Patterns Of Development From Birth-19 Years

1 Understand the expected pattern of development for children and young people from birth - 19 years 1.1. Explain the sequence and rate of each aspect of development from birth – 19 years Physical development 0-3 years they are able to feed themselves at the snack table. Nod or shake their heads to say if they want something. If playing shops they should be able to push the trolley and walk at the same time. Be able to kick a ball independently. Showing control when pouring milk/water into a cup. Start making lines and circles when scribbles during mark making. Making bigger towers. 3-7 years- the child should be able to run, jump and be able to climb on climbing frame. Holding the rail and walking down and up the stairs. The child would be …show more content…

And boys would have a growth spurt and be taller than most girls. 16-19 years most girls have reached maturity but the boys grow up to 25 years old. Communication development 0-3 years listening to parents and practitioner and starting to recognise their name by 1 and half they should be able to say mama dada ect and start to join in with rhymes such as twinkle twinkle little star. At the age of 3 they should be able to say at least 200 words. If the child has a speech problem then we use 100 words pictures and sign language to see what they know. 3-7 years children like to read books and sing songs they pay close attention to what is being said and they ask lots of questions if they don’t understand something or they need it explaining. Start to follow simple instruction such as go and give this book to that practitioner. As they get to about 6 years they look more at the words than the pictures in the book. 7-12 years children should be able to read and write by the time they have reached 9 years. They start to join up the letters. Accessing information on the …show more content…

So practitioners record what age they start doing certain things such as flicking through books ect. Observations- practitioners ask the child to come over to them and do a task which the practitioner would like to see if the child can do it can be as simple as kicking a large ball to knowing whether a child know which way to read the book left to right. Tracking- if there is a new child the easiest way is to start with tracking because then the practitioner knows what the child can and can’t do. At the pre-school, we do tracking for the children once every month. Standard measurements- the child’s height and weight could be tested to see if they are growing at the speed of their age. If the child is smaller than they should be that could be because they have a disability or from the characteristics of their parents. Information from carers and colleagues- the parents and carers would give helpful information that would tell the practitioners if the child has a disability and that would help tell whether they are going to need extra support. The parent knows lots about the child they would be able to tell if something is not right at home. The practitioners would notice if something is wrong at the pre-school if the practitioner is concerned about the child they would let the parent know if they think something is different. The parent could ask questions at parents meeting with the child’s key person about what the