Understand Sequence & Rate of Each Aspect of Development from 0-19 Years

1. 1 Explain the sequence & rate of apiece expectation of expandment that would formulaly be expected in electric s nourishrren & young good deal from alliance -19 years Development is what happens to both individual at every coiffure of his or her lives. Developing something means to turn around distinguishable skills, somatic aspects and involves gaining concur of the remains. For grammatical case, a impair bequeath expose physic each(prenominal)y because it is shut away going to cause, which means the body ordain still be changing. a nonher(prenominal) example is if an older person is watch outing a tonic skill, equal how to use a computer.That persons computer skills atomic number 18 reaping as he/she is makeing a new skill and is gaining control all over it corporally and mentally. When you atomic number 18 sustaining, you ar learning and bring outing into a better person than what you are now. You begin to translate more than what you al ready know. This means your body is changing and has to retain a drawing card more information every judgment of conviction you have. in that locationfore, a readingal milestone is what the total pip-squeak does at individually st suppurate of their increment.It is a basic operative skill or age specific task that most churlren develop at a certain age black market. When the corrupt is new born, for the prototypic few years of the tykes life, he or she vi stupefys a paediatrician for regular check-ups. The paediatrician checks how the featherbed is ontogenesis using milestones. Although in that location is a specific age for when the chela is expected to meet each milestone, this is not always the case. Every peasant is unique and therefore each nestling develops and reaches its milestones at different ages.The level of age that a boor should reach each milestone is just an median(a) estimate. There could be a number of different reasons as to why a sister is no t reaching the milestones are the expected ages, some of these reasons could include * inherit sufficient factors a sister acquire the parents genes, * Parent involvement the standard of clock the parents have for their botch birdren, to encourage their baby birdrens developing, * Health implications, * surroundingsal factors the quality of the baby birds home and area. Growth is different to reading.Growth is being able to grow into a bigger person. The fruit swear out not only when involves a babys acme and campaignt, it similarly involves the growth of their teeth, when a electric shaver gains teeth, they then fall out and gain new teeth. For a teenager it involves sugaring puberty and for any person it involves the growth of blur and nails. All these different growth processes occur as the body matures. Although growth and development have different meanings, they are closely linked. They usually fall out the same pattern, although sometimes this is n ot the case.For example, if there is something wrong with the tyke or they have a dis big businessman, this could be because they are still growing just not developing. There are different factors that could influence a tiddlers growth and some of these include * Genetic factors inheriting the parents genes * Environmental factors e. g. living in cramped spaces could lead to poor growth. * Financial factors e. g. the babes parents may not be able to afford new shoes for their child, therefore if the child continues to wear the same small shoes, their feet go out not grow properly. * aroused factors e. . if the child is emotionally stressed and upset, they may not eat very well or lack sleep, preventing them to grow. * headway factors e. g. the child not having the experience to know what is a healthy diet. Therefore, if the child eats a lot of junk food instead of uninfected foods it could prevent a healthy growth. * visible factors e. g. having a problem or condit ion, which affects a childs growth. Growth and development is very important, in particular doneout a childs childhood. This is because at these early stages of their lives, they develop and learn the most.It is important for a child to have the right initiation of growth and development in the early stages of their lives for them to adjoin their growth and development by dint ofout the symmetricalness of their lives. Good development enables a child to increase their skills and knowledge, which will help them doneout their lives. For example, when they are looking for a trick they will be equipped with a good development of knowledge and intellectual skills, which will consequent to a better job. other example is if when a child attends school, they will be able to learn and develop quickly which will result to better grades.Good growth on the other hand, enables a child to have a healthy tooshiet, height and an overall healthy body. Good growth withal helps a childs development. material growth and size visible growth occurs from 0 to 18 years. This is from the time the indulge is born to the time the baby matures. The child will grow according to the individual child and the different separate of its body this overly depends on the rate that the child will grow at throughout the years. The child may experience a growth spurt, which is when the body tends to grow at a much instant(prenominal) pace than the childs usual growth rate.Parts of the body also grow quicker than other parts at different times. For example, usually a babys head is big than the rest of the body when born. As the baby grows, the head becomes smaller in coincidence to the rest of the body parts. Health professionals monitor babies growth using a map called the Centile Chart. Midwives and health visitors usually measure and weigh babies and children and then plot the measurements on the centile chart. A centile chart is used to measure babies and childrens height and weight and compare it to the average height and weight.This is to check if they are growing at a normal rate. If they are not, then it could be because of health implications, which is then assessed by the GP. A centile chart is quite connatural to the developmental milestones, as they both measure babies and children according to the average measurements. The height and weight of a child is usually recorded on two separate centile charts. There is also a separate centile chart for both boys and girls. This is because boys are usually taller and weigh more than girls, so the average height and weight will be different for both genders.The chart has three lines marked on it and they are cognize as the 98th centile, the 50th centile and the second centile. For the 98th centile it would be tagged as 98 and this will delegate the children who are taller or heavier than the average child. The 50th centile would be tickled as 50 and this shows the average height and weight of t he child. Therefore, the 2nd centile would be labelled as 2 and this shows the children who are shorter or twinkle than the average child. Only 3% of children are expected to be supra or below the 98th or 2nd centile. Physical DevelopmentPhysical development is when the child starts gaining control of their movements and learning skills, these are developed with age. Physical development is when the muscle strength increases in a child. They learn to sit up by themselves, and then they learn how to crawl and eventually how to walk. This is all to do with the physical development of a childs muscles. However, physical development also includes the maturity of the central nervous system. This means that children are more tolerant to pain as they grow older, due to the toleration levels of their central nervous system.For example, if a child is dropped at 3 months old, the amount of pain inflicted on the child would be substantially high, where as if a child at 3 years was dropped t he amount of pain inflicted would be noticeably lower due to the developmental progression of the nervous system. Physical development female genitals be divided into three main categories, these are * very well motor skills * Gross motor skills * Sensory skills Gross force Skills Gross motor skills are the reflex responsees in a childs body. This consists of using the bigger muscles in the legs, arms, torso and feet to control their body and larger movements.When a baby is born their physical movements consist of unintentional movements known as reflexes. These reflexes help babies to survive, as they have no control over their bodies or their movements at first. Once the baby gains control over its body and movements, these reflexes go. This type of reflex is known as primitive reflexes. For example, anything fixed in a babys mouth will automatically be assumed as a breast or teat. Therefore, the baby will automatically start sucking as they think they are findting fed. Thi s is a primitive reflex, which disappears once the baby is 6 months old.Fine Motor Skills Fine motor skills is another reflex movement notwithstanding involves grasping. To enable smaller movements and manipulation, this reflex involves using smaller muscles of the fingers, thumbs, toes, wrists, lips and tongue. For example, a baby will first start to curl their hands when born, therefore, if an object was primed(p) in their hands, they would try to hold onto the object by curling their hands. This reflex disappears after 3 months. A pincer grip is when a baby can hold an object between their thumb and index finger. pair of pincers grasp is usually developed at the age of 1.A child usually performs gross motors skills earlier they perform fine motor skills. This is because a baby finds it easier to develop their larger muscles before they develop their smaller muscles and movements. For example, a baby will learn to wave their legs and arms around first, before wiggling their fi ngers and toes. This is because gross motor skills involve controlling the body the baby demand to know how to control the body before it can perform smaller movements and manipulations. Gross and fine motor skills are very similar however, as many activities depend on the co-ordination of both motor skills.For example, being able to pick up a roll that is placed on the grace the child needs to be able to pick up the ball with its fingers (pincer gripping fine motor skills) and move the ball off the coldcock with its arms (gross motor skills). Although they work together most of the time, there is a difference to what each skill performs. Gross motor skills are the larger muscle movements and fine motor skills are the smaller muscle movements. They are both reflexes but involve different parts of the body. For a baby to develop properly, he r she needs to develop both skills well, as one skill performed without the other would make it extremely hard for the baby to physically develop to its full potential. Sensory Development Sensory development consists of using our senses, which are sight, hearing, taste, touch and smell. Senses are the physical processes of our nervous system. For example, breastfed babies can sense the smell of their mothers breast compared to other womens breast. This shows that the baby can use its smell sense to distinguish different smells.Therefore, the baby is developing its sense of smell. This will develop as they grow older, for example, when the baby is 5 years old, their sense of smell would have fully developed to an adults level. intelligent Development Intellectual development is the development of the mind. A childs mind is very active from birth. As children develop their mind to think, learn reason and explain, their intellectual development progresses. For example, at 3 months old a baby likes to explore different textures, like on a piece of cake gym or an activity mat.By the time the child is 2 years old, they h ave developed different textures in their mind and are now able to match different textures. Children learn intellectually through different ways, some of them being * Using their senses * Exploring * Imitating/role play * quirk * Experiments * Observing * Making mistakes * Playing There are some factors much(prenominal) as family history that can affect intellectual development. This is because a babys development can be affected by inheriting genes from its parents. The inheritance could be from a familys history of late developers.Another factor that can affect a childs intellectual development could be encouragement from the parents to help learn and develop their childs mind. It could also be the environment that the child lives in if the childs environment is cramped, this could mean that there is not a lot of space for the child to play and do certain activities that would develop his or hers skills. This could also lead to financial factors, the parents of the child not ha ving enough capital to facilitate learning aids to help their childs development. cognitive developmentCognitive simply means thinking. Cognitive development is similar to intellectual development as it is the development of the mind, however it is the development of the mind through thinking and learning skills. This enables a child to visit the environment around them. The keys to successful cognitive development are * Concepts Children need to learn different concepts. The child has to see and experience things to develop a range of concepts. An adult providing activities, equipment and support can also develop these concepts. Problem resolving skills A child learns how to solve problems through trial and error, identifying there is a problem that needs solving, working out a solution and predicting what tycoon happen. This is also linked to the childs ability to reason. They begin to get wind that their actions will produce results such as pushing a liberation on a toy w ill produce a result by making a noise. * Creativity this gives a child the ability to use their imagination to express their ideas. This can be done through painting pictures, making collages, dancing and making music, etc. Imagination this is when a child sees things that do not exist or are not in front of them. Children imagine images in their head to play take a crap games, make up stories or talk to an imaginary friend. This gives them comfort in knowing there is someone there with them. * Memory a child storing and retrieving information, ideas and things that have happened to them, learn this mentally. They remember things that have happened to them in their brain for a short time or depending on the situation, this could be a long-term memory.Sometimes a little release of information can move off what they stored as memory in their head. * Object permanence this describes the sensation of an object to a child. For example, if an object were no longer visible to a ba by, they would think that the object no longer exists. Object permanence tries to develop the childs mind to think that the object still exists although it is not visible to the eye. * Concentration this is the ability of a child to spend time and pay attention to a task.The child develops the ability to stay cogitate on a task for longer as they develop, whereas at first, they would get distracted and lose concentration a lot quicker. A theoriser called Piaget believes that the stages of cognitive development have an effect on how a childs thinking is developed throughout their childhood. However, this theory was understood in the late 1980s and since then, childrens stages of cognitive development have increasingly changed due to the childs age. Language development Language is how a person speaks and relegates with others, also known as verbal communication.Language development is how children express their needs and mete out information with others using language. A childs language is developed depending on how much the child practices speaking. From birth a baby cannot speak, however they use other forms of language to share information. For example, they learn how to cry when they are hungry, this is using language and the baby has developed this skill by knowing that when he or she cries, they will be fed. Speaking through the mouth does not only develop language, it also involves other physical movements. E. g. face expressions, sign language, writing, etc.It can also involve non-verbal communication such as listening to voices, practising sounds and learning what different sounds mean. Language development can be divided into two stages * Pre-linguistic * lingual The pre-linguistic stage occurs between birth and 12 months. At this stage, babies learn to understand what is being said to them and learn the rules of how to communicate. Although they cannot talk at this stage, they learn to communicate to gain attention by crying, smiling and using facial expressions they may also point to what they want or nod their heads.The linguistic stage is when babies speech starts to develop. Now words can be used to label objects or to share information. The child first starts off with one-word speeches and then later on their language develops into complex sentences. Emotional Development Emotional development is how children understand what people are feeling and what they are feeling most themselves through the things they do. Children feel a lot of emotions including fear, excitement, affection, pride, jealousy, sadness and contentment. A child develops emotionally starting from birth.For example, when a baby is feeling lonely they will cry for attention and love. This is how babies express their emotions, through crying, laughing and facial expressions. When children grow older, they learn to control their emotions. This is another emotional development as they have learnt how to control their feelings, and their brain function s. This is learnt through the later stages of childhood. An example of this would be a child falling over and not wanting to concern others of his or her accident, therefore controlling his or her emotions.This in affect will not only control the childs emotions, but the child has also developed that it will affect other peoples emotions and is toilsome to control that too. Emotional development can affect intellectual and complaisant development. They learn how different emotions can affect others around them. The children learn to understand that being happy is healthier than being sad, as there is a less risk of the child becoming stressed or depressed. Emotional development can also affect genial development by the child understanding that their emotions affect the relationship they have with others.For example, if they love their parents, the parents will care and love the child back. On the other hand, if a child was being rude and arrogant, other children would not want to socialize with him or her, leaving the child feeling emotionally lonely and upset. Children also learn different emotions through social experience. Social Development Socialising is the process of interacting with others. They begin to interact at first with their primary carer, e. g. parents, carers, etc. The social skills developed from a child are through the child socialising with its primary carers.A babys social development follows a pattern, which is * Interaction with their main carer this include making eye contact, smiling, showing facial expressions and babbling. * Knowing that they are part of a family they recognise who their family are through familiar faces that they see all the time. They understand who strangers are by not recognising the faces. * Mixing with other people in a group and co-operating they start to follow instructions, copying and imitating actions, playing with other children and sharing toys or objects with others.Children are not born with s ocial skills they have to learn how to develop this through life experiences. Usually it is the primary carers that encourage socialisation between their child and others. They help them develop the skills of interacting with others. This is also helped by the physical, social, language and intellectual development, as they all play a big part on how children should socialise with others. These social skills are developed through time depending on the age of the child, their actions will be different.