Development booklet stages and sequence of child's development from 0-16!!!!

[Edger]

Can any one help me !!!!!!!!!Ldoind a booklet about development stages and sequences for children 0-19 I need to cover communication diffulties and overcoming them. Also a activity and equipment for 0-19 covering SPICE anyone help!!!!

[xxladylisaxx]

hi
for an activity and equipment covering spice i wrote this for my level 2 as a base and then went into more deoth for my level 3 i hope this helps.
Some of the ways a practitioner will help and support children's communication and language when they are playing is by playing along side them and asking them questions such as ‘What colour is the ball your holding’ or ‘How many cars do you have and if I take one how many do you have left’. We help the child if they get it wrong we will count or try and guess the colour with them and if they get it right we praise the child, we also praise the child if they get it wrong as if we don’t then it lowers their self-esteem and confidence and that is not what we want to do we want to help them.
Some other ways a practitioner can support children's communication and language is by, allowing the child to explain and express themselves when they are talking about something that they want you to know, and by doing this and having a conversation with them you are building the vocabulary and it helps with their confidence. Other ways are by asking open ended questions, allowing the child/ren to talk about new experiences and during circle time it helps them to listen to what others say and that helps on their learning of words and sayings and children learn best from other children and with a child who is bi-lingual listening to other children talk they learn faster than talking to an adult all the time.
It is important to observe a child when playing as they say many different things and if you monitor their speech patens you will see where they need help. Its important to talk to the children whilst playing as they are not only interacting with other children but practitioner as well, and they keep talking and tell you what they are doing and ask you questions and answer questions you ask them.
P8 For a child where English is a second language it is important to talk slowly as they are learning their own and English. In my setting some of the ways that we commutate with children with English as a second language is by using pictures, books, toys, posters and a talking pen, using these tools help us communicate with them. For children who have visual impairments we talk slowly and use big objects such as books, posters, paint brushes. For the children who may have a hearing impairment then we would use British Sign Language.
Some of the toys that we use are from the Small world, and many of the toys that are in the Small World are:- Cars and Garages, Trains Role Play, there are also small figures from cartoons such as, Bob the Builder, Pepper Pig, In the Night Garden and many more.
Other ways the practitioner can support children’s communication and language is through circle time, where we all sit down together and sing songs and read a story. If a child comes to you during free play and wants to sit quietly and read a story then we have a quite area where there is no through traffic and you can sit with the child and read stories and make a game out of the book by asking questions, and guessing colours and shapes. There are good and bad times during the day to play and many children will not play if they are tiered or even hungry and they will not be interested in what they are doing.
It is important not to intervene in play unless you can see that the child/ren are willing to let you intervene sometimes it is always a good idea to ask the child/ren if you can play with them and wait for their answer, by doing this you are allowing them to choose and make decisions for themselves. If you do get involved in the play it is a good way of observing what they are saying and what skills they have developed, it is also good to keep eye contact with the child/ren when playing and observing them.

development in the level 3 childcare book there is a complete section just use that and expand on it.
:)

[nilpa]

Hi I HOPE THIS HELP
Age Physical Emotional/social language Intellectual



0-3 months
• Will hold rattle for a few moments, but cannot usually look at it, at the same time
• Can hold head up for several seconds. Head and chest lifts when lying on tummy

• Stares at parent or carer when being fed.
• Shows excitement at sounds, which he likes. Running bath water etc.
• Enjoys bath and other routine activities.

• Makes noises when happy.http://www.silkysteps.com/forum/images/smilies/wave.gif


• Stops crying to sound of rattle.
• Turns head to sound. • Visually alert, and follows adults with eyes, moves head.

• Shows eagerness when offered milk



3-6 months

• Lifts head and chest up higher now, when lying on tummy. Rests weight on outstretched arms and flat palms
• Will pull him self to sit when hands are held. Will lift head up when lying on back. • Loves rattles and will grab for one when offered. Then shakes it deliberately.
• Loves 'Rough and Tumble' play.

• Holds hands up to be lifted
• Is still friendly with strangers unless startled or familiar adult isn't there.



• Laughs to self while playing, also screams with delight and with irritation

• Turns to where familiar voice comes from. Listens to voice
• Starts to make tuneful double or single syllable sounds, eg 'muh-muh'. • Stares at toys within reach, and grabs toy with both hands. Occasionally uses one.
• Passes toy from hand to hand. Watches toy fall.

• More alert now and eagerly watches people in the room




9-months
12months • Rolls along, wriggles and may crawl.
• Attempts to walk along when hands are held.
• May stand alone. Pulls self to standing from sitting, and down again.

• Likes to watch surroundings while being carried.
• Can use action toys which produce a sound or an action when pushed etc.

• Shows affection. Recognises family members.
• Holds out arm or foot to help dress.

• Copies simple sounds.
• Shouts for attention, waits and.repeats.
• Knows how to follow simple in.structions.
• Uses most letters of alphabet, in vocalisation • Drops toy deliberately but cannot actually place it down.

• Points at objects. Puts things in containers. Takes things out of containers.

• Knows how to use familiar objects, like a hairbrush.
Age Physical Emotional/social language Intellectual



1-2 years



• Falls over frequently when walking.
• Can manoeuvre large boxes and toys.

• Can walk up and downstairs by self, hand on the railing, slowly placing both feet on each step. • Likes dolls, but does not treat them as a baby, instead just carries them round roughly.
• Knows how to use lots of common objects. If toy is hidden, will search for it.Pretend play includes doll play and simple
• Says 'MINE' a lot when others try to play with fa vourite toys.
• Listens when spoken to, and to others' conversations.

• Will chatter away to self while playing. Uses 'echolalia' - i.e. copies last words or word of sentence.
• Understands many words. Obeys simple instructions like 'give me your cup!'






• Plays with bricks and can build tower of two or Three brick tower.


• Will hold the pencil in favoured hand. Holds pencil half way down using palmar or tries to uses fingers and thumb.






2-3 years





• Manages climbing frames.

• Manoeuvres large toys with ease. Cannot yet avoid obstacles.

• Can balance on one foot for a moment
• Will throw balls above head. Catches clumsily with arms or hands
• Tantrums are still happening but are less easy to stop.
• Doesn't have an awareness of danger yet.
• Will show a little understanding of past and present.
• When going to the toilet can manage by self.
• Uses tea sets and cooking sets more realistically • Uses language well in play with small figures.
• Can recite numbers up to 10 but only able to count 3 objects.

• Sentences are completely understandable but still sound childlike. • Will copy a circle and a flat line.

• May also copy a T and a V.
• Will draw a head for a person. Sometimes has other features.
Age Physical E motional/social langua.ge Intellectual



3-4 years

• Very good on a trick.

• Can use ladders and will climb up trees.
• Able to sit cross-legged. Hops around and balances on one foot for longer. • Complex play on the carpet with toys.
• Uses humour more in play and conversation
• Sympathetic to little brother/sister or friends when hurt or upset.
• Now has best friends. Is sometimes hostile and sometimes friendly • Likes long stories now, also tells stories.

• Occasionally mistakes reality with imaginings

• Can count 4 or 5 objects, and can recite up to 20.
• Still confuses letters in speech, such as K with T, R with W, or TH with F. • Copies X, T, H, V and O.

• May decide what drawing/painting is before it's done
• Can draw a house


• Now draws people with heads, bodies, legs, and mostly with arms and fingers too.


4-5 years


• Can now play all sorts of ball games competently.
• Can now balance on either foot easily for about 10 seconds. Hops for longer.
• Expert at all outdoor activities such as swinging, climbing and sliding. • Has definite best friends with whom he is usually friendly and obliging.

• Will tidy up but usually needs prompting

• Can wash own face and hands and dry too.

• Only confuses the letter S with TH, or F with TH now.

• Knows more songs and rhymes, and loves to sing them.

• Still loves to listen to stories, and will use them in play later.

• Now knows more colours and can match well. Excellent handling of pens and pencils.
• Can now copy a square, a triangle, and L, H, V, Y, X, T, O, U, C and A.


5-7 years

• More coordinated movement
• Growing confidence
• Grow fine motor skills
• And gross skills e.g hopping, kicking a ball and larger equipment • Play with peer,
• Developing identities
• Develop their concept
• Understand their boundanes
• Respond well to being given responsibility • Able to talk about past and future.
• Wright proper sentences • Use big number and expression,
• Ask so many questions
• Able to writing,
Age Physical Emotional/social language Intellectual



7-9 years




• Grow and develop many skills.
• They have hobbies and interest
• They are more practise in some area e.g
• Sport, dance
• Able to make very good controlled finer movement.
• Friendship will become more settle.
• Making groups or friends.
• Need to have chance to slave problems.
• More independence Fluent speakers of language
Developing and refining their skills at reading and writing.
Language skills enable to discuss their idea and



9 – 12 years






12 – 17 yr olds • Playing instrument or sewing. Girls start to show early sign of puberty from age 10 to 11.
• Boys puberty usually starts later .
• Another period of rapid physical growth • Need continue need praise and encouragement.
• Increasingly aware
Of what others think of them.
Developing their own thoughts and preferences.
Able to transfer. Learning more abstract terms
information and think in a
Abstract way
Child Development Chart.