Understanding Child Developmental Milestones

The provided assignment focuses on understanding child developmental milestones, emphasizing the importance of recognizing differences in sequence and rate of development. It explores postnatal reasons such as viral infections, low birth weight, prematurity, and respiratory issues that may lead to speech, language, or communication problems. The document also touches upon physical factors like pointing and gestures that aid in easier understanding for individuals with different needs.

Understand Children And
Young Person's
Development

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Explain the sequence and rate of each aspect of development that would normally be
expected in children and young people.......................................................................................1
1.2 Analyse the difference between sequence of development and rate of development...........2
1.3 Analyse the reasons why children and young people’s development may not follow the
pattern normally expected............................................................................................................2
TASK 2............................................................................................................................................3
2.1 Analyse how children and young people’s development is influenced by a range of
personal factors............................................................................................................................3
2.2 Analyse how children and young people’s development is influenced by a range of
external factors.............................................................................................................................3
2.3 Explain how theories of development and frameworks to support development influence
current practice............................................................................................................................4
TASK 3............................................................................................................................................4
3.1 Analyse the importance of early identification of development delay..................................4
3.2 Explain the potential risks of late recognition of development delay...................................5
3.3 Evaluate how multi agency teams work together to support all aspects of development in
children and young people...........................................................................................................5
3.4 Explain how play and leisure activities can be used to support all aspects of development
of children and young people......................................................................................................6
TASK 4............................................................................................................................................6
4.1 Explain how different types of transitions can affect children and young people’s
development.................................................................................................................................6
4.2 Explain the importance of children and young people having positive relationships through
periods of transition.....................................................................................................................7
4.3 Evaluate the effectiveness of positive relationships on children and young people’s
development.................................................................................................................................7
TASK 5............................................................................................................................................7

5.1 Explain different methods of assessing, recording and monitoring children and young
people’s development..................................................................................................................7
5.2 Explain how and in what circumstances different methods for assessing, recording and
monitoring children and young people’s.....................................................................................8
5.3 Explain how different types of interventions can promote positive outcomes for children
and young people.........................................................................................................................8
5.4 Evaluate the importance of accurate documentation regarding the development of children
and young people.........................................................................................................................9
CONCLUSION................................................................................................................................9

INTRODUCTION
A child’s development can be measured and evaluated through social, emotional,
physical, and intellectual and language developmental milestones. All the children and young
people should follow same pattern of improvement so that order in which each child advances
from one landmark. Thus, each child will develop at various rates and their development may not
progress towards high level such as making improvement in knowledge and understanding
(Rutland and Killen, 2015). This is essential for understanding that how children formulate
physically, socially and intellectually in order to know that all the areas of development are
essential as each other. The main motive of this report is to analyse the sequence and rate of each
factor of development that can expected in children and young people. Along with this, it is
described that how children play and work in leisure activities for continuous development.
TASK 1
1.1 Explain the sequence and rate of each aspect of development that would normally be
expected in children and young people
There are various areas of development that would normally be expected in children and
young people that are described as under:
Physical development: 0-7 years – They are generally very fast and rapid and also they have lot of control over
their bodies. The child whose age is between 1 and 2 years are walking start and toys are
carried by them. Also they are more independent which increasing their mobility and
climbing skills. As they run, catch and walk up and down stairs etc. 7- 13 years – In this age of child are grow taller and diluent, also lose their first teeth.
They start to have hobbies and interest that means they are practised in certain areas such
as singing, football, dancing etc. 13- 19 years – The physical development of such age of children is very different in each
child. Some may be just starting their mature physically and others are already for
reached with full physical adulthood (Rutland and Killen, 2015). At the age of 19 year,
girls may have reached with maturity but boys continue grow until their mid of 20s.
Communication:
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 0-7 year – The 3 year age group child are gain more independence by identify familiar
voices like parents voice that stop crying when hear them. It began to respond to smiles
and make noise as well.
 7-19 years – In this age, the vocabulary words are increased with 4000- 10000 words.
Their reading and writing skills being more advanced so they spell more accurate words
with others. At the age 19 year, they can use their knowledge of reading and writing to
access information that may be dictionary, letter, email and internet.
1.2 Analyse the difference between sequence of development and rate of development
It is essential to know the difference between the sequence and the rate of development or
improvement as it will assist in recognising where children required help and sometime risk of
having special education need. Sequence is the order that includes development happens. For
example, baby's physical development may start with rolling over then sit down, crawl and run.
The another baby may sit down, run and miss out the rolling the child and crawl (Rutland and
Killen, 2015).
Rate is the speed where development happens. For example, one baby may reach walking
unaided within 10 months and on the other hand, another it may achieving at walking at 12
moths and other at 16 months.
The major difference among sequence and the rate of improvement or development is the
in which sequence is the order in which development taken place. Another is rate which is the
time frame for the average development of a child in certain age time.
1.3 Analyse the reasons why children and young people’s development may not follow the
pattern normally expected
There are various factors which may cause a child or young people development to
degenerate from anticipated form. These are described as under: Disability – A disability may create major issue to development in one or more areas. For
example, a child with cerebral palsy mat have complexities in interacting or evaluating
that might causes their rate of development in certain areas that does not meet with
expected standard. Emotional influence – If child or young individual does not emotionally secured or safe
along with careful attachments to essential person in their life that includes family
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members or care providers. This can not find out difficulty is to develop as expected
emotionally factor. Physical influence – This includes genetic condition or situation such as Cystic Fibrosis
that may affect child development through directly impact of the condition. It refers to
inherited attributes and skills such as physical growth or strength that assist a child longer
to meet a specific target (Rutland and Killen, 2015).
TASK 2
2.1 Analyse how children and young people’s development is influenced by a range of personal
factors
After birth of a child there are different factors which can affect children and young
people's development that are described as under:
 Disability – The children who have physical disability may be subject to discriminate at
school for the main reason that they can be treated as differently and rest of the children
(Ronald and Rand, 2018). They may be bullied from other students at school which
directly affect their self confidence and it affects their learning abilities and development.
Some conditions such as Spina Bifida have physical effect on children and their
improvement or growth.
 Sensory impairment - Visual or hearing – If a child has issue with hearing so this would
influence their development, it could directly affects on their communication and speech
so they make them feel where they are enable to join in with other children's games if
they does not interact properly with them. The visual impairment can also influence a
Child development so they are easily watch and learn how to do each work in better
manner. Each area of learning is co dependent on other children with disability that could
have delay in all areas of learning.
2.2 Analyse how children and young people’s development is influenced by a range of external
factors
There are various external factors which directly influence children and young people's
development that are described as under:
Poverty and deprivation:- Poor condition of house may affect the child's health but
there is chance of development if a child is living and playing in a small crowed place. In winter
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months child health get affected due to not getting adequate heat because of not having enough
finance to make proper house. Lack of furniture and equipments like didn't have proper bed and
blankets due to which they cannot get enough rest which affect the child health, in small house
there is no safety equipments like stair gate, plug socket covers etc., which could cause accident
or physical harm to child.
Family Environment and background:- In family there are many circumstances which
may affect the child health such as parents separating, having new parents, break down in
relationship, unsafe community, losing family members or job loss etc.
2.3 Explain how theories of development and frameworks to support development influence
current practice
There are different theories of development and frameworks to support development
affect current practices that are mentioned as follows:
Behaviourist - Behaviourists theory says that environment in which child is growing up
shapes its learning and behaviour (Haynes and Tanner, 2015). According to this perspective
many families, schools and educators believe that new knowledge which is develop and acquire
by child is learn by its surrounding. Environmentalist influence educators and parents to believe
that children can learn best by role activities such as reciting alphabet over and over, copying
letters and tracing numbers. The evidence of this view point is classroom where young children
expected to sit and listen attentively to their teacher.
Cognitive and Constructivist - Piaget's theory focuses on process of child thinking
which develop the stage of cognitive development. Such as now a days teacher use stage in
classroom as a gauge children's cognitive functioning which create learning experience and
development of activities for the correct cognitive development stage which leads to child's
ability to learn.
TASK 3
3.1 Analyse the importance of early identification of development delay
There are various reasons that why child may develop speech, language or
communication issues or problems. The delay in communication skills and abilities has directly
impact in the form of negative manner on child social and cognitive development thus early
intervention in this are is the key part. The social factor which is concerned, a speech and
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language disorder can lead towards to frustrations, attitude and behaviour problem and it is
negatively impact on their relationship with children.. the child tend to be rather selfish and
impatient with such where they does not evaluate the requirement. A child communication
problem or issue can easily identify that can excluded from games whose rules cannot grab or
left out general playground communication. As regarding the cognitive side, interactions is
essential to learn because it is the channel of new information and data handed over by teacher.
3.2 Explain the potential risks of late recognition of development delay
The potential frisks of late recognition of improvement and development delay is that child
or young people will not getting required support and it will assist in providing benefits and
progression that may not take place at earliest opportunity. There are various related factors of
development delay that are post natal which involves viral infection, low birth weight,
premature, respiratory issues (van Bijleveld, Dedding and Bunders‐Aelen, 2015). Early
intervention assist children in order to make development in their skill which are expected at
some milestone of development and it assist in protecting the child from improving negative
behaviour or attitude. If child development delays are not identified, assessment and observation
that does not make by external agencies and this is totally protect from getting assistance and
required support.
3.3 Evaluate how multi agency teams work together to support all aspects of development in
children and young people
There are number of classes and professionals that help in children's to provide facilities
when they face problems regarding speech, language and communication problems. Each
professional compensates the need and wants of consumers. The effect of poor speech, language
and communication goes towards a child’s progress and impacts on their capacity to
communicate views and needs. This can have a no. of situations, like difficulty in good
behaviour or difficulty in finding friends. It can also find difficulty academic progress. Therefore
an important arena of Infant development for both children’s caring staff and Health spectators
to support. This approach describes to integrated work doings and collaborative intentions to
support speech development and improve results. The theory demonstrates how multi-agency
teams are arranging to children to be school ready.
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3.4 Explain how play and leisure activities can be used to support all aspects of development of
children and young people
A teacher and teaching assistant can be promote effective interactions through the what where
they are easily communicate with child and with the help of this, they are motivate them to
interact with each other. There are different classroom activities includes communication and
playground games that can help in making improvement in such skills. Along with this,
communication involves physical factors that include pointing and gestures which develop
understanding easier for such people who are totally different reasons (Roberts, 2017). Play is
the behaviour that human being and animal are participate in exploring and learn in their
environment. Through pla, children are developing their communication skill with others which
are taught at schools. Development of problem solving abilities and thinking skills and
improvement in language skills where play enable children to show their mental representation
of the world. Play and leisure activities provide medium learning through child and young person
are communicate and share their views with their parents in better manner. Adults are often
direct structured play and there are some rules while playing in unstructured play, children select
the activity and make their own rules in which they are comfortable.
TASK 4
4.1 Explain how different types of transitions can affect children and young people’s
development
Transition is essential part in children and young person lives so they will experience
various types of transition, each child and young person experience is unique and they should be
treated as same. There are four main areas of transition which children and young person will go
through in their lives.
Emotional – In this, transition is directly affect a child personality for example, parent
separation, loss of loved one, child in care and new sibling.
Physical – The change in environment, eg, new teacher, moving house, new settings,
training and learning to walk intellectual, maturation and so more.
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4.2 Explain the importance of children and young people having positive relationships through
periods of transition
It is required for parents/carers which involved in child’s and young people live in order to
supporting children and young individual at the point of transition and also evaluate the
requirement of reassurance, support and advise (Saxe, 2015). It is the crucial part of their lives as
transitions can directly affects on young children or young person development as they can be
affected by transformed are required. Along with this, the effect can be short term and temporary
but it is still vital in which parents or carers and also any adults help in doing working with them
during the time period that provide assistance when it is required.
4.3 Evaluate the effectiveness of positive relationships on children and young people’s
development
All children and young people required to take string attachment in their ife such as parents
or other relatives. They required consistency, good bonding and trust where they care for
someone. A person can trust will give them security and confidence which are capable for being
confident and express their feeling and love. The positive relationship will have long term effect
on their skills and abilities to engage with more resilient. Most of the children are more likely to
reach with appropriate social and academic so they will feel cared, valued, respected and loved
with other individual. In addition to this, their confidence will grow and increasing in their self
esteem and they will have strong confidence to explore in better manner. The instruction for old
children is really essential for them which help in taking accurate decisions.
TASK 5
5.1 Explain different methods of assessing, recording and monitoring children and young
people’s development
There are many factors that cause a child or young person's development to deviate from
expected pattern. This factor may be person or external in nature (Schonert-Reichl and et. Al.,
2015). Some of factors are as follow:
Disability: Disability cab affect a child or young person in various development areas at
same time. But sometimes excess varieties might minimise effect on it.
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Emotional influences: If a child is not feeling comfortable or not having good
attachments then they are likely have disinterest from it. Further, it result low confidence and
self-esteem and they might not try new task, will decline to lack of motivation.
Physical development: Physical development of child and young people's will be
affected by genetics. This means that physical growth and development of a child or young
people may be affected or else they become slow learner.
Social reasons: If a child is born below poverty line and if parents are separated are
likely to have negative effect on them (Clark, 2017). This activities aid in children's development
negatively.
5.2 Explain how and in what circumstances different methods for assessing, recording and
monitoring children and young people’s
Accurate observation and assessment are very essential to effective education practices.
From this, it can be recognised children's and young people skills, abilities as well as identify
their needs. Further, this will make effective planning for future development and much more
specific to individual need. Such as:
Observation: Observation are taken into consideration during playtime or in learning phase
of lesson. It help to record activities of a particular child is doing in a subjective manner. Thus, it
is a most appropriate method when a child's development is causing concern.
Assessment framework: In this framework, children are assessed to determine whether they
are in need and requirements of a child. It also fulfils need and requirements of a child.
Information from colleagues and carers: Parents know their child and colleagues expertise
invaluable, especially in planning for social and academic success for pupils. With special
education needs and concern about child's development.
Standard measurements: Standard measurement includes health assessment, reasoning
tests, cognitive aptitude test etc.. To know a particular child's ability, knowledge and learning
capacity (Furnham, 2015).
5.3 Explain how different types of interventions can promote positive outcomes for children and
young people
There are various types of interventions that can promote positive outcomes for children
and young individuals that are as under:
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Emotional Transitions:- It comes basically from the children's personal life experience
such as loss of carer, family members, pets or even favourite toy which may affect children
development. Due to this they may display frustration, regression, withdrawal and other
behaviour related problems, divorce. For divorce children think that it is their fault that mom and
dad are not together.
Physical Transition:- This occur due to movement of different location like migration-
this is very stressful for the child to lose their friends and family, start a new school, learn a new
language, accent and culture. Due to this they feel different from others on the basis of skin
colour, eye colour etc. and they are too young to handle all these feelings.
Intellectual Transition:- when the transition is made on National Curriculum, it affect
children on huge basis which may bring by formal ways of learning and less creative and
expensive activities. This may showcase the sign of anxiety, not wanting to go school an didn't
want to get engage in learning activity.
5.4 Evaluate the importance of accurate documentation regarding the development of children
and young people
The new practitioner requires knowing or understanding everything regarding child. There
are forms are filled in context of any illness where children may have religion, allergies and
disabilities so they enable practitioners care for child (Nippold, 2016). Transition form is
important so they can easily identify what the child’s requirements and how they react with
social adults or children. Along with this, observation method is vital on each individual child
which allow practitioners is to recognise the age of development and if any additional assist is
required that may involve outside the agencies or other professionals.
CONCLUSION
From the above described report, it can be analysed that A child’s development can be
measured and evaluated through social, emotional, physical, and intellectual and language
developmental milestones. It is essential to know the difference between the sequence and the
rate of development or improvement as it will assist in recognising where children required help
and sometime risk of having special education need. There are various reasons that why child
may develop speech, language or communication issues or problems. There are various related
factors of development delay that are post natal which involves viral infection, low birth weight,
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premature, respiratory issues. Along with this, communication involves physical factors that
include pointing and gestures which develop understanding easier for such people who are
totally different reasons.
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REFERENCES
Books and journals
Nippold, M.A., 2016. Later language development: School-age children, adolescents, and young
adults. PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897.
Furnham, A., 2015. Young People's Understanding of Society (Routledge Revivals). Routledge.
Clark, A., 2017. Listening to Young Children, Expanded Third Edition: A Guide to
Understanding and Using the Mosaic Approach. Jessica Kingsley Publishers.
Schonert-Reichl, K.A. and et. Al., 2015. Enhancing cognitive and social–emotional development
through a simple-to-administer mindfulness-based school program for elementary
school children: A randomized controlled trial. Developmental psychology, 51(1), p.52.
Saxe, G.B., 2015. Culture and cognitive development: Studies in mathematical understanding.
Psychology Press.
Roberts, H., 2017. Listening to children: And hearing them. In Research with children (pp. 154-
171). Routledge.
van Bijleveld, G.G., Dedding, C.W. and Bunders‐Aelen, J.F., 2015. Children's and young
people's participation within child welfare and child protection services: a state‐of‐the‐
art review. Child & Family Social Work, 20(2), pp.129-138.
Haynes, K. and Tanner, T.M., 2015. Empowering young people and strengthening resilience:
Youth-centred participatory video as a tool for climate change adaptation and disaster
risk reduction. Children's Geographies, 13(3), pp.357-371.
Ronald, L.S. and Rand, D.R., 2018. Life-course contingencies in the development of adolescent
antisocial behavior: A matching law approach. In Developmental theories of crime and
delinquency (pp. 55-100). Routledge.
Rutland, A. and Killen, M., 2015. A developmental science approach to reducing prejudice and
social exclusion: Intergroup processes, social‐cognitive development, and moral
reasoning. Social Issues and Policy Review, 9(1), pp.121-154.
Clark, A., 2017. Listening to Young Children, Expanded Third Edition: A Guide to
Understanding and Using the Mosaic Approach. Jessica Kingsley Publishers.
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