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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

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  #1  
Unread 02-04-2010, 09:07 PM
chance chance is offline
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Default Development chart 0 - 19 Physical, emotional, communication, learning

I have to complete a child development chart with the following headings

Physical - Intellectual/learning - Language - Emotional - Social - Communication - Health and safety

For children of all these age groups
0 - 3 years
3 - 7 years
7 - 12 years
12 - 16 years

Please have you any ideas this should be the last bit of this unit but I am soooo stuck


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Understanding children's development 0-5 sample chapter


Find help with individual CYPW units on this page of silkysteps
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  #2  
Unread 02-23-2010, 05:31 PM
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Ruthierhyme Ruthierhyme is offline
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Smile Child development chart information and resource links

Hi, if you can get a copy of the child development book 0 - 19 yrs it will help xx


Understand children’s early years education and development Unit 1 sample chapter


To research children's development independently, these are a collection of links from across the forum and internet.

Why the Early Years of a child are important on gov.uk - Why Health Matters: giving every child the best start in life 2016


Buying books to support you making a child development chart


These links are to amazon.co.uk where new and used editions can be purchased, check with your college or course provider as to which books your qualification needs and also with your local library to see if you can loan a copy.

Buy level 3 handbooks for England's Early Years Educator
For detailed knowledge and understanding

Buy level 3 handbooks for CYPW Early years pathway

Thread discussing recommendations, personal experiences and book reviews. All these books each contain detailed information to help learn about child development, stages, ages, rate, patterns and expected sequences.

Collins ----- Heinemann ----- Cache - - -- Miranda Walker



Level 3 STL supporting teaching and learning handbooks

Heinemann primary - Heinemann secondary




How to Observe Children by Sheila Riddall-Leech: This book looks at the Physical Development, Cognitive and Language development and Emotional and Social Development of children from Birth - 11 Years old. Each category links children's developmental stages to a theorist.

Development matters
- free national guidance for supporting children's development in England

Links for research
...

Different types of transitions, support and effects

Factors to consider when assessing development

Free ideas on methods of observation

A free Child development plan


Unintentional Injuries and prevention in children under 5 2017

Accidents and Child Development
2009 download from national archives.gov.uk


Website links:

Talking point: ages and stages of children's speech and language development



Birth to five development timeline on NHS choices

Playtime development guide on Fisher Price

USA Penn State: --trailblazing with two year olds --- terrific three year olds --- fun with four year olds --- fabulous five year olds

USA http://www.cdc.gov/ncbddd/actearly/index.html : USA CDCP Know the signs and act early

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Recommended by forum member Brandy: 'these are good child development sites they may help you'

Australia - Preschooler's Development

UK Parenting Styles on kids development.co.uk


Theorists and Theory

Buy How Children Learn by Linda Pound on amazon
Forum thread - links for theorists and theory


Free sample page 13+ theorists and theories for chilld development


Sigmund Freud: psychoanalytical theory - structure of personality

Jean Piaget: constructivist theory - cognitive development - four stages of development and 4 stages of learning

Lev Vygotsky:
constructivist theory - cognitive development - scaffolding

Abraham Maslow:
humanist theory- heirachy of needs

John Bowlby
+ Mary Ainsworth: Attachment theory

Albert Bandura:
behaviourist theorist - social development - Little Albert

Barrahus F Skinner:
behaviourist theory - behavioural development - positive & negative reinforcers, classical & operant conditioning.

John Watson:
behaviourist theory - behavioural development

Ivan Pavlov:
behaviourist theory - behavioural development

Howard Gardner - multiple intelligences

Lev Vygotsky and Jerome Bruner - Scaffolding children's learning, supporting the gaps between unaware, discovery and knowing.

Types of play and Susan Isaacs
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Level 2 child development resources:

Free sampleInvestigating children’s growth and development from birth up to 5 yearsBasic Knowledge: Although children usually pass through stages of growth and development in the same order, each child is an individual and will develop at their own rate. As an early years assistant, you need a good understanding of the usual patterns of development. You also need to be able to recognise when children are not meeting expected developmental milestones.


Free sample the developing child - expected patterns of development


Free sample NVQ lv 2 unit 201 Understanding children's development - from Pearson schools and FE colleges


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RECOMMENDED IN THE NVQ4 Forum:

Existing developmental threads:

http://www.silkysteps.com/forum/showthread.php?t=14042

http://www.silkysteps.com/forum/showthread.php?t=13328

http://www.silkysteps.com/forum/showthread.php?t=13813
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  #3  
Unread 02-04-2012, 11:59 PM
polly polly is offline
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Just registered, and this information is great, thanks from me too!!
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Unread 02-05-2012, 02:25 PM
carebear25 carebear25 is offline
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so glad i found silky steps again, stuck doing development booklet and reflective diary xx
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Unread 05-08-2012, 12:42 PM
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These two threads are helpful too:

http://www.silkysteps.com/forum/show...ce+development
http://www.silkysteps.com/forum/show...ce+development

And definitely I found my textbook ace at helping me to complete that table. It's the Children and Young People's Workforce Heinemann Level 3 Diploma. Would really recommend that.
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Unread 06-23-2012, 05:01 PM
Loobylou34 Loobylou34 is offline
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Hi , I'm a newbie x and find this site fantastic !!!! X thank you so much .
But I'm just a bit unsure of what I can use as in copy.
Some of the information wrote is exactly what I want to say but am I allowed to write this or do I have to but quote by such a body ? .
Thanks x
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Unread 07-18-2012, 05:52 PM
Kellmorris Kellmorris is offline
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Default Development chart

My advice as an assessor is to read it all very carefully, make some notes and then write it in your own words. If you do use quotes put them italics or " " and name the source or author. If you copy word for word, this will come up on a plagerism check and your work could be rejected or worse reported to the external quality advisor.
Just enjoy the learning experience and have fun.
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Unread 10-27-2013, 03:39 PM
Topaze Topaze is offline
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Thank you so much, I found this helpful
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Unread 10-28-2013, 01:27 PM
Mrs Williams Mrs Williams is offline
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Thanks from me too - I've just got my assignment back and had missed that I need to do this - as well as all of these - and this is from week one of my course!


1.1 Explain the sequence and rate of each aspect of development from birth -19 years
2.1 Explain how children and young people’s development is influenced by a range of personal factors
2.2 Explain how children and young people’s development is influenced by a rang of external factors
3.1 Explain how to monitor children and young people’s development using different methods
3.3 Explain the reasons why children and young people’s development may not follow the expected pattern.
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Unread 11-21-2016, 07:52 PM
mummytothree mummytothree is offline
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Quote:
Originally Posted by Mrs Williams View Post
Thanks from me too - I've just got my assignment back and had missed that I need to do this - as well as all of these - and this is from week one of my course!


1.1 Explain the sequence and rate of each aspect of development from birth -19 years
2.1 Explain how children and young people’s development is influenced by a range of personal factors
2.2 Explain how children and young people’s development is influenced by a rang of external factors
3.1 Explain how to monitor children and young people’s development using different methods
3.3 Explain the reasons why children and young people’s development may not follow the expected pattern.
2.1 The developmental areas; physical, social and emotional, language and intellect, that a child and young person must meet will be influenced by different personal factors.

It is possible that if a child or young person is exposed to a number of risks or vulnerable factors, they will experience delays in reaching some milestones in some or all of the developmental areas. For a child or young person to have the opportunity to reach all their milestones and develop to their full potential, they must have personal attributes which will enable this to happen such as good health, good behaviour and good genetic make up.

If a child or young person has a disability it could set them back in terms of meeting milestones or developing as others do. This could be due to genetics, for example if a child has Down’s Syndrome they may have an impairment of cognitive ability and physical growth so they will need extra support in daily activities. Cerebral palsy is a non-progressive non-contagious disability which is also developed at birth due to the brain. It would have a direct impact on language and physical development as the body has limited movement.

Health conditions such as asthma can set children back as it causes them to become physically restricted, and causes them to get breathless when taking part in physical activities like sports. They may have to use an inhaler and could make the child miss out on certain things. Sensory impairment such as speech impediment or stutter could affect a child’s ability to meet fluent speech milestones. Impaired eyesight will have an impact on a child’s development as they wont be able to take part in certain activities, such as running and team sports, this will affect their physical development and social skills. Hearing problems can cause children to miss out on doing things with their friends which could affect their emotional and social development.

If a child has learning difficulties, they may need extra help in school such as one to one support in class. This will have an impact on intellectual areas of development and also social and emotional development. If other members of their class reach educational milestones before them, it could lead to insecurities and cause the child to withdraw from their peers and isolate themselves.

In my setting, if a child or young person has a disability, learning or physical, they will be offered one to one support in the classroom to ensure they get the help needed, and so they don’t fall behind other members of their class. A person-centred approach is taken for each case so that every child’s individual needs are cared for. A seven year old boy who I work with has a learning disability and has the developmental age of four. He finds it hard to hold a conversation and so his peers find it hard to communicate with him. It is my job to ensure he gets the best help with his school work by offering him one on one support, but also to ensure he doesn't isolate himself in the playground. I encourage him to get involved when the class play sports, although is hand-eye coordination is not as good as others his age. I help him to understand the conversation when everyone is talking as his speech and language development is not as developed as his peers. The children in his class are too young to acknowledge that he is at a different developmental stage than them, and therefore it is hard for them to recognise his needs - this has a negative impact on his social skills.


2.2 Explain how children and young people’s development is influenced by a range of external factors:

A child or young person can be affected by a number of external factors.

A family environment is one of the most intense influences for a child’s brain development. How parents and other family members are around a child in the first few years of their life can affect how the child will grow up. For example, a child whose family does not directly speak to them and do not nurture a healthy attachment may become developmentally behind. They may be withdrawn and not have very good social skills. An infant who is shown affection from birth will learn more about love and relationships and be able to form closer bonds in the future.

Once a child reaches the age of three, they generally start to form friendships. These friendships will influence their social development and behaviour. Friendships can have a positive effect on children’s lives. It helps them develop social skills and children can learn from their peers. Friendships can also have a negative effect on children. If they get involved with the ‘wrong crowd’ they can be easily led into doing things which they should not do, for example children under the age of eighteen can be persuaded to try alcohol before they are the legal age. Socialising is very important for the development of children.

Things such as the television can influence a child’s development. If a child or young person watches violence on tv, it can cause them to become aggressive to other people. Children can hear bad words or see bad behaviours on the tv which they may not see or hear in real life. If a child watches up to two hours a day on tv it can be educational. There are channels and programmes targeted to different age groups which help them to learn. For example there is a baby tv channel which helps the young child to learn shapes, colours, numbers and the alphabet through songs and rhymes. The programmes on the channel are bright and colourful which attract their attention. If an child watches more than four hours of tv a day, it can cause them to become overweight as they will be sitting for too long doing nothing and children need exercise such as running around outside to be healthy. Watching too much tv can also stop a child from developing socially and cause them to isolate themselves from their peers.

Environmental and social conditions can also influence the development of children. If a child has a secure and nurturing environment to grow up in, it has obvious physical benefits, but there may be barriers to achieving this - for example poverty, unemployment, access and transport links, limited housing conditions. A lack of resources can result in an impoverished outlook which can be internally limiting. If a child lives in a house where there is domestic abuse happening they can suffer a negative impact of their emotional development. On the other hand, if a child comes from a loving home but the household income is low, they may experience peer pressure to have certain things such as clothes or toys which the family is unable to afford.

If a child is in care they may have less opportunity to have positive relationships with a key figure, i.e a parent. Children who go into different foster homes throughout their childhood may be more vulnerable and can have attachment problems.

In my setting there is a six year old girl who had been in different foster homes throughout her life and never settled in any. It had a negative affect on her development in school. She found it hard to trust adults and therefore misbehaved in class. She regularly fell out with her peers as she was unable to share. She got adopted recently and she has settled so well both at home and in school. Her teacher and new parents have had meetings to discuss her development and they have said that she now gets involved with other children in her class and trusts her teachers more. She enjoys school and enjoys going home to her new family afterwards. I think this is a good example of how this external factor influenced her life but she has managed to become more positive since settling in her new home.



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