a form of child abuse. The pageants are
mainly judging one's appearance. Therefore, it will brainwash the children's immature minds with
unrealistic expectations and unhealthy values. In fact, the pageants may lead to misunderstandings
about the young contestants' self–worth. Thus, beauty pageants will have a negative impact on
young participants' overall well–being, and his or her future life. The first recorded beauty pageant
in the United States took place in Rehoboth Beach, Delaware, in 1880. Contestants had to be under
25 years old, weigh less than 130 pounds, at least 5 feet 4 inches ... Show more content on
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There are many different definitions of it depending on different beliefs and countries. However, it
commonly agreed that child abuse is the mental or physical injury, or exploitation of children under
the age of 18 by his or her caretaker (ProQuest Staff). Therefore, the beauty pageants' horrendous
effects are sufficient enough to be considered a form of child abuse. Parents who force their children
to take part in pageants, or other activities can be considered emotionally and even physically
abusive. Young beauty pageant participants miss out on playing, which is an important part of
childhood development and also an excellent opportunity to learn skills for adulthood. Additionally,
the young developing beauty pageant participants are often given caffeinated beverages and Pixy
Stix candy from their parents or guardians to keep their energy level high. Moreover, there would
often be five–year–olds begging to not have her eyebrows ripped out while other girls are reportedly
injected with Botox to smooth

Tda 2.1 Child and Young People Development
Learning outcome no. 1.1 Describe the expected pattern of children and young people's
development from birth to 19 years to include : a. physical development b. communication and
intellectual development c. social, emotional and behavioural development | | |Communication and
intellectual development |Social, emotional and behavioural development| |Age |Physical
development | | | |0–3 years |When they are first born, the movements are |In the first year,
communication is limited to |In the first year the baby ... Show more content on Helpwriting.net ...
|writing. |this stage they will need the chance to have | | | | |more independence, but they still need
adult | | | | |approval. | |12–16 years |Young people will be growing stronger, the |The children are
now fully developed |Most teenagers want to spend time with their | | |boys starting puberty and
many girls |linguistically. The rest of his life will now |friends socializing with their group and | |
|completed the process. |be spent refining his skills. |having that sense of belonging. It is a | | | |
|period when they want to be independent of | | | | |adults, their communication can be | | | |
|aggressive, their behaviour can change. | |16–19 years |Young people are adults, they are going to
|Young people will be thinking about their |Young

Health And Social Care Level 3 Unit 10 Understand Child...
Unit 10: Understand Child and Young Person Development
There are a range of factors which affect a child's development. Each area of development will be
affected by their background and health. It is therefore important to be aware of these to know how
much encouragement and support each pupil may need to allow them to develop as far as possible.
The personal factors which may affect a child's development are poor health or physical
impairments which can have a large impact on a child's development. The most obvious
consequence of this would be the effect on physical development but it may influence the child's
social and emotional development. Being unable to join in certain activities could make a child
stand out or go unnoticed by other children and so as adults it is vital that we recognise these
differences and ... Show more content on Helpwriting.net ...
This may be through encouragement and support or by altering an activity to make it accessible to
all children. I have just finished a year working with a child who was born with a heart condition.
This affected the child's growth and he was much smaller than the rest of the class. However, he was
very emotionally mature and open about his condition and the rest of the class were very accepting
of anyone who was different so this didn't cause many problems. There are also learning difficulties
which may affect a child's development. Children with such difficulties should be supported and
encouraged to develop in all areas as best as they can. This past year I was a one–to–one for a girl
who had learning difficulties. We worked together often and I was aware of what she could do
without support and what she needed me for. She was very good at asking for help when she needed
it but also liked to maintain her independence. This was important as it allowed her social
interactions with her peers in a setting without me present. She was very good at

Child Hunger As A Rhetoric Of Advocacy For Young Children
Advocacy
There are many different topics of advocacy one could focus on. While researching different topics,
I looked into activities and other information regarding advocacy ideas. I felt most compelled
reading about child hunger and poverty statistics. This information was almost overwhelming and I
felt as if I needed to know more in order to advocate for those who need it or for those who do not
know about this topic. With this, I was hoping inform others of the topic such as parents and family
members. I was also looking to help the young children in my room learn about this topic,
appropriately.
Being an advocate, I was looking to spread the word on child hunger and "feed the fight" against
child hunger. I wanted to explain the facts, ... Show more content on Helpwriting.net ...
I am confident in my ability to work professionally and with others in order to advocate for a
specific cause. I was able to communicate with parents, families, children, and other professionals in
my field. I became more involved with my professional career as well. I will be working with the
food drive in the future. I also feel confident in my ability to express topics and communicate with
parents as a way of advocating on a professional level as well. Professionals in Early Childhood
education can advocate for a variety of topics from child hunger, poverty to developmental domains
and school activities. There are many different ways to get involved with Early Childhood
Education. This project has changed my views on my personal advocacy ability. After completing
this project, I feel as though I have new interest and abilities in advocating for those in need, more
importantly in the Early Childhood Education field. I am excited to see what the future holds in
regards to my own advocacy in Early Childhood

Child Beauty Pageants Are Harmful For Young Girls
Child beauty pageants have existed for many years, and at first they were considered innocent dress
up games. It was not until the T.V. show Toddlers and Tiaras aired that the industry received national
attention. The multibillion dollar industry depicted two year olds with wigs, spray tans, waxed
eyebrows, and inappropriate attires catering to the audience that craves young faces in the
entertainment business. These type of competitions can have negative impacts on a child's life. Child
beauty pageants are harmful for young girls because they can be subject to exploitation and promote
unhealthy ideals, damaging their self–esteem. Child beauty pageants are not a new phenomenon.
Michelle Healy, a health and wellness reporter for USA Today, traced back the competition's roots to
find that they have "been around since 1880" (n.p.). Child beauty pageants are competitions that are
primarily based on the physical attributes of the contestants. In the beginning, only older participants
were eligible to participate. Now they extended the age requirements and toddlers, only a few
months old, are able to participate. This has not only increased the competition, but also made
parents more eager to start training their kids at an even earlier age. Recently, they have included
more categories such as special talents, community service, costume and dance. First of all, child
beauty pageants can be harmful to children because they can be subject to exploitation. Martina M.
Cartwright, a

Cyp 3.6 Working Together for the Benefit of Child and...
CYP Core 3.6 Working together for the benefit of children and young people 1.1 Explain the
importance of multi–agency working and integrated working.
As a childcare practitioner it is important that I am able to recognise when a child in their early
years may have a range of learning needs. To be able to understand the way I need to work with
others to ensure that the learning plan that is in place for this child has a positive impact on their
health, development and learning. To ensure I am offering an inclusive practice where the child is
supported and feels valued and is helping them towards achieving the Five Outcomes of The Every
Child Matters Framework.
Different professionals working together will help to improve the ... Show more content on
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The functions of external agencies are to support and ensure that young children and their families
get the support needed so that children can get the best possible start in life.
As a childminder my services interacts regularly with Children centres who offer classes such as
toddler groups which assist a child in their early years with their development through play, songs
and story times. They also offer training and support to children and their families such as finding
employment, childcare and breast feeding.
Childminding network groups which offer support and guidance to childminders within the Early
Years Foundation Stage with support around the planning of activities for the children we care for.
My Local authority children services, which runs childcare and early years training courses for
childcare providers with specialised workshops such as supporting children with Autism or
behavioural problems.
My local authority safeguarding children's board supplys me with all the information I need to keep
up to date with on how to safeguard and promote the welfare of our children and young people.
National childminding association offer me training and the support I need within my setting. Health
care professionals such as health visitors who offer support and guidance for children and their
families. * I have asked a health visitor to visit a family for a child I had recently began to care for
in the past as the

Assignment – Unit 1: Child and Young Person Development
Assignment – Unit 1: Child and young person development
Task A – Complete tables
Complete the following four tables showing the different stages of development against the different
ages and identify how development is holistic by showing links to other developmental aspects.
1. Physical development 2. Intellectual development 3. Communication development 4. Social,
emotional and behavioural development
(Ref 1.1, 1.2)
Theorists in Child development:–
Piaget – Cognitive Development – Observed his own children, plus others to develop his theories.
His theory is broad and runs from birth to adolescence and includes concepts of language, scientific
reasoning, moral development and memory. Piaget believed that children went ... Show more
content on Helpwriting.net ...
|years, this can impact the following other areas of development:– |
|Vygotsky's Sociocultural |Reflexes mature and gain control over movements. Within | |
|Theory. |their second year they will start to walk and be able to |Social, emotional and behavioural
development – Slower to |
| |point and use their hands to hold things and feed |socialise in certain situations. |
|Piaget Cognitive |themselves and will start to dress and undress | |
|Development Theory. |themselves. They will begin to play ball, enjoy climbing |Intellectual
development – Delays to motor skills will delay |
|Sensorimotor |furniture and stairs. By their third year they will be |writing and pencil grip. |
| |walking and running with confidence and have more control| |
|Erik Erikson's |when using pencils and will enjoy looking at books and |Communication
development – Physical disability tongue tied. |
|Psychosocial Theory. |will start to explore toys like tricycles. |Delayed speech due to a

Child and Young Person Development
Child and Young Person Development 1) Know the main stages of child and young person's
development. Areas of Development Social, Emotional and Behavioural Taking turns co–operating
with social skills + self–esteem + self–expression learning about the feelings of others Social,
Emotional and Behavioural Taking turns co–operating with social skills + self–esteem + self–
expression learning about the feelings of others Physical Fine Motor Skills Gross Motor Skills
General Co–ordination Hand eye Co–ordination Physical Fine Motor Skills Gross Motor Skills
General Co–ordination Hand eye Co–ordination Communication and intellectual Developing
creative and imaginative skills Using skills in different ways Using language to explain ... Show
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12–18 years By now young people will have a clear idea about what their favourite subjects are.
They will be selecting + taking GCSE's and A levels which they are able to achieve. They may lack
self–confidence or avoid situations in which they have to do subjects they don't like and may even
lead to truancy. It's often important to teenagers that they feel good about themselves and they
belong. 16–19 years By this time they leave school and will begin to think about career and
university choices based on qualifications they have selected, Focus on areas of strength and look
forward to developing these as they move on. Social, Emotional and Behavioural Development 0–3
years Very young children will be starting to find out about their own identities. They will need to
form a strong attachment, the earliest of which will be a parent/carer. In nursery, children are usually
given a Key Worker who will be their main contact. At this stage they may start to have tantrums
through frustration and will want to do things for themselves. 3–7 years Children will still be
developing their identities. They will start to play with peers and socialise through imaginative play.
This will help them develop their concept of different roles in their lives. They will need to learn the
importance of boundaries and why they are necessary. They respond well to being given
responsibility.

Explain The Importance Of A Child Or Young Person-Centred...
It is important to safeguard children and young people because no one deserves to be abused
whether it be emotional, physical, sexual abuse and no young person deserves to be neglected and
we have a duty to protect them from harm. Every child deserves to live in peace and have no harm
or abuse come to them. If we protect children from harm they are more likely to grow up into
confident members of society. Children with a disability are three times more likely to experience
abuse and neglect and it's up to us as practitioners to recognise the signs and symptoms to protect all
children. It is important for the children at my workplace to feel safe and protected from any harm
or neglect and we show that we support them though these situations. 2.2. Explain the importance of
a child or young person–centred approach. The importance of young persons centred approach is to
understand that every child is different. The framework of Every Child Matters was arranged and set
up to support the joining up of services to ensure every child can achieve the five Every Child
Matters outcomes. Support is offered to children to enable them to be healthy, stay safe, enjoy and
achieve, make a positive contribution and achieve economic well–being. All services are aimed at
young people and are based around each individual needs. Children's wishes should be considered
during decision making to give them a sense of belonging and not to be made to feel as though its
them who's to blame

Comparing Young Goodman Brown And Child By Tiger
Comparison of "Young Goodman Brown" and "Child by Tiger"
ENGL 102: Literature and Composition
FALL C 2017
Jennifer Person L29216090 MLA
Thesis: "Young Goodman Brown" by Nathaniel Hawthorne and "The Child by Tiger" by Thomas
Wolfe are two short stories written to portray people struggle with society. Although the two stories
were set in two different cultures and time periods they are similar in their religion and faith. In
these two stories their belief systems are challenged. They battle with their belief in God while
evilness surrounds them.
In Young Goodman Brown by Nathaniel Hawthorne, he is a Puritan who is tempted by evil. He
leaves his wife to participate in a ritual. Later to find out that others ... Show more content on
Helpwriting.net ...
This is how pressures pushed a man to mental madness and drive him to commit vicious crimes.
Outline: I: Introduction:
A. Young Goodman is a Puritan who is driven by temptation.
B. Dick Prosser is a narrative who is a black hired hand turned into a murder.
C. These two stories were set in two different cultures and time periods, they portray unity in their
conflicts.
D. In this essay I will be comparing the stories of "Young Goodman Brown" by Nathaniel
Hawthorne and "The Child by Tiger".
II: Paragraph 2:
A. Challenge in their faith.
B. Evil tendencies are driving forces.
C. Goodman Brown is a Puritan.
III. Paragraph 3:
A. Narrative by Spangler, Dick Prosser represent similar conflicts with Goodman Brown as they
both deal with evil in that surrounds them.
B. They both wonder away from their faith.
C. Young Goodman is tempted with evil while Dick Prosser has a conflict with society.
D. Dick Prosser appears to be kind and moral, but later reveals his vengeful side as he chaotically
kills people.

Conclusion: In these stories, its them verse society. They are trying to find their freedom in this evil
world. They are persuaded to do evil works. Will they choose the right thing to do or conform to the
destruction of the world?
Comparison of "Young Goodman Brown" and "Child by Tiger
Goodman Brown is a short story told by Nathaniel Hawthorne He is married to Faith which. Brown
is living as Puritan. A Puritan is a

Sequence and Rate of Each Aspect of Development and the Importance of Them
When looking at and discussing a child's development, you have to remember that all children are
different and grow at different rates. Every child will follow the same sequence but they may not
necessarily do it at the same time as each other. For example, you could have two, 6 month old
babies, 1 could already be able to crawl, and the other 1 may not have mastered it yet and may not
until they are a bit older. You must remember that your child is an individual and not group him with
another child and expect him/her to reach the milestones at the same time. It is important also that a
parent/carer, teacher ... Show more content on Helpwriting.net ...
They will be drawing, cutting and start learning to write their names. 7–12 years – Around this time,
a child will start refining the skills that they have learnt. They will continue to grow taller. They will
have better management of the small and large movements. Girls may start to show signs of puberty
at around 10 years of age. 12–16 years – Young people will now be developing strength. Boys may
start going through the changes of puberty. Their voices may deepen and other physical changes will
occur. 16–19 years – Young people reach adulthood at around 18. A girl/woman will stop changing
physically at around this age, but a boy/man may continue changing until they are in their 20's
Communication and Language development
0–3 years – It is important that a baby is stimulated from when they are first born, because this helps
them develop communication skills as they get older.
At around 1 year, they may be starting to utter their first words 'mama' or 'dada'. They will learn to
put words together by the time they are 2 years of age and they may know up to 200 words.
Between 2 and 3 they will start using plurals and negative. Their grammar may not always be
correct. They could say 'I throwed it' and you could reply with 'you threw it did you?' This is a way
of correcting what they are saying, without actually telling them that they are wrong and should say
it this way. 3–7 years –

Assignment 005 Child and young person development
Assignment 005 Child and young person development Task A Table 1 Physical Development Age
Range Description of the stage Impact on other development 0–3 months Head and eyes move
together Kicks legs and waves arms As the babies begin to recognise people around them this has an
impact on their emotional development as they can become distressed when people are not around.
3–6 months Sits with support Rolls over Uses arms for support when lying At this stage any
activities will have an impact on their intellectual development as they become aware of the
different activities they do. 6–9 months Sits alone without any support May crawl or shuffle Babies
at this stage are able to crawl, sit without much support and therefore becoming ... Show more
7–12 years Becomes more creative More confident in reading and writing They are more sociable
and tend to enjoy playing games with their own age–range. They also imitate adult behaviour. 12–16
years Developing to think abstractly Goes through physical changes at this age, as this happens they
become more mature, and as they begin to show interest and skills in different subjects as their
confidence grows through communicating effectively with adults. 16–19 years High level of skills
now – for example can use computers. Can become very skilled with IT and be more knowledgeable
than some adults. They are peaking in their social, behaviour, emotional and physical as they are
able to make more independent choices for themselves. Table 3 Communication development Age
Range Description of the stage Impact on other development If communication does not develop as
expected for 0–3 years, this 0–3 months Cries for basic needs Becomes quiet and turns head towards
the sound of the rattle near the head By interacting with their parents through crying this will impact
on their social development. 3–6 months Makes singsong sound Laughs and chuckles As they enjoy
chuckling and giggling this will impact on their social and emotional development 6–9

Unit 506 Understand Child And Young Person Development
Unit 506 Understand Child and Young Person Development
When looking at and discussing a child's development, you have to remember that all children are
different and grow at different rates. Every child will follow the same sequence but they may not
necessarily do it at the same time as each other. For example, you could have two, 6 month old
babies, 1 could already be able to crawl, and the other 1 may not have mastered it yet and may not
until they are a bit older. You must remember that your child is an individual and not group him with
another child and expect him/her to reach the milestones at the same time. It is important also that a
parent/carer, teacher etc., know the expected sequence a child follows, so they can tell if a child is
falling way behind and they may need to intervene to help them along.
Many skills and areas of development overlap. A child will not be able to learn a physical skill
without the development of their cognitive, social and communication skills as well. The areas of
development may be separated but it is important to remember that they do not work on their own
but together.
The aspects of development are:
* Physical
* Communication and Language
* Cognitive/intellectual
* Social
* Emotional
* Behavioural
* Moral
Source: Burnham, Baker 2010, Supporting Teaching and Learning, pg150
Physical Development
Physical is the development of the gross motor skills and the fine motor skills. It is an important
area of the overall development of a

Emotional And Social Competence Of A Young Child
Social competence refers to the physical, cognitive, emotional and social skills that an individual
needs for successful performance and adaptation in social settings. It's the behavior, attitudes and
understanding that support the development of good relationships and enable children and adults to
be successful in tasks involving others.
As a young child (preschooler) I had been curious about everything. I begin to show my
independence and capabilities. I wanted to build blocks on my own; I wanted to cook in my play
kitchen, be a mother to my dolls and I rode my bike. Piaget speaks of motor skills development in
the preschool years. "At the same time that the gross motor skills are developing, children are
progressing in their ability to ... Show more content on Helpwriting.net ...
Whatever I say or do was the only thing that mattered. "Egocentric thought is thinking that does not
take into account the viewpoints of others" (Feldman, 2014, p. 210).
Middle childhood serves as a plateau in development. It 's the period in development when you
bring together the experiences gained from preschool and to prepare for the changes to happen in
adolescence. During my middle childhood period having sufficient skill, knowledge and experiences
evolved. This is one of the changes that took place from a preschooler preoperational thinking to a
"concrete operational stage, which occurs between 7 and 12 years of age, is characterized by the
active, and appropriate, use of logic" (Feldman, 2014, p. 278). My parents, educators and peers
influenced my social competence. My parents and I were extremely close. They supported me
positively in my emotional, social, physical and cognitive development. I grew up with three older
female cousins. They were like my role models so to speak. I had to either keep up to their academic
standards or exceeded it. No one told me that, but that 's how I viewed it. We were all like a role
model for the community so to speak. People in the community looked up to my family (my mother
and her sisters were all educators), therefore a certain behavior was expected of me and so I tried
acting in such manner. Kohlberg's theory of Moral development, Level 2: Stage 3, Convectional
Morality: Interpersonal

Why It Is Important For Work With The Child Or Young Person?
Task 21. Explain why it is important to work with the child or young person to ensure they have
strategies to protect themselves and make decisions about safety.
Children in school gain academic and other life skills which engages them to understand various
situations including knowledge about health and safety and how to protect themselves from any
possible danger. Teaching staff plays vital role in making them aware about their own safety.
In Early years reading variety of stories where children can relate to the book character can help
them understand what can cause problem to safety or how to solve problems and where and how to
seek the help. Asking questions to make think what went wrong what will you do if you are in such
situations etc. helps them strategize ways to protect themselves. For e.g. after reading a story where
a young girl opens the door to a tiger and the tiger finishes all the food in her house. Asking
questions like who opens the door at your home? If parents are not around should you open the
door? Why you should not open the door? which supports their decision making about safety.
In learning setting teachers can discuss news reports, situations, facts which can inform pupil about
safety and provide opportunities to debate about possible outcomes of similar situations and
different strategies that individual supports. Discussions/debates are perfect to find out various
possible ways to protect themselves.
This also encourages them to trust their

TDA21 Child and Young Person Developmen
TDA Unit 2.1 Child and Young Person Development 1) 1.1 Describe the expected pattern of
children and young people's development from birth to 19 years to include Physical Development
Communication and Intellectual Development Social, emotional and behavioural Development
Physical Development There are expected patterns of development for children from birth to 19
years old. Although all children are individuals and unique and there are factors which can have a
bearing on development such as health, environment and home life and parenting these milestones
happen naturally. The patterns start from birth with new–born babies having very little control of
their bodies and are totally dependent. Up to 1 month old, a baby can focus both ... Show more
Most teenagers have trouble waking up in the morning. Part of this is because they stay up later,
although part of it is biological. Communication and Intellectual Development From birth to 3
months their main source of communication will be crying. At this stage babies have very little
understanding of what is happening to them and they do not know they are people. They will have
different crying sounds and these will depend on what the baby needs for example for hunger, pain,
feeling wet, fear and loneliness. At around 4–6 months old a baby will have developed an awareness
of sound in particularly a person speaking and will turn towards the sound when someone familiar
speaks for example their parents. They will start to mimic sounds and start to babble and laugh.
Intellectual development is rapid and although they may not be able to speak in more than just
babble, their understanding will be greater and they will become much more inquisitive. They will
be able to understand simple instructions such as "point to your nose." By a year old, they'll be able
to say simple words like "Mama" and "Dada" or words with similar sounds. They may start to
develop their own language with odd sounding words for common objects that take their interest.
Sometimes these words will sound similar to the name of the object particularly if their parents
spend time speaking to their child and repeating the names of these objects.

Influences That Affect Child and Young Peoples Development...
INFLUENCES THAT AFFECT CHILDREN AND YOUNG PEOPLES DEVELOPMENT Children
will come from a diverse range of backgrounds including family environments cultures and
circumstances. A child is at school from a very young age to late teens and during this time many
families will go through significant changes. Sometimes however schools may not always be aware
of these changes. Any one of these happenings may affect their emotional and or intellectual
development, this in turn can affect their behaviour in school and therefore their ability to learn.
Sometimes it can also affect their physical development, for example some children may
development a speech impediment such as a stutter. BACKGROUND/FAMILY ENVIRONMENT
Cultural differences ... Show more content on Helpwriting.net ...
Growth is extremely important to the development process. Growth is responsible for height, weight
gain, development of muscles and structures within the brain. Thus having a direct impact on
physical and intellectual development. Abuse Abuse in the home whether it be mental, physical or
sometimes sexual can affect every aspect of a child's life and development. Sibling jealousy/rivalry
There are many influences on children's development by their family such as birth of siblings and
the child's interactions with the sibling such as learning how to win, lose, love and even fight and
the influences that their sibling has over them. Sometimes there may be a lot of jealousy and rivalry
between them. Neglect For various reasons some children are neglected and not looked after
properly. Some parents put the well being of their children low on their list of priorities. This would
have a detrimental affect on all aspects of the child's life and development Mental health issues
Children can find it hard coping if a family member has mental health issues. It can affect their lives
and their emotional/social and intellectual development. Parents expectations Some parents have
huge expectations of their children and can put a lot of strain and worry on their children's shoulders
thus causing emotional stress Sleep Sleep also plays a major function in supporting development.
Sleep is vital for

Essay on Child and Young Person Development
Assessment Task – TDA 2.1 Child and Young Person Development Task 2 2.1. Describe with
examples the kinds of influences that affect children and young people's development, including: *
Background * Health * Environment Background Children will come from a diverse range of
backgrounds including family environments, cultures and circumstances. A child is at school from a
very young age to late teens and during this time many families will go through significant changes,
such as: divorce, new sibling, losing a parent/grandparent, illness, moving house or school or even
moving country – sometimes however schools may not always be aware of these changes. Any one
of these happenings may affect their emotional and or ... Show more content on Helpwriting.net ...
Assessment Task – TDA 2.1 Child and Young Person Development Task 2 2.2. Describe with
examples the importance of recognizing and responding to concerns about children and young
people's development. It is essential that anyone working with children can identify if a child is
having problems and might need extra support, this can be achieved through careful observation in
the classroom and playground. If, a teaching assistant or adult in school, were to have any concerns
about a particular child they should initially go to the class teacher and share their thoughts but it is
important that they maintain as much confidentiality as possible and would need to find an
appropriate time to discuss this. This should then be brought up with the pupil's parents in a
sensitive way and at an appropriate time, e.g. parent's evening. Assessment Task – TDA 2.1 Child
and Young Person Development Task 3 3.1. Identify the transitions experienced by most children
and young people. All children go through phases of transition i.e. periods of significant change that
can affect development or behaviour. School education is an obvious example of this, transitions
include starting pre–school followed by the transfer to primary school, then secondary school and
possibly onto further education. Some may experience changes in their

Understanding Child And Young Person Development Essay
Understanding Child and Young Person Development
The sequence and rate of each aspect of development.
I found this topic very interesting and have enjoyed gaining a deeper understanding of how and why
children develop the way they do; also the huge influences that differing factors can have on that
development. As adults we utilise many skills in order to complete any given task, the same applies
to children and because of this overlap of skills , child development is regarded as a holistic event,
where no part of development takes place in isolation from the others.
The sequence of development is the expected order or pattern that the child's development stages
will take as they grow older whereas the rate of development means how ... Show more content on
Helpwriting.net ...
Can unbutton their clothes, builds tower of approx. 4 cubes, learnt to scribble, can use a spoon, picks
up tiny objects. Learns that they and their parent(s) are different people and separate from each
other, imitates things and can do simple tasks, indicates their needs or wants without having to cry.
Learn objects for words and people. Can say some words other than 'dada' and 'mama', follows
simple instructions.
Pre–school
2–5 years Can run/hop well, use a pedal tricycle, capable of balancing on one foot.
Buttons own clothes, now builds tower of approx. 8 cubes, copies simple figures/ letters. Happy to
separate easily from parent(s), can dress with help, can clean own hands, joins in communal games
like tag. Understands concepts such as cold, tired and hungry, identifies main colours, perceives
letters and numbers. Can follow directions, can produce simple sentences of two/ three words,
increases in vocabulary, can put names to pictures.
School Age
5–12 Years Can Skip, able to balance on one foot for 10 seconds, tens to overestimates own physical
abilities.
Now draws people with 6 parts, can copy a detailed figure and object. Can act independently but is
still emotionally close to mother and father, will now dress without assistance; join in with same sex
playgroups/clubs. Can now understand concepts of numeracy and literacy, learns that there are
relationships between objects and feelings, gains understanding

CYP CORE 3.1 UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT 1.1
EXPLAIN THE SEQUENCE AND RATE OF EACH ASPECT OF DEVELOPMENT FROM
BIRTH –19 YEARS. Physical Intellectual Language Emotional Social Spiritual Physical
Development AGE | | 0–3 MONTHS | * Sleeps much of the time * Tries to lift head * Starts to kick
legs and movements gradually become smoother * Starts to wave arms about * Begins to hold
objects when placed in hand * Grasp reflex diminishes as hand and eye co–ordination begins to
develop * Enjoys finger play * Learns to roll from side to back * Sees best at a distance of 25cm
then gradually starts watching objects further away * Needs opportunity to play and exercise (soft
toys, cloth ... Show more content on Helpwriting.net ...
* Knows individuals and recognises familiar faces * Recognises certain sounds and objects * Shows
interest in everything, especially toys and books * Concentrates on well–defined objects and follows
direction of moving objects * Anticipates familiar actions * Searches for hidden or dropped objects
(from about 8 months) * Observes what happens at home and when out and about * Explores
immediate environment once mobile * Processes information through images * Enjoys water play in
the bath | 9 – 18 months | * Explores using senses, especially sight and touch; has no sense of danger
* Concentrates more due to curiosity and increased physical skills, but skill has short attention span
* Follows one step instructions and/or gestured commands * Observes other people closely and tries
to imitate their actions * Uses trial and error method when playing with brick, containers * Learns
that objects can be grouped together | 18 months – 2 years | * Recognises objects from pictures and
books * Points to desired objects * Matches basic colours; starts to match shapes * Does very simple
puzzles * Concentrates for longer * Shows preferences and starts to make choices | 2 – 3 years | *
Identifies facial features and main body parts * Follows 2 step instructions * Points to named objects
in pictures and books * Develops understanding of big and small * Begins to understand the concept
of time at basic level (before and after,

Cu1520: Promote Child and Young Person Development. Essay
CU1520: PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT. 1.1 Explain the factors
that need to be taken into account when assessing development. When assessing a child you must be
careful to take into account confidentiality before carrying out an observation you must have parents
and the settings permission and not to leave confidential material lying around they must be secured
in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially
can only be broken when a child is at real risk. When carrying out observations you must take
account of the child's wishes and feelings if a child is upset or wants you to stop then you must stop.
Ethnic, cultural and linguistic backgrounds when we asses ... Show more content on Helpwriting.net
...
More information is gained. Disadvantage: observer chooses what to record and the child is aware
he is being recorded and this may change their usual behaviour. * Information from parents and
colleagues– parents and colleagues see children in different situations and so may have a different
view of the child's development. However they may show observer bias. CU1520 PROMOTE
CHILD AND YOUNG PERSON DEVELOPMENT 2.3 Explain the importance of a person centred
and inclusive approach and give example of how this is implemented in own work. Any plan that
involves supporting an individual should be focused on their needs and interest and wherever
possible the children should be involved in the planning process. A child centred planning takes into
consideration what is best for the child as well as how it might engage and involve the child. It is
also important in planning that a child is not segregated from others but consider ways in which
other children can become involved in the activity too. CU1520 PROMOTE CHILD AND YOUNG
PERSON DEVELOPMENT 3.1 Explain the features of an environment or service that promotes the
development of children and young people. The physical and emotional environment that we create
for children has a huge impact on their development. Features to consider while planning the
environment includes the following. * Stimulating and attractive: the

Essay Unit 1 Child and Young Person Development
1.1 Describe the expected pattern of children and young people's development from birth to 19
years, to include: physical development, communication and intellectual development, social,
emotional and behavioural development. The expected pattern of children and young people's
development from birth to 19 years has many areas of development, starting from birth. 1.2
Describe, with examples, how different aspects of development can affect one another. 0–3 years
Social, emotional and behavioural development New born babies often cry when they are hungry,
tired, hurt, in need of nappy changing or just for some attention. This is because new born babies
have no way of communicating as they do not know how to speak, see properly and ... Show more
They completely understand the differences in gender at this age, they can also be very demanding
as they are very innocent and do not realize certain things, they can also tell the difference from
reality and fantasy. Physical development Children between the ages of 3–5 start to gain at least 4–5
pounds (in weight) and grow about 2–3 inches taller per year. Younger children are still developing
their motor skills, for example using their arms and legs to play and by doing arts and crafts, puzzles
and painting. By the age of 5 children are usually able to hop on one foot and are learning how to
skip. Playing becomes very imaginative for them as they bring in fantasy and book characters into
their games. At the age of 5 the child should know a difference in healthy and unhealthy foods, they
are also able to use their manors even though sometimes they may not use them with people they
don't know or recognise. Communication and intellectual At the age of 3 they can, make toys work
which stops them from becoming agitated, match objects to pictures in books they learn to
recognise, sort objects by shape size or colour. By the age of 4 they can correctly name most
colours, which is good for their knowledge and understanding, they try to solve problems which is
very good for their mathematical understanding, they gain a clearer sense of time and they
understand similarities and differences around them. By the age of 5 they can

Unit 024 Promote Child And Young Person Development Essay
Please ensure this cover sheet is completed with every essay and sent to qualificationsteam–
mailbox@devon.gov.uk for marking
Process for marking
Once submitted, we will acknowledge that your essay has been received and it will be marked by an
Assessor. You will receive feedback stating whether you have achieved or not yet achieved.
If you have achieved, you will be contacted by telephone by the Assessor who marked your essay.
The Assessor will ask you some questions about your essay to validate this.
If you have not yet achieved, you will either be required to make some written amendments to your
essay and then re–submit this for marking, which will be followed up with a telephone conversation
as described above. ... Show more content on Helpwriting.net ...
If things are recorded as achieved, which are only almost achieved, then the observation is not valid.
Next steps cannot be planned as it may be a huge step for the child if they have not yet achieved the
previous step
Avoiding bias
. Sometimes it can be useful for a second person to assess a child as observations can be very
subjective. It is also useful to use a wide variety of methods of assessment. Things need to be
recorded according to what is exactly happening and should not be interpreted according to the
assessors point of view.
1.3
Explain the selection of the assessment methods used (See 1.2 below)
Method
Explanation
Assessment Framework/s
Assessment frameworks are the way in which a child is assessed to see whether they have any
particular needs, what they are and how we can help them be met. It is useful in deciding whether a
child has reached expected milestones. Assessment frameworks may be summative or formative.
Formative assessments are used to check progress and helps us to consider learning opportunities
needed to progress. The ongoing observations we do of children are formative assessments. They
inform the next steps of the childs learning. Summative assessment provides staff with information
about the attainment of knowledge and is usually measured against a benchmark or standard. For

example, the EYFS assessment which is done toward the end of the reception year. This "sums up"
all the different information from

Explain Why It Is Important To Understand The Stages Of...
It is important to remember when looking at child and young person development that development
is a learning and holistic process. Each child is unique, they will develop at their own rate and in
their own way. A broad average of when children and young people are expected to reach particular
stages is set out through milestones of development. Some children may reach certain milestones
either in advance or later than other children, this is their rate of development. To give an example
some children may be showing signs of puberty in their last year of primary school where others
may not. It is important to understand this individual rate of development so that staff can offer the
correct support to the child. Extra support maybe required

Understand Child and Young Person Development Essays
Assignment 023 Understand Child and Young Person Development Task AA1 Table 1: Physical
Development Age Range | Explain the sequence and rate of development | 0–3 months | Babies at
birth have learnt to use their reflexes e.g. grasp reflex where a babies puts their fingers round object
that has touch the palm of their hand. They are born loads of different reflexes that they do without
thinking. At one month babies are less curled up and also ... Show more content on Helpwriting.net
...
| Shauni Morgan Shauni Morgan 6–9 months | Babies are most likely to understand that people and
objects do not disappear when they are not out of sight but continue to exist, so this mean they start
to become more upset when a familiar carer leaves the room. As they now understand they career is
around and wants to be with them although this is not the same for every baby. | 9–12 months |
Babies now want to take part in things they see happening around them and what turn they interest.
They able to recognise the routes of the day becoming tired and upset when they now it is nap time
or when the bath water is going. | 1–2 years | At this ages some toddlers when some independence,
they are starting to develop to be they own individuals. Which means they are able to have a mind of
they own also Which mean they can be restless and they moods changes quickly. They are becoming
attracted to adults not just they parents and enjoy playing more things such as pretend play. | 2–4
years | They make a huge leap at this age, they are bale to understand more what going on around
them and understand the needs of others. They learn to look forward to going to tings such as
nursery and play school. | 4–7 years | Children have started education, which can be transition period
for some children as some could have less concentration and not be

The Treatment Of Young Victims Of Child Sexual Abuse
Abstract
The treatment of young victims of child sexual abuse can be demanding for the victim, the victim's
family, and the counselor. The trauma associated with the abuse and the time it may take the child to
heal can become very overwhelming. There are barriers, such as a lack of family support and lack of
disclosure, which may block victims of child sexual abuse from successful treatment. Overcoming
these barriers and incorporating multiple methods of treatment can be beneficial for the victim.
Specifically, trauma–focused cognitive behavioral therapy and relational–cultural play therapy with
additional resources have proven effective in including family support and in defeating the fears of
victims of child sexual abuse.
McPherson, Scribano, and Stevens (2012) defined child sexual abuse as, "engaging a child in sexual
activities that the child cannot comprehend, for which the child is developmentally unprepared and
cannot give informed consent" (p. 27). The number of affected women in the United States is about
26% and the number of affected men is 16% (Perez–Fuentas, Olfson, Villegas, Morcillo, Wang, &
Blanco, 2013). However, as all crimes go, not every single case has been reported. Whether reported
or not, child sexual abuse is a very serious crime that can affect the victims tremendously.
Retrieving counseling for these victims of child sexual abuse is substantial in helping the child live a
fruitful live post–abuse. Trauma–focused cognitive behavioral therapy as

023 Understand Child and Young Person development
Assignment 023 Understand Child and Young Person Development Table 1: Physical development
Age range Explain the sequence and rate of development 0–3 months When born, babies show
innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking
and standing reflex; in the first month babies become less curled up and the startle reflex is starting
to fade; toward the end of the third month babies start lifting and turning their heads. 3–6 months
When lying on front babies can lift their arms and legs balancing on their tummies; they can reach
and grab a toy and they can pass it from one hand to another; they can also roll from their backs to
front; around sixth month babies are ... Show more content on Helpwriting.net ...
6–9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They
are also starting to understand various important key words connected with their routines (e.g.
´dinner´). 9–12 months Babies clearly show they understand more of what is being said around
them/ to them. Babbling is still main way of communication. 1–2 years First meaningful sounds/
words are beginning to emerge around 13 months, and at the end of 2nd year children might have a
vocabulary of about 200 words. 2–4 years Language is becoming a powerful means of
communication. From connecting two words first children are beginning gradually to build up
sentences and their talking is becoming understandable even to those who are not in regular contact
with the child. Even though there might be the odd mistake in the sentence structure, the language
toward the end of this period is becoming fluent and children ask questions and generally enjoy
expressing themselves through language. 4–7 years Children are becoming involved with written
language – they are starting to learn to read and write. 7–12 years Reading and writing becomes
easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting,
children are beginning to be able to form a simple argument and be persuasive, they are becoming
increasingly able to negotiate with others. Their writing shows more grammatical awareness as well

Tda 2.1 Child and Young Person Development Essay
TDA 2.1 Child and young person development Learning outcome 1.1 Describe the expected pattern
of children and young people's development from birth to 19 years, to include: · Physical
development · Communication and intellectual development · Social, emotional and behavioural
development Birth to 3 years The expected pattern starts at 0–3 years where a child is expected to
develop the most. They have little control over their bodies at 0–1 years and are dependent on their
natural instincts eg: sucking, grasping. Newborn New Born babies use their senses from the moment
they are born, they can already recognise their mothers voice and smell and they have natural
reflexes for example the Walking and standing reflex which ... Show more content on
Helpwriting.net ...
They enjoy playing and show it by smiling and squealing with delight. They are able to focus on an
object and explore it if it seems interesting. Babies also start to show us that they understand a little
of what we are saying and try to communicate with us. Physical Development Babies will start to
lift and turn their heads, using their arms to support their upper body when lying on their stomach.
Babies will start to take an Interest in playing with fingers and opening and closing hands. Exploring
toys and objects in the mouth as well as with fingers Babies will be able to Sit up with support and
later, without support They will start Rolling over from back to front They will stretch their legs out
and kick when lying on stomach or back Pushes down on legs when feet are placed on a firm
surface# Babies will bring their hands together intentionally and soon after will try to bat at objects
or grasp things Communication and intellectual development Babies may get excitement when it is
time to be fed Babies will start to notice mobiles and objects around them They show Enjoyment
when simple games such as pat–a–cake are repeated Curiosity as babies look to see what is
happening around them Babies will begin Babbling, laughing and squealing and imitate some
sounds They will respond to their name Follows moving objects with eyes Watches faces closely
and recognizes familiar objects and people at a distance Starts

Unit Cyp 3.1 Understand Child And Young Person Development

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Unit Cyp 3.1 Understand Child And Young Person Development