Sequence & Rate of Child Development from Birth to 19 Years Essay

Through a young person’s development, from birth to 19 they are expected to follow a development pattern including physical, social, environmental, behavioural, intellectual and communicational. The expected pattern is seen as the average time period it would take to accomplish these skills. In this assignment I will discuss the main stages of development and how it can sometimes differ for different sexes.

They enjoy playing and show it by smiling and squealing with delight. They are able to focus on an object and explore it if it seems interesting. Babies also start to show us that they understand a little of what we are saying and try to communicate with us.

1.1 Explain the sequence of rate of each aspect of development from birth – 19 years.

Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions

Finger feeding. Stand up with support. | Interest in anything new. Increased independence from primary carer. Enjoys playing with other people. | Not applicable |

In the initial few months babies will recognise familiar voices and faces, they will try to 'people please' and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo.

Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time.

Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour.

Madelynn’s language Art skills are phenomenal, she is able to recognize the alphabet when doing activities (letter of the day), and she is able to recognize and count past the number 10. Madelynn would always talk about her family, mainly her mom, dad,pet dog, and her brother Logan. Madelynn loves to point out animals and what type of animal they are. She is able to make all the animals noises, and loves to tell me about her pet dog at home. Madelynn is able to speak in full sentences and carry on a full conversation she would always want to talk about her dad and would always ask a lot of questions like, “what is that?” and “how do you do this?”. She is also a very good listener and great a following instructions.

The expected pattern starts at 0-3 years where a child is expected to develop the most. They have little control over their bodies at 0-1 years and are dependent on their natural instincts e.g. sucking, grasping but when the child has more control over their body they will start to crawl and eventually progress to walking. By the age of 3 as well as

Explain the sequence and rate of each aspect of development from birth – 19 years.

* Have different cries for different needs. For example one cry for hunger, another when they are tired.

Can be very sweet and caring. He can also be very stubborn. He loves to

Strong emotions such as fear, joy and anger are shown. Imitates adults in simple tasks. May alternate between independence and clingy behaviour. Enjoys other children’s company but still reluctant to share. 2 years to 2 ½ years May have established a hand preference (right-handed/ left handed).

He enjoys interacting with other children his age and is quick to jump in and start an activity. He plays well with others, is kind, and rarely gets frustrated. When faced with a problem, he looks to adults to solve it rather than try to solve it on his own. He is shy when interacting individually with adults or in new situations, but becomes at ease rather quickly. In routine situations, he interacts freely with adults and children.