Comprehensive Report on Child and Young Person Development Theories

This report provides a comprehensive overview of child and young person development from birth to 19 years, examining the sequence and rate of development across different stages. It explores the influence of personal and external factors, including parenting, poverty, illness, family, education, media, and peers, on a child's growth. The report delves into various theories and frameworks, such as constructivist, humanist, and social-learning theories, and discusses methods for monitoring development, including observation and assessment frameworks. It also addresses reasons for deviations from expected development patterns, such as social-emotional and environmental influences, and the impact of disability. Furthermore, the report analyzes the importance of early identification of speech, language, and communication delays, the role of multi-agency teams and play in supporting child development, and the effects of transitions and positive relationships. Overall, the report offers valuable insights into the multifaceted aspects of child and young person development.

Understand Child and Young person
Development

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Explaining sequence and rate of child development from birth to 19 years.........................1
1.2 Explaining difference between sequence and rate of development in children and its
importance...................................................................................................................................2
TASK 2............................................................................................................................................2
2.1 Influence of personal factors on child development.............................................................2
2.2 Influence of child and young person development through external factors........................3
2.3 Theories of development and frameworks to support development ....................................3
TASK 3............................................................................................................................................4
3.1 Methods of monitoring development of children and young people....................................4
3.2 Reasons for children and young people not following expected pattern..............................5
3.3 Affect of disability on development......................................................................................5
3.4 Types of interventions in promoting positive outcomes of children.....................................6
TASK 4............................................................................................................................................6
4.1 Analyse the importance of early identification of speech, language and communication
delays and disorders ...................................................................................................................6
4.2 Role of multi-agency team in supporting children................................................................7
4.3 Role of play and activities in supporting development of a child.........................................7
TASK 5............................................................................................................................................8
5.1 Different types of transitions can affect children and young people’s development............8
5.2 Evaluate the effect on children and young people of having positive relationships during
periods of transition.....................................................................................................................9
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
Development is defined to be a process of evolution of a kid from infant to a developed
adult. The development of a child takes into account physical, emotional and cognitive changes
which are experienced by an individual. There are different rate to which a child grows as it is
dependent on different factors such as diet, exercises and most importantly genes. The
development in children mostly takes place till the age of 17 years which is to be understood by
taking into consideration theoretical perspectives. This identification will be helpful in
identifying potential effect of transition on children so that their process of development could be
understood. This assignment will emphasize on factors which influences growth and
development of child along with their interventions so that they could be improved.
TASK 1
1.1 Explaining sequence and rate of child development from birth to 19 years
It can be said that every child grows at its own distinct rate which is to be considered
while evaluating growth of a kid (Bessell, 2011). The range of child development are established
as follows:
0-3 years: this is infancy stage of a child in which a child struggles to crawl and stand
properly. The physical development is one of the primary growth which is availed by a child.
There is an improved eye coordination and milk teeth will appear. A child will experience an
improvement in communication skills as they can interact with their mothers in fulfilling their
demands.
4-7 years: This is the stage in which a child experience rapid development in the motor
skills as a child will be able to make use of pencil in the right manner and draw picture and
objectives. There will be a lot of progress on social and physical and intellectual grounds as a
child will be able to make friends and play with them.
7-12 years: This is the stage which marks improvement for linguistic skills of a child as
he is able to express and simultaneously understand feelings and expressions of others. The
social-emotional behaviour of a child tremendously along with enhancement of cognitive
abilities. The child in this stage is more adaptive and enhanced on academic grounds.
12-19 years: This is the adolescence phase in which a child experience physical
developments which may vary from child to child (Erol and Orth, 2011). The boys usually
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experiences a turnaround in physical domain as his body and muscles grow bigger. The girl
counterpart experience an enlargement in the private regions along with development of curves.
1.2 Explaining difference between sequence and rate of development in children and its
importance
Sequence of child development Rate of child development
The sequence of child development defines the
situation in which one event is being followed
by the other. The particular event will state
what the next step in development process will
be.
For instance: A baby initially crawls before
being a able to stand correctly and succeeded
by walking and later running. Therefore it can
be said that this sequence does not vary from
child to child and is being followed.
It can be said that rate at which children
develops stands different among numerous
children. Therefore it is extremely important
for parent to monitor their progress so that
corrective actions can be taken.
For example: there is a different age to which
children starts teething as some receive it at the
age of 6 where some babies start at the age of 9
months.
It stands very important to understand differences between sequence and rate of child
development as it assists in understanding needs of a child during these stages. The parents or
caretakers are encouraged to identify differences so that children are catered with required
support so that children are able to develop at an ideal rate.
TASK 2
2.1 Influence of personal factors on child development
Personal factors relates to specific needs of child and can affect its development in a
significant manner. There are numerous personal factors which are described briefly below:
Parenting: Parenting stands crucial to a development of a child and leading rightfully
into the adult life. If a parent is failing on to fulfil his duties than the child may not be developed
at the desired rate (Flanagan and Christens, 2011).
Poverty: It is a state in which an individual is economically backward. This situation
restrains children from availing right nutrients which hinders their progress physically as well as
emotionally.
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Illness: The presence of illness can really affect development of a child. If a child is
encountering illness for a long time will effect physical growth due to on-going medical
treatments. This situation carries a relative effect on social and educational grounds as well as a
kid is not able to attend school or play with his friends.
Disability: It is defined to be a situation in which a child is impaired on physical,
cognitive, sensory and mental grounds. For instance: a child who is encountered with learning
capabilities will not be able to attain development in the desired rate.
2.2 Influence of child and young person development through external factors
There is an great influence of external factors upon the development of child there are to
be considered so that a child is able to attain right growth. A brief mention of the factors are as
follows:
Family: Family constitutes as one of the crucial factor which leads to shaping and
development of a child. The care and affection which has been offered by immediate family of a
child assure that child's behaviour and intra-personal capabilities.
Education: the type and manner of education which has been offered to child creates
great deal of impact upon its development. The psychologist are persuading people to send
toddlers to pre-schools so that they can get hold of things which can not be provided at home.
The education carry an indirect impact on the social and emotional growth of a child.
Media: Children at present spend a great deal of time on media channels and platforms
which can influence their development as well. The time most 2-3 hours which have been spent
by them on watching media is a set back on opportunities which are available for social and
physical development of a child.
Peers: the social circle of a child is another external influence determining development
of a child. The most crucial factor which could be identified in this report is that talking to other
can shape cognitive abilities of a child and helps them in adjusting in the environment in the
right manner (Graungaard, Andersen and Skov, 2011).
2.3 Theories of development and frameworks to support development
It can be said that there are numerous theories and frameworks which carry potential to
redefine existing practices related to child development. A brief mention of the theories are
carried out down below:
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Constructivist: This theory of child development is presented by Jean Piaget. This theory
stated that the manner in which a child develops in being influenced by their age and stage of
development in which they are. The experiences defines manner in which learning is availed any
changes in learning with alter learning as well. The development of the child was categorised on
the four stages which are sensorimotor, pre-operational, concrete and formal operational (Hamre,
Hatfield, Pianta and Jamil, 2014).
Humanist: Humanist theory of child development has been catered by Abraham Maslow.
This theory identifies fundamental needs of people which are to be fulfilled. The failure on the
achievement of the same will potentially demotivate the person. The Maslow have been
successful in establishing relationship between motivation and development a child. The
hierarchy began with the fundamental needs and goes upto self-actualisation which are to be
achieved by an individual.
Social-learning theory: Social learning states that learning could also be established
through understanding behaviour of others. The other name which has been provided to this
theory is Observational learning. A child have been known to copy behaviour of similar
children’s of adult behaviour. The spontaneous approach which has been offered through this
approach have been helpful to teacher in facilitation of learning to students and there is a lesser
need for reinforcement as well.
TASK 3
3.1 Methods of monitoring development of children and young people
A parent or a caretakers can make use of variety of tool which can assist in measuring
and monitoring development of a child. Some of tools are mentioned below:
Observation: Observation is defined to be primary tool which is to undertaken to measure
progress which has been attained by a child which can be carried out on formal and informal
grounds. Their behaviour and practices are kept under observation so that they could be
supported through provision of learning and development opportunities.
Assessment Frameworks: the assessment frameworks can be categorised on three key
areas which are child's developmental needs, parenting capacity and environmental factors. It is
extremely important to consider these key areas so that development of a child could be
safeguarded along with promotion of welfare (Harden and Tucker-Drob, 2011).
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Standard Measurement: there are variety of standardised monitoring which is practised
on physical grounds. These measurement are helpful in understanding whether child is growing
at an ideal rate and if not, what are the reason for the same. They are helpful in determination
whether growth milestones are achieved or not.
Information gathered through peers and teachers: Parent or caretakers should be
focusing on collecting information from various sources an overall picture could be developed.
The perceptions of different people could be obtained so that right tune with the children could
be identified and followed.
3.2 Reasons for children and young people not following expected pattern
There can be number of features through growth and development of a child could be
influenced in a negative manner. Some of influences are as follows:
Social-Emotional influences: It can be said that social and emotional influences relating
to a child can be cause of not following the expected pattern. The conflicts situation and poor
guidance can result a student in negatively influencing circumstances leading to poor social and
emotional state of a child.
Environmental Factors: There are numerous factor in external environment such as
illness and infections which tend to disrupt growth and development of a child. The manner in
which house and society is maintained impacts development of a child as well. It may lead to
emergence of different diseases leading to eruption of stress impacting development of child
(Jose and et. al , 2012).
Physical Factors: the improper diet and nutritional intakes are one of the major causes
which lead to improper growth and development of a child. There are numerous genetic
conditions and syndrome's which affect development of a child negatively and may result in not
following expected pattern.
Economic Factors: There are numerous factors which relates to financial position in which a
child is developing. The situation of poverty can arise numerous difficulties for a child which
emerge as a reason for a child not following the expected pattern for growth.
3.3 Affect of disability on development
Children who are struggling with disability on learning and physical grounds tends to
affect a significant impact on the development. The disabled students are emerge to be a victim
of discriminatory treatment and prejudice (Zimmermann and Neyer, 2013). There are numerous
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instances when children are bullied and teased leading to a significant decline in their
confidence. The learning disabilities really affects the manner in which a person understands and
communicate their feeling and emotions. Such situation tends to create a negative effect on the
social and emotional grounds as they feel lonely and encounters problem in interaction as well.
Where as disability on the physical grounds affect the manner in which a person moves and
walks. This tends to influence the social and emotional grounds as person could be not be a part
of playing group and peer activities.
3.4 Types of interventions in promoting positive outcomes of children
Intervention groups stands crucial to encourage support to children and young people
who are not progressing in the expected manner. The common types of interventions are as
follows:
Physiotherapist: These are known to be individuals who collaborate their effort with
parents and teachers so that children are able to attain their desired growth. The progress which
has been availed by the child is reviewed regularly so that discrepancies could be identified and
match resources with their specific needs.
Psychiatrist: these are referred to people who possess a specialist degree in mental health.
They are known to diagnose children and young people and define manner through which their
mental health problems could be countered (Yoshikawa and Kalil, 2011).
Psychologist: This intervention is mostly employed when there are no changes availed
through attaining speech therapies. The psychologist is known to adopt various measures through
which expected growth pattern can be availed. The attempts are made to understand the situation
so that better results could be availed.
TASK 4
4.1 Analyse the importance of early identification of speech, language and communication
delays and disorders
There is a need to determine and understand the speech, language and communication properly
so that lack of disorder used to take place. Children used to face so many problems while dealing
with society whom assessment is essential to drawn down. Thus, many times, when a late
recognition used to take place by a children in their life which arise due to study, society, family
etc. Thus, such attribute required to understand by parents properly because they used to support
in delay or disorder of late in recognition (McGorry, Bates and Birchwood, 2013).
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Family need to craft such environment which support their children to understand things
better. Thus, appropriate sharing of information with better relationship among children and
parent is must so that they could facilitate which further assist in reducing chances of potential
risk regarding lack of recognition. Another issue could be associated with change in
environment, culture and values which used to delay in order to transfer speech properly. Thus,
for a good parenting it is essential to determine all major issues and potential risk which arise at
the time of child development. Thus, suitable and effective steps are essential to led down in
order to provide better understanding (Ungar and Liebenberg, 2011).
4.2 Role of multi-agency team in supporting children
Child need suitable and appropriate care where parents required to work in a definite
frame. Thus, working together enable in more development of a children better. It used to
includes about education etc. Thus, not only parents but certain more individuals start working
together so that a child development used to take place. They facilitate to determine need of a
child and deliver ultimate response towards them. They get work in order to determine problems
and issues face by a child while engaging in language aspect. Thus, a better support could deliver
by them in order to upraise style of living of such children.
They direct gatherings and examine who tyke needs aides and families. It likewise
incorporates when and where they serving to each kid. A few people groups have kid
information they can likewise take an interest in gatherings and help to kid and their families. On
the off chance that more help is required than other individuals can likewise included and contact
to them. Ensure that each one who is associated with the kid insurance they mindful from each
information identified with youngster and their families. Thus, such groups facilitate to fulfil
needs and demands of children in a better manner (Murray and et. al., 2013).
4.3 Role of play and activities in supporting development of a child
Playing and supporting activities enable and support in order to develop a child very
much. They are the ones which facilitate to learn things earlier and in better frame as compared
with other consideration. Thus, with playing and supporting activities, child become able to grow
and get develop properly as well as learn new things in earlier frame. Thus, certain activities
which enable and support in learning things better and appropriate through play and supporting
frame are define as follow:
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Role-Play: These territory is vital in light of the fact that it can be setting the amusement
for the children and bolster them speak with other infant. For cases, in the territory of pretend in
our setting that it was a bistro. There are a few discussions event and give me an adjustment to
locate how well the children conveyed.
Nursery songs and rhyme: Another thing which support in making speech, language and
communicate things properly is nursery songs and rhyme. Thus, songs and rhymes define as one
of an attractive measure through which better and effective understanding could get done. This
will facilitate in effective understanding so that suitable and effective learning of speech could
get done in a beneficial attribute (O'Keeffe and Clarke-Pearson, 2011).
TASK 5
5.1 Different types of transitions can affect children and young people’s development Physical: Several infant may need to confront individual advances and specific which are
not really comprehended or shared by entire their associates like loss of a cherished and
family pet. In this they moving from new area, so they can not feel comparably keeping
in mind the end goal to speak with other (Umaña‐Taylor and et. al., 2014). One of a
major physical transition which used to determine and take place and define as major
reason behind behaviour change due to change in school or place where they suppose to
live. This result on physical transition which is not appropriate for a child development
and growth. Physiological: In this was, for example, medicinal conditions like Diseases, sickness,
interminable heath issues, changes and incapacities in the body, for example,
adolescence. Emotional: It affected by an individual affair or change of family structure for cases
accomplices detachment, loss, new patten, a genuine disease, demise in the family, and
different variables (Pinkerton, 2011).
 Intellectual: These factor can affect behavioural and passionate improvement, thus
driving that is conceivable impact on scholarly and physiological advancement.
Sometimes, students get impacted due to change in environment. This result in more
intellectual consideration which have to understand properly because it work as
deficiency in speech, learning and communication.
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5.2 Evaluate the effect on children and young people of having positive relationships during
periods of transition
While having positive relationship and transition it reflect better and suitable learning by
young and adults. Young adults and growing children become appropriate in frame at the time of
transition when they used to communicate things proper and better in nature. Like there are
various kind of transition used to take place when parents start interacting with their children.
This refer with physical, physiological, emotional and intellectual transition. All of them need to
understand and estimate properly for deriving positive reflection (Tolman and McClelland,
2011).
Young individual start learning things earlier if they got the positive attribute while
transition. Thus, parents required to understand all negative influences in a definite frame so that
they could made speech, learning proper. A positive relationship of parents while transition or
with some other parties enable in managing effective and suitable attribute. This result in
positive and suitable gain where adults start getting things proper and in short frame. Like
physical transition take interaction take place among them then parents could reflect all better
things to their children which further enable them in learning positive attribute so that
effectiveness could be reflected.
CONCLUSION
It can be concluded from the above report that, children develops following a common
sequence but at a different rate. It is essential to identify difference sequence and rates so that
their distinct needs and requirement are fulfilled. The measurement and monitoring of child
development can help in identification of causes which persuades them to fall from expected
patterns which is to be followed. A parent and caretakers can makes use of specialist intervention
so that their needs could be catered with right approach and support.
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REFERENCES
Books and Journal
Bessell, S., 2011. Participation in decision-making in out-of-home care in Australia: What do
young people say?. Children and Youth Services Review, 33(4), pp.496-501.
Erol, R. Y. and Orth, U., 2011. Self-esteem development from age 14 to 30 years: a longitudinal
study. Journal of personality and social psychology, 101(3), p.607.
Flanagan, C. A. and Christens, B. D., 2011. Youth civic development: Historical context and
emerging issues. New Directions for Child and Adolescent Development, 2011(134),
pp.1-9.
Graungaard, A. H., Andersen, J. S. and Skov, L., 2011. When resources get sparse: A
longitudinal, qualitative study of emotions, coping and resource-creation when
parenting a young child with severe disabilities. Health:, 15(2), pp.115-136.
Hamre, B., Hatfield, B., Pianta, R. and Jamil, F., 2014. Evidence for general and domain‐specific
elements of teacher–child interactions: Associations with preschool children's
development. Child development, 85(3), pp.1257-1274.
Harden, K. P. and Tucker-Drob, E. M., 2011. Individual differences in the development of
sensation seeking and impulsivity during adolescence: further evidence for a dual
systems model. Developmental psychology, 47(3), p.739.
Jose, P.E., Kljakovic, M., Scheib, E. and Notter, O., 2012. The joint development of traditional
bullying and victimization with cyber bullying and victimization in adolescence.
Journal of Research on Adolescence, 22(2), pp.301-309.
McGorry, P., Bates, T. and Birchwood, M., 2013. Designing youth mental health services for the
21st century: examples from Australia, Ireland and the UK. The British Journal of
Psychiatry, 202(s54), pp.s30-s35
Murray, R., and et. al., 2013. The crucial role of recess in school. Pediatrics, 131(1), pp.183-188.
O'Keeffe, G.S. and Clarke-Pearson, K., 2011. The impact of social media on children,
adolescents, and families. Pediatrics, 127(4), pp.800-804.
Pinkerton, J., 2011. Constructing a global understanding of the social ecology of leaving out of
home care. Children and Youth Services Review, 33(12), pp.2412-2416.
Tolman, D. L. and McClelland, S. I., 2011. Normative sexuality development in adolescence: A
decade in review, 2000–2009. Journal of Research on Adolescence, 21(1), pp.242-255.
Umaña‐Taylor, A. J and et. al., 2014. Ethnic and racial identity during adolescence and into
young adulthood: An integrated conceptualization. Child development, 85(1), pp.21-39.
Ungar, M. and Liebenberg, L., 2011. Assessing resilience across cultures using mixed methods:
Construction of the child and youth resilience measure. Journal of Mixed Methods
Research, 5(2), pp.126-149.
Yoshikawa, H. and Kalil, A., 2011. The effects of parental undocumented status on the
developmental contexts of young children in immigrant families. Child Development
Perspectives, 5(4), pp.291-297.
Zimmermann, J. and Neyer, F. J., 2013. Do we become a different person when hitting the road?
Personality development of sojourners. Journal of personality and social psychology,
105(3), p.515.
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Online
Factors Affecting Early Childhood Development. 2017. [Online]. Available through:
<https://www.livestrong.com/article/217996-factors-affecting-early-child-
development/>.
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