Transcription of Section 1
1 Unit 3. FT. Section 1. A. Key areas of development in R. children and young people D. 1. Content In this Section learners will gain knowledge and understanding of: key areas of development in children and young people. This includes: physical, cognitive, language, intellectual, social and emotional development. Amplification FT. Learners should understand language, including: the key areas of development in components of language children and young people (0-18 development; stages of years) communication; difficulties in communication, including physical, including: the language delay, impairments, biological aspect, the use and language differences purpose of measurements, normative measures, sensory emotional and social, including: development, the key social interaction; importance A. milestones of development for of attachment; consequences gross and fine motor skills and of separation from primary coordination, puberty carers; development of feelings and awareness of oneself, intellectual/cognitive, feelings towards other people, including: the thinking process, personality, relationships with R.
2 Problem-solving and memory, other people. imagination and creativity, reasoning, perception, concentration and attention D. 2. Chapter 1: Physical development The b iolo g ica l a spect FT. A. R. Understanding how children develop is one of the key principles of working with children. Our understanding of child development informs all areas of our practice and is integral in supporting each individual child to achieve their optimum developmental outcomes. The biological aspect of child development plays a vital role in the early development of the child and can influence the child in either a positive or a negative way. Some periods of the D. child's development are particularly important, such as developing in the womb and the very early stages of the child's life. Some critical Keywords biological factors are genetics passed on from Biological Maturation the child's parents, brain chemistry, hormone levels, nutrition and gender.
3 Macronutrients Micronutrients Section 1 | Chapter 1 3. Principles of Child Development Development starts from the child's head and continues down the body. Development always occurs in the same order, but the speed or rate of that development can change. All developmental areas are interdependent or linked together. Key areas of development in children and young people Expansion: It is essential for all practitioners to understand the principles of child development. This way, we can best support each individual child to develop to their full potential. Understanding the sequence of development from the head down the spine and from the spinal cord out to the hands and feet allows us to identify any possible FT. developmental delays and problems and give the child the support needed. Development occurs in each child in sequence, but the rate of this development is different for each individual child.
4 A baby needs to hold their head up independently to learn to sit and needs to be able to stand before they can walk. Some children will walk as early as nine months, whereas others may not walk until they reach 18 months old. Areas of development link to each other: a child who is not spoken to cannot develop language skills, and language skills are linked to the development of other skills, such as hearing. A child who is not given love and support to aid their development will suffer developmental delay across all areas. Babies who are communicated with consistently through facial gestures, body language and verbal communication will smile, interact and speak earlier than those who receive fewer social stimuli. A. Nutrition Nutrition is vitally important for all aspects of a child's development. Before a child is born, the mother's health and diet directly influence the development of her child in the womb.
5 R. Expectant mothers are advised to take 400 mg of folic acid every day to avoid birth defects, such as spina bifida. This can be even more effective with planned pregnancies when folic acid is taken for three months prior to conception. Folic acid deficiency, when it occurs between 21 and 28 days after conception, makes the unborn child more likely to develop a congenital malformation called neural tube defect. From conception to their early years, a child's brain can be affected greatly by nutrition as the brain matures and undergoes significant structural D. development. Nutrition is the foundation for good health and development in the early years of a child's life. Poor nutrition can cause delays in both cognitive and physical development that can last into later childhood or adulthood and, in extreme cases, can cause serious illness or death. It is important that all children consume the correct number of macronutrients, including protein, fat and carbohydrates, and micronutrients, such as vitamin A, iron and zinc.
6 Reversing the effects in young children is easier than in older children as after the age of two deficiencies become more difficult to address. 4. Physical Development Children go through many physical changes in the first few months and years of life. They go through biological maturation which includes developing their motor skills and changing the size and shape of their brains. These processes are affected by the nutritional status of the child. Good nutrition is also vital for cognitive/intellectual development, including functions such as memory, learning and understanding. If good nutrition has a positive impact on these functions, then for children who have dietary deficiencies, poor nutrition will impact in a negative impact. Dietary deficiencies FT. There are two different types of child malnutrition which can impact on development . undernutrition and overnutrition.
7 These often have a negative impact on the child's health and development, as shown in the table below. Developmental effects of Developmental effects of undernutrition: overnutrition: less energy obesity less interest in learning and play cardio- metabolic disease, Diabetes poor academic performance lack of confidence . A. slower rate of growth difficulty in participating in physical lower body weight exercise shorter in comparison to other children heart disease and stroke in adulthood Genetics R. Genetics has a profound effect on the development of each individual child. Events such as the timing of a child reaching puberty are usually due to genetics, though environmental factors, such as nutrition, can have some impact. The interaction of hereditary D. factors with a child's environment shapes how that child will develop. A child's genetic information develops from their parents'.
8 When a child is conceived, both the father's sperm and the mother's egg contain chromosomes. The genes in these chromosomes are made of DNA (deoxyribonucleic acid) that contain the embryo's genetic code. All cells in the body, except reproductive cells, have 46. chromosomes. Section 1 | Chapter 1 5. A genotype is the genes a person has inherited, and a phenotype is how the genes are exhibited. Physical traits, such as height and eye colour, are a phenotype. Some genes are dominant, and some are recessive so a child with one brown-eyed parent and one blue-eyed parent is more likely to be brown-eyed as brown eyes is the dominant gene for eye colour. Genes do not always control the development of a child, for example, a child who has two tall parents could end up being smaller due to poor Key areas of development in children and young people nutrition. Sometimes genetics can cause children to be born with a genetic abnormality, such as Fragile Keywords X syndrome when part of the X chromosome is attached to other chromosomes by a very fragile Genetic string of molecules.
9 Some sufferers have few Chromosomes FT. symptoms while others can have mild to severe Genotype learning difficulties. Phenotype The most common chromosome disorder is Down's Abnormality syndrome, where the child has three chromosomes at the site of the 21st chromosome instead of two. Down's syndrome can cause some physical problems, such as heart defects and hearing problems. A child with Down's syndrome will have some degree of learning disability, but the level of ability will be different for each child. A. Test your knowledge: 1. Define a gene and a chromosome. 2. Discuss the importance of nutrition in the development of an infant before and after birth. R. Gender The female and male brains are not identical. The male brain is more lateralised with the two D. hemispheres operating in a more independent manner, for example, when holding a conversation.
10 Females use the hemispheres in a more equal way. The male brain is also slightly larger at all developmental stages, even in ratio to body size. Neuroscientific experiments taking electrical measurements of the brain have demonstrated significant differences in the brain function of girls and boys from birth. By three months old their brains show different responses to human speech. As this is such an early response, it is thought to be controlled by sex related genes and hormones. The testosterone levels in the male foetus start to rise just seven weeks after conception, which affects the growth and development of neurons in the brain. It is thought that female hormones also impact on brain development but further 6. Physical Development research on the impact of this is needed. Gender differences in the brain are reflected in the developmental stages of the two genders.
