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 …show more content…
5 – 7 YEARS | * Can dress and undress but may need help with intricate fastenings and shoe laces * More proficient at climbing, running, jumping and balancing * Has some difficulty with hopping and skipping * Improved ball skills but still learning to use a bat * Learning to ride bicycle (with stabilisers) * Has better pencil / crayon control; more competent at handling materials and making things | 7 – 12 YEARS | * Grow taller and thinner; start losing baby teeth * Improved gross motor skills, proficiency in climbing, hopping skipping * Can hit a ball with a bat * Learns to ride a bicycle(without stabilisers) * Learns to swim * Handwriting becomes clearer and more legible * Can do complex construction activities * Can draw in a naturalistic way | 12 – 16 YEARS | * Can dress/undress including intricate fastenings * Physical changes of puberty * Enjoys team games and sports * Ride a bike with competence and confidence * Has established joined up hand writing * Computer and typing skills …show more content…
Physical impairments such as lung disease may lead to a child being oxygen dependant. Neurological problems like cerebral palsy, which is a failure of part of the brain to develop, leads to a loss of control over certain muscles, posture or balance. Some children may have a combination of profound sensory and physical needs with a significant effect on their development.
Medical conditions such as childhood leukaemia or chronic lung disease can also affect learning development. The child may become tired quickly or the condition may lead to frequent absences from school for treatment. Other medical conditions such as asthma or diabetes can be more easily managed by medication and therefore do not cause such a significant interference on the child’s development and learning.
3.4 EXPLAIN HOW DIFFERENT TYPES OF INTERVENTIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN
A range of professionals can be called upon to help and support families and children whose development is
Physical
Intellectual
Language
Emotional
Social
Spiritual
Physical Development …show more content…
5 – 7 YEARS | * Can dress and undress but may need help with intricate fastenings and shoe laces * More proficient at climbing, running, jumping and balancing * Has some difficulty with hopping and skipping * Improved ball skills but still learning to use a bat * Learning to ride bicycle (with stabilisers) * Has better pencil / crayon control; more competent at handling materials and making things | 7 – 12 YEARS | * Grow taller and thinner; start losing baby teeth * Improved gross motor skills, proficiency in climbing, hopping skipping * Can hit a ball with a bat * Learns to ride a bicycle(without stabilisers) * Learns to swim * Handwriting becomes clearer and more legible * Can do complex construction activities * Can draw in a naturalistic way | 12 – 16 YEARS | * Can dress/undress including intricate fastenings * Physical changes of puberty * Enjoys team games and sports * Ride a bike with competence and confidence * Has established joined up hand writing * Computer and typing skills …show more content…
Physical impairments such as lung disease may lead to a child being oxygen dependant. Neurological problems like cerebral palsy, which is a failure of part of the brain to develop, leads to a loss of control over certain muscles, posture or balance. Some children may have a combination of profound sensory and physical needs with a significant effect on their development.
Medical conditions such as childhood leukaemia or chronic lung disease can also affect learning development. The child may become tired quickly or the condition may lead to frequent absences from school for treatment. Other medical conditions such as asthma or diabetes can be more easily managed by medication and therefore do not cause such a significant interference on the child’s development and learning.
3.4 EXPLAIN HOW DIFFERENT TYPES OF INTERVENTIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN
A range of professionals can be called upon to help and support families and children whose development is