Skills for Work: Early Education and Childcare Intermediate 1. Child Development. Support Material. September 2005 (Updated October 2007)

Transcription

1 Skills for Work: Early Education and Childcare Intermediate 1 Child Development Support Material September 2005 (Updated October 2007) Scottish Further Education Unit

2

3 Acknowledgements SFEU is grateful to the subject specialists in Scotland s Colleges and other agencies and industry bodies who have been involved in the writing of this and other support materials in the Skills for Work series. SFEU is also grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce extracts from Course and Unit Specifications and the Skills for Work Rationale. Scottish Further Education Unit 2005 (updated 2007) Scottish Further Education Unit 1

4 Child Development DM83 10 Introduction These notes are provided to support teachers and lecturers presenting the Scottish Qualifications Authority Unit DM83 10, Child Development. Copyright for this pack is held by the Scottish Further Education Unit (SFEU). However, teachers and lecturers have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged. Enquiries relating to this support pack or issues relating to copyright should be addressed to: Marketing Officer - Communications The Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Website: Further information regarding this Unit including Unit Specification, National Assessment Bank materials, Centre Approval and certification can be obtained from: The Scottish Qualifications Authority Optima Building 58 Robertson Street Glasgow G2 8DQ Website: Scottish Further Education Unit 2

5 Class Sets Class sets of this pack may be purchased direct from the printer. Costs are dependent on the size of the pack and the number of copies. Please contact: Elanders Hindson Merlin Way New York Business Park North Tyneside NE27 0QG Tel: Disclaimer Whilst every effort has been made to ensure the accuracy of this support pack, teachers and lecturers should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SFEU will accept no responsibility for any consequences deriving either directly or indirectly from the use of this pack. Scottish Further Education Unit 3

6 Scottish Further Education Unit 4

7 Contents How to Use this Pack 7 Reference Section 8 What are Skills for Work Courses all about? 9 The Course in Early Education and Childcare (Intermediate 1) 12 Unit Specification: statement of standards 14 Employability Skills Profile 16 Careers Scotland Support 17 Tutor Support Section 19 Introduction 20 Approaches to learning and teaching 21 Scheme of Work 22 Learning and Teaching with Under 16s 24 Student Support Section 28 Tutor Note on Student Activities 29 Outcome 1 30 Introduction 30 What is the Study of Child Development? 31 Normative Development 36 Stages of Development 42 The new-born baby 43 Main features of changes and differences in the developing child 50 Emotional and social development 51 Cognitive/intellectual development 60 Language Development 68 Outcome 2 86 Scottish Further Education Unit 5

8 Outcome 3 86 Portfolio 87 Appendix: Class Marking Grid 102 Class Summary Sheet 105 Glossary 106 Scottish Further Education Unit 6

9 How to Use this Pack None of the material in this pack is mandatory. Rather, it is intended as a guide and an aid to delivery of the Unit and aims to provide centres with a flexible set of materials and activities which can be selected, adapted and used in whatever way suits individual circumstances. It may also be a useful supplement to tried and tested materials and approaches that you have developed yourself. The pack is available on the SFEU website in Word format to enable you to customise it to suit your own needs. The Reference Section of the pack provides information on the rationale for, and ethos behind, the Skills for Work courses, the Course Rationale, and the Outcomes and PCs for the Child Development Intermediate 1 unit. It also contains the Employability Skills Profile for Intermediate 1 Early Education and Childcare showing where the specified employability skills and attitudes can be evidenced and assessed throughout the Course and in the Child Development Intermediate 1 unit. The Tutor Support Section contains a suggested approach to teaching the Unit, advice on learning and teaching with under-16s and guidance on integrating the development of employability skills throughout the unit. The Student Support Section contains guidance and instruction on child development. The student activities in the pack cover the three outcomes and their performance criteria. The materials are a resource for lecturers to use, adapt and add to in whatever way best meets the needs of the student group, and suits their preferred style of delivery. Answers relating to activities could also be provided and facilitated by the lecturer. Finally, the Student Support Section contains a glossary of some of the less familiar words used in child development. Activities are identified with the symbol: Scottish Further Education Unit 7

10 Reference Section Scottish Further Education Unit 8

11 What are Skills for Work Courses all about? Skills for Work Courses are designed to help candidates to develop: skills and knowledge in a broad vocational area Core Skills an understanding of the workplace positive attitudes to learning skills and attitudes for employability A key feature of these Courses is the emphasis on experiential learning. This means learning through practical experience and learning by reflecting on experience. Learning through practical experience Teaching/learning programmes should include some or all of the following: learning in real or simulated workplace settings learning through role play activities in vocational contexts carrying out case study work planning and carrying out practical tasks and assignments Learning through reflecting at all stages of the experience Teaching/learning programmes should include some or all of the following: preparing and planning for the activity taking stock throughout the activity reviewing and adapting as necessary reflecting after the activity has been completed evaluating, self-assessing and identifying learning points The Skills for Work Courses are also designed to provide candidates with opportunities for developing Core Skills and enhancing skills and attitudes for employability. Scottish Further Education Unit 9

12 Core Skills The five Core Skills are: Communication Numeracy Information Technology Problem Solving Working with Others Employability The skills and attitudes for employability, including self-employment, are outlined below: generic skills/attitudes valued by employers understanding of the workplace and the employee s responsibilities, for example time-keeping, appearance, customer care self-evaluation skills positive attitude to learning flexible approaches to solving problems adaptability and positive attitude to change confidence to set goals, reflect and learn from experience specific vocational skills/knowledge Course Specifications highlight the links to National Occupational Standards in the vocational area and identify progression opportunities Opportunities for developing these skills and attitudes are highlighted in each of the Course and Unit Specifications. These opportunities include giving young people direct access to workplace experiences or, through partnership arrangements, providing different learning environments and experiences which simulate aspects of the workplace. These experiences might include visits, visiting speakers, role play and other practical activities. Scottish Further Education Unit 10

13 A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for every young person. These are that they should become: successful learners confident individuals responsible citizens effective contributors The learning environments, the focus on experiential learning and the opportunities to develop employability and Core Skills in these Courses contribute to meeting these aspirations. Scottish Further Education Unit 11

14 The Course in Early Education and Childcare (Intermediate 1) Course Rationale The Early Education and Childcare sector is a growth industry across Scotland. There exists within the sector a wide range of employment opportunities at a variety of levels. In 2006 the Scottish Social Services Council (SSSC) began mandatory registration of all people working with children aged 0-12 years in Scotland. The SSSC is charged to ensure that the sector is served by a confident, competent workforce. There is a growing awareness from all parts of the sector that potential employees need a variety of opportunities to access those qualifications set by the SSSC, particularly at support worker and practitioner level. This Course provides an experiential route to candidates who wish to progress to further study in Early Education and Childcare Courses. The candidate will also be introduced to key knowledge and skills and develop positive attitudes that will allow them to progress onto care related courses, eg social care or into employment outwith the early education and childcare sector. The Intermediate 1 Course in Early Education and Childcare affords a broad link to the care, learning and development of children aged 0-12 years as specified in the National Occupation Standards relevant to both Children s Care, Learning and Development, and Playwork. It is concerned with the holistic study of the child. This includes the domestic setting and all environments whose practice is guided by legislation, policy and professional ethics as well as investigating the roles and responsibilities of parenthood. This Course will form an important part of the menu of provision. Offering a basic entry level both for those who have identified the field of early education and childcare as their possible career path, and also for any candidates following a programme of study at Intermediate 1 level who may wish to extend their educational experience. The knowledge and experiences acquired in the areas of child development, play and working in the early education and childcare sector may be transferable to other academic or career pathways, particularly those which involve working with children or in other care settings. Scottish Further Education Unit 12

15 The aims of this Course are to: introduce candidates to the factors which impact on the lives of children, their parents and carers provide basic insight into working in early education and childcare introduce candidates to the interrelationship between component Units introduce candidates to the necessity of viewing all aspects of early education and childcare holistically enable candidates to draw upon the experiences gained in the Outcomes of the component Units to inform their understanding of what can be considered as effective early education and childcare provision introduce candidates to the scope of the early education and childcare sector allow candidates to develop key life skills, eg through the optional Unit Parenting (Intermediate 1) allow candidates to develop communication skills by working in groups and with others in a variety of contexts allow candidates to develop investigative skills using a variety of research methods allow candidates to develop presentation skills allow candidates to develop self-evaluation skills give candidates confidence to set achievable goals allow candidates the opportunity to develop skills required for possible employment in the early education and childcare sector, particularly personal/interpersonal, basic communication and practical caring skills allow candidates to develop skills required for employment in other sectors Scottish Further Education Unit 13

16 Unit Specification: statement of standards Unit: Child Development (Intermediate 1) Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit Specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. Outcome 1 Demonstrate knowledge and understanding of aspects of child development in the age range 0 12 years. Performance Criteria a) Describe aspects of child development. b) Identify key milestones in the development of children aged 0-12 years for each of the aspects. Outcome 2 Investigate one aspect of child development from the age range 0 12 years. Performance Criteria a) Identify a range of sources of information for one selected aspect of development. b) Prepare a plan for carrying out an investigation into the selected aspect of development. c) Carry out the investigation into the selected aspect of development according to the plan. d) Present the findings of the investigation in the format identified in the plan. Outcome 3 Evaluate the investigation into an aspect of child development. Performance Criteria a) Review the effectiveness of the plan. b) Review the methods used to carry out the investigation. c) Review the effectiveness of the presentation. Scottish Further Education Unit 14

17 Evidence requirements for this Unit Written/oral/graphical evidence is required to demonstrate that all Outcomes and Performance Criteria have been achieved. The evidence for this Unit will be gathered by means of: a test of no more than 30 minutes, made up of short response questions and carried out under supervision. The test will cover knowledge and understanding of the aspects of child development. The achievement for this task will be determined by the use of a cut-off score the production of a folio, the evidence for which will be gathered by the candidate at relevant points during the Unit The folio should contain: A plan for the investigation into an aspect of child development, to include: the range of sources of information a specified format for the presentation of the findings A description of the selected aspect of child development A review sheet relating to: the effectiveness of the plan the methods used to carry out the investigation the effectiveness of the presentation The standard to be applied is exemplified in the National Assessment Bank item for this Unit. If a centre wishes to design its own assessments for this Unit, they should be of a comparable standard. NB Centres must refer to the full unit specification for detailed information related to this Unit. Scottish Further Education Unit 15

18 Employability Skills Profile Early Education and Childcare (Intermediate 1) In addition to the specific, vocational skills developed and assessed in this Course, employability skills are addressed as detailed in the table below. For the purposes of the table, the Units are referred to as A, B, C, D, E and F as indicated. Child Development = A Working in Early Education and Childcare = B Play in Early Education and Childcare = C Parenting = D Maintenance of a Safe Environment = E Care of Children = F Employability skill/attitude working cooperatively with others taking advice and dealing with feedback planning and preparation reviewing and evaluating own skills development presentation skills time management skills demonstrating a responsible attitude in all aspects of working with children good communication skills maintaining a tidy, organised and safe environment health and safety awareness gathering, collating and evaluating information organisational skills understanding roles and responsibilities Evidence B, C, D, E, F D A, B, C, D, E, F B, C, D, E, F A, B, C, D C E, F B C, E E, F A, B, C, D A, B, C, D, E, F B, E Assessment evidence: A = an investigation folio on all aspects of child development B = an investigation folio on early education and childcare provision C = an investigation folio and observation checklist on planning play experiences D = an investigation folio on support available for parents E = a folio covering the planning, carrying out and reviewing of a risk assessment F = a folio covering the care needs of children and the investigation of specific needs of children Scottish Further Education Unit 16

19 Careers Scotland Support for School-College Collaboration for Scotland s Colleges in the Scottish Enterprise area In August 2006 Careers Scotland (SE and HIE areas) received funding from Scottish Executive to support college/school collaboration and encourage and promote vocational educational choices for pupils in schools. Following consultation each area produced a local action plan outlining how they intended taking forward key activities. Careers Scotland s focus is to support the career guidance needs of all S2-5 pupils involved in the opportunities which school/college collaboration brings, supporting them to make vocational educational choices, and with particular consideration for those young people at risk of becoming not engaged in employment education or training. Skills for Work (SfW) courses are a key aspect of enhanced school/college collaboration and Careers Scotland has an important role in selection and recruitment and pre-entry career guidance, as well as ongoing support and preexit career guidance, to ensure the pupils experience of SfW is capitalised upon in any future career planning. Careers Scotland also supports the career guidance needs of pupils involved in other vocational/pre-vocational programmes where relevant. Career Box delivery is a valuable tool in helping meet the needs of school pupils and lessons reflect options available within colleges; both at school and post school. Careers Scotland activity takes place at local and national levels. This may involve a combination of any of the following services which can be tailored to local needs: awareness raising of Skills for Work courses (and other vocational programmes where relevant) for pupils, teachers and parents - demonstrating how these educational choices have implications for future career options, and support the achievement of future career goals careers guidance support for individuals and groups, before, during and after involvement in SfW courses, resulting in better informed career decisions and effective transitions providing support for pupils who have been unsuccessful in attaining a place on a SfW course providing transitional skills development for those completing SfW courses capacity building through relevant shared CPD events, for Careers Scotland staff, teachers and college lecturers capacity building through the development of resources to support pupils, parents or teachers delivery of relevant Career Box lessons, where appropriate making connections with other existing support for pupils Scottish Further Education Unit 17

20 participation in local planning and management arrangements contributing to local and national discussions on provision and strategic development capturing good practice and evaluating effectiveness, using the community of practice site on our website ( and sharing successes and concerns In addition there are opportunities for developmental activities which can help to take forward CPD, good practice, resource development and learning opportunities for Skills for Work for young people, teachers, college lecturers, parents, Careers Scotland Advisers and employers. For further information on Careers Scotland (SE) s involvement in school/college collaboration in your college, please get in touch with one of our Careers Scotland Regional contacts: South East Region (Edinburgh and Lothians; Forth Valley; Borders) Stephen Benwell [email protected] North East Region (Tayside; Grampian; Fife) Pat Pugh [email protected] South West Region (Dumfries and Galloway; Ayrshire; Lanarkshire) Jean Geddes [email protected] West Region (Glasgow; Dunbartonshire; Renfrewshire) Sandra Cheyne [email protected] Scottish Further Education Unit 18

21 Tutor Support Section Scottish Further Education Unit 19

22 Introduction This Unit is designed to introduce students to aspects of child development and the key milestones of development for children aged 0 12 years. Building on this knowledge they will, working as part of a group, investigate one aspect of child development in detail. They will present their findings and review and evaluate both the investigative process and the presentation. This Unit is a mandatory Unit in the Course: Early Education and Childcare (Intermediate 1) but is also suitable for students wishing to study the Unit on its own. The Unit is suitable for students who may be considering employment in the early education and childcare sector and who wish to progress to further levels of study in early education and childcare qualifications. The Unit content can be summarised as follows: knowledge and understanding of child development and children s developmental progress stages or milestones of all four aspects of development from birth to 12 years physical emotional and social cognitive language the inter-relationship between all aspects of children s development investigation and presentation on the aspects of development evaluation of investigation process. Scottish Further Education Unit 20

23 Approaches to learning and teaching At Intermediate 1, the four aspects of development could be introduced by lecturer led activities, in order to give students a basic understanding of these crucial aspects before they go on to investigate one of the aspects in some detail. The approach taken throughout the Unit should mainly be a practical interactive one, with the students presented with workshops and opportunities for active learning. However, there is an important element of knowledge and understanding in this Unit and there should be a balance between lecturer presentation and studentcentred learning. Students can be encouraged from the beginning to draw on their own experience and previous and current learning. These experiences can be drawn on to explore the information covered in this Unit. Students should be encouraged from the beginning of the Unit to gather leaflets, newspaper and magazine articles related to child development. Attention should be drawn to television programmes on child development. Visiting speakers can also broaden the students learning experience. Some of the approaches used could include: small group exercises case studies worksheets individual research, including the use of the Internet video/audio material use of relevant visiting speakers, eg. health visitor/public health practitioner, parent visits to early education and/or childcare settings, eg. baby clinic the provision of a learning climate in which students feel supported to share their thoughts and feelings a teaching style which promotes a supportive learning climate teaching and learning methods which draw on students past and present learning experience and which enable them to integrate new ideas and skills into their interactions with others The learning environment is established at the outset through factors such as the style adopted by the lecturer and the physical layout of the room. Scottish Further Education Unit 21

24 Scheme of Work This is a suggested scheme of work, but actual timings will vary according to centres own timetabling arrangements. Week 1 Outcome 1 Content Introduction to Unit: holistic approach to child development. Divide into four different aspects. Physical development, language development, emotional/social development and cognitive development. The age range of this Unit is 0 12 years divided into the following age groups: 0 3 years, 3 5 years, 5 8 years and 8 12 years. 2 Recap on last session. Identify growth and physical development from birth to 12 years. Identify key milestones in the physical development of children. 3 Recap on last session. Identify emotional and social development from birth to 12 years. Identify key milestones in the emotional, personal and social development of children. 4 Recap on last session. Identify cognitive and language development from birth to 12 years. Identify key milestones in cognitive and language development of children. 5 Recap on all four aspects of child development and the many milestones children overcome from birth to 12 years. Test yourself questions. Assessment/Test for Outcome 1. 6 Recap on last session. Feedback on assessment/test last week. Outcomes 2 and 3 Introduction to folio. Outline production of folio and three main stages. Identify/allocate selected aspects of child development to be investigated. Discuss the first step The Plan for the investigation. This could be a thought showering session followed up with a Planning Sheet to assist students through the process. 7 Recap on last session. The importance of working to an effective plan. Return to the Plan. Students to work on the Range of Sources of Information they need to access to carry out the investigation. Students to identify and note their chosen Specified Format for their presentation of their findings. Students to begin their research. Scottish Further Education Unit 22

25 Week Content 8 Recap on last session. The importance of working to an effective plan. Return to the Plan. Continue with their research. Students to produce their Description of the aspect of child development selected. 9 Recap on last session. Return to the Plan. Check students progress on the Plan. Preparation for Presentations. Complete investigations. 10 Return to the Plan and Presentations. 11 Recap on last session. Return to the Plan and Presentations. Students to complete Review Sheets relating to: The Effectiveness of The Plan; The Methods Used to Carry Out the Investigation; and The Effectiveness of the Presentation. Folio needs to be collated and submitted for assessment. 12 Remediation/reassessment. Resources Websites There are many web based resources available to students. The following may prove useful although others are available. Parents from UK government Parents Centre Parents place United States Smallfolk online community and commercial site Zero to Three Books Books which will prove useful include: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 23

26 Learning and Teaching with Under 16s Scotland s Colleges have made significant progress in meeting the needs of young learners. Our knowledge of the learning process has increased significantly and provides a range of strategies and approaches which gives us a clear steer on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a stable learning environment where young students develop a sense of self-respect, learn from appropriate role models and see an opportunity to progress. There are basic enabling skills for practical application which can further develop the learning process for this group of students. So what are the characteristics of effective learning and teaching which will help to engage young learners? Ten ways to improve the learning process for under 16s (This list is not exhaustive!) 1. Activate prior knowledge and learning ascertain what the learner knows already and teach accordingly. Young people do have life experience but it is more limited than adult learners and they may not always be aware of how it will assist them in their current learning. Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on computer; present key words from the course or unit and see how many they recognise or know something about. 2. Tune learners into the Big Picture the tutor knows the curriculum inside out and why each lesson follows a sequence, however the young learner does not have this information and is re-assured by being given the Big Picture. Tips Mind map or concept map; use visuals, for example wall displays of diagrams, photographs, flow charts; explain the learning outcomes in language they will understand; We Are Learning Today (WALT) targets and What I m Looking For (WILF) targets; give clear and visible success criteria for tasks. 3. Use Advance Organisers these are lists of the key concept words that are part of the course or unit. Tip Highlight on any text the concept words that you will be using; make a visible list and put it on display concept words can be struck off or referred to as they occur (NB this helps with spelling and independent learning as they do not have to keep checking meaning); highlight essential learning and action points. 4. Vary the teaching approaches. The two main approaches are instructing and demonstrating, however try to provide opportunities to facilitate learning. Tips Ask students what they know now that they did not know before, or what they can do now they could not do before, at appropriate points in the lesson or teaching block; ensure there are problem solving activities that can Scottish Further Education Unit 24

27 be done individually or in groups; ask students to demonstrate what they have learned; use a range of question and answer techniques that allow participation and dialogue, eg. provide hints and cues so that they can arrive at answers themselves. 5. Preview and review of learning. This helps to embed previous learning and listening skills and provides another opportunity to elicit learner understanding. Consolidates and reinforces learning. Tips At the beginning of each lesson, or session, review previous learning and preview what is coming up; at the end of each lesson or session, review what has taken place and what will be focussed on next time these can both be done through question and answer, quizzes and mind mapping activities. 6. Language in the learning environment. Do not assume that the language which is used in the learning environment is always understood by young learners, some words may be familiar but do not have the same meaning when used vocationally. Tips - At appropriate points ask students what words mean; explore the various meanings of words to find out if they may have come across this language in another context; by looking at the structure and meaning of words there is an opportunity for dialogue about learning and to build vocabulary. 7. Giving instructions in the learning environment. This is one of the most difficult tasks a tutor has to do whatever the curriculum area. With young learners this may have to be repeated several times. Tips Ask a student to repeat back what you have asked them to do before beginning a task; ask them to explain the task to one of their peers; use the KISS principle Keep It Short and Simple so that they can absorb and process the information. 8. Effective feedback. Feedback is very important for the learner to assess their progress and to see how and what they can improve. Provide opportunities to engage in dialogue about the learning function of assessment provide details of the learner s strengths and development needs either in written or spoken form. With younger learners identifying one or two areas for development is sufficient along with acknowledgement of what has been done well. Essentially, learners are helped by being given a specific explanation of how work can be improved. You can also use summative assessment formatively, ie. as an opportunity to identify strengths, development needs and how to improve. Tips Ask students themselves to identify their own strengths and development needs self evaluation; peer evaluation of work can be successful once they have been taught how to do it; the tutor can produce a piece of work and ask students to assess it anonymously; have a discussion about the success criteria for the task and ensure the students are clear about Scottish Further Education Unit 25

28 them; allow learners to set criteria for success and then measure their achievements against these. 9. Managing the learning behaviour. Under 16s are coming into Scotland s Colleges and training establishments from largely structured and routine-driven environments in schools and early feedback from those undertaking Skills for Work courses indicates that they very much enjoy the different learning environment that colleges and other training providers offer. Remember though that these are still young learners. They will still expect tutors to provide structure and routine, and will perform best in a calm, orderly learning environment. Young students will respond to firm, fair, and consistent management. Such routines have to be established quickly and constantly reinforced. Tips - Health and safety is non-negotiable and consequences of noncompliance with the regulations should be made clear and adhered to at all times; set out your expectations from day one and provide a consistent message; have clear beginnings, middles and endings for each session; be a positive role model for your students, ie. be there before they are and manage the learners with respect; always deliver what you promise; build up good relationships and get to know the learners, make the curriculum interesting and stress the relevance of the learning; set up a positive behaviour management system. By following these guidelines you will build up two-way respect, which, while sometimes challenging to achieve, can be very powerful and work to everyone s benefit. 10. Care and welfare issues. School/college partnerships mean increasing numbers of young learners in college. Tutors have to be aware of their professional responsibilities and mindful of young people s rights. However tutors have rights too, in terms of feeling safe and secure in working with young people and there are basic steps staff can take to minimise risks. It is essential that colleges ensure that tutors have a working knowledge of the Child Protection policies (local authority and college documentation) and follow procedures and policies diligently. School/College Liaison Officers will be familiar with these documents and can provide support and advice. There are also training sessions on Child Protection available from SFEU (see the following page). Tips - Avoid one-to-one situations with young students in a closed area; do not do or say anything that could be misinterpreted; if the opportunity arises, do some observation in schools to see and discuss how teachers use the guidelines for their own protection as well as the young person s. Most young people are a delight to work with and they will positively enjoy the experience of learning in college. However, there will inevitably be some who are disengaged, disaffected and who have not yet had an opportunity to experience success. Skills for Work is a unique educational initiative that young people can be motivated to buy into you as the tutor are key to the success of these programmes. Scottish Further Education Unit 26

29 Skills for Work Workshops To take this 10 point plan forward and to add to it, you can attend one of SFEU s Get Skilled Up half day workshops for tutors delivering Skills for Work Courses, when we explore further the learning process and look at a range of specific teaching and learning techniques to use with the under 16 age group. To find out when the next event is visit our website or contact the Learning Process team at SFEU on Child Protection Workshops These are run on a regular basis by staff at SFEU in Stirling and also in colleges. For more information on these workshops please contact members of the Access and Inclusion team at or contact the team at SFEU on Scottish Further Education Unit 27

30 Student Support Section Scottish Further Education Unit 28

31 Tutor Note on Student Activities This section includes both student notes and activities. Use of these materials is not mandatory. Rather, they are offered to centres as a flexible set of notes and activities which can be selected, altered and used in whatever way suits individual centres and their particular situation for example as a supplement to centres own tried and tested materials. In the case of the student activities you may want to explain and discuss the instructions with the learners before issuing on paper as reminders. Likewise, tutors should decide how much support students will need with notes and information sheets prior to issuing them. In some cases they may be issued to reinforce knowledge gained through practical activities or following discussion of specific issues or underpinning knowledge. This section should not be issued as a pack of student notes in its entirety. Scottish Further Education Unit 29

32 Outcome 1 Demonstrate knowledge and understanding of aspects of child development in the age range 0 12 years. Performance criteria a) identify aspects of child development b) identify key milestones in the development of children aged 0 12 years for each of the aspects Introduction In this Outcome you will identify all the aspects of children s development from birth to 12 years. Although you will study each of the above separately, it is important to understand that a child s development progresses in a holistic way. What does holistic mean? This means that as children grow and develop, all the aspects will be involved. For example, while babies are developing fine and gross motor skills such as grasping and sitting, they are also developing language and communication skills through making sounds, discovering that objects still exist even when they are out of sight, interacting with others and developing their own individual personalities. It is important at the outset to be clear about definitions. The next activity will help you to understand these different aspects and the stages covered. Scottish Further Education Unit 30

33 What is the Study of Child Development? The study of child development is the study of the way children change from birth right through their childhood. Children grow and develop as they get older. Growth means an increase in size Development means an increase in ability. Physical, emotional/social, cognitive and language developments take place continuously. These four aspects of development are evident throughout the course of our lives. Cognitive just means our ability to think and learn - you ll learn more about what these 4 terms mean later. Why study child development? The study of child development has helped us to understand some of the changes that take place at different stages in our childhood. This helps us to assess progress in the early years of our lives. If a child s development is unusually slow or fast the cause can be identified and assessed. For example, a child who is slow to speak may need to have a hearing test and/or speech therapy. Similarly, a child who is finding it difficult to read may need their eyes tested and glasses. How it can be put to practical use when working with children The knowledge of child development allows us to help the child reach his/her potential, that is to help the child grow and develop to their best. We can help with the aspects of child development through play and other activities. Scottish Further Education Unit 31

34 In this Unit we will be studying the developing child at various ages and stages during the course of their childhood. The ages and stages of child development being studied in this unit are: Infancy Pre-school Childhood 0 3 years old 3 5 years old 5 8 years old 8 12 years old Child development takes place in an orderly manner or sequence, but the body has to be at the right state of maturity or readiness before the next stage can be achieved. The sequence of development is fixed for all human beings. For example, a child can never run before they are able to sit or stand without support. On the other hand, the rate of development varies from one child to another. For example, one child may be walking at age 14 months another child may not walk until the age 20 months. When babies have regular health and development checks we are able to compare their development with the average growth for a child of that age. Scottish Further Education Unit 32

35 Aspects of Child Development Physical, emotional/social, cognitive (thinking and learning) and language developments take place continuously as children grow. The age range of this Unit is 0 12 years. This is divided into the following age groups: 0 3 years 3 5 years 5 8 years 8 12 years What do you think we mean by the term aspects of development? In your own words note your ideas down in the space below. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 33

36 What do we mean by Aspects of Child Development? The term aspects of child development refers to the physical, emotional/social, cognitive and language developmental changes that occur from conception throughout the childhood years. All aspects of development are inter-related. For example, a schoolchild who has had enough sleep will be able to focus on activities and tasks more effectively than a child whose sleep has been disturbed. Children lacking sleep may be grumpy, tired, and easily upset or angry. Although throughout this unit you will be studying the aspects of development individually (physical, emotional/social, cognitive and language developmental changes), it is important to understand that a child s development progresses in a holistic way. This means that as babies grow and develop, all aspects of their development will be involved. While babies are developing their fine and gross motor skills such as grasping and sitting, they are also developing their language and communication skills through making sounds, discovering the changing world around them, interacting with others and developing their own individual personalities. During the course of this unit you will be studying the different stages of child development, then you will be investigating the following age ranges: 0 3 years of age 3 5 years of age 5 8 years of age 8 12 years of age You will be studying these in more detail throughout the Unit. Scottish Further Education Unit 34

37 Children s developmental patterns follow the same sequence for all children but individual children develop at different rates. Sequence, for example, means a baby must have head control before they can sit unsupported. The rate of development can mean that, one child may crawl at 6 7 months or not until they reach 12 months. Both these ages are within the established norm. Remember there are also children who never crawl but still progress to walking. Remember that there are variations in the rate at which child development takes place but these milestones will always occur in the same sequence. Development in one aspect of development does not necessarily mean it will be the same in the other aspects of development. For example, a young school child may be within the normal range for height, weight, and physical ability for their age group, but may still display temper tantrums if their progress in emotional development is slower. Age groups are used as a general guide to children s developmental progress although this does not always begin and end at specific times. There will always be variations. Scottish Further Education Unit 35

38 Normative Development Normative development just refers to what is considered normal for that age and stage of development. Significant points in a child s developmental progress are often known as milestones. Milestones are used to track normal development. They allow us to measure an individual child s progress in order to help us to recognise anything that s different to what we think of as normal for that age this is called deviation from the norm. For example, a milestone which demonstrates an infant s physical development at age 3 months is their ability to lift up their head when lying on their front. Milestones help us to use the appropriate stage of development that the children have reached to provide the correct activities. They are useful to help mark progress across all the aspects of the child s development. Scottish Further Education Unit 36

39 Physical development Physical development describes the actual growth and changes to the body as the child progresses from the newborn through toddler-hood, to pre-school to the school child. Physical development continues throughout their childhood and into adolescence, adulthood and old age until death. Physical development refers to gross motor skills and fine motor skills which are different types of movement. Emotional and social development Emotional and social development in children is closely linked. Social development is about how children learn and change their behaviour so that they can mix with others and fit into the society and culture in which they live. This can involve: considering the needs of others such as, sharing; getting social acceptance, adopting social behaviour and mixing with people of their own age. It describes how relationships are developed within and outwith the family circle. Emotional development means: how the children cope with and express a variety of feelings towards others. It also reflects a child s experience of feelings shown to them, eg. excitement, jealousy, anger, and contentment and how they understand these feelings, express them and cope with them. Development of independence and self-esteem are also part of emotional development. Cognitive development This is about the development of the mind or the thinking part of the brain. This term describes the ability to think, learn, understand and reason throughout our lives. It includes imagination, memory and concentration, attention and problem solving among other things. Also included in cognitive development is the development of the five senses sight, smell, taste, touch and hearing. Scottish Further Education Unit 37

40 Definition of terms Find the meaning of the following terms with either the use of a dictionary, books, Internet and/or your own knowledge. Write your answers in the spaces below. Write a sentence or two for each. Aspects of child development Physical development Emotional/social development Cognitive development Language development Do the same for the terms: Growth Development In small groups compare and discuss your answers. Now check your answers with those on the next page. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 38

41 Language development Language development is about learning to speak and communicate. This refers to the development of speech, developing communication skills including listening, talking, discussing, mixing, and meeting each other half way. We also have to understand and respond to the other methods of communication, such as, non-verbal communication, gestures, sign and body language. There is often confusion about the term growth and the term development. The two are closely linked, but can be clarified by these simple definitions. Growth Growth refers to physical changes in the body such as height, weight, head size, bones and muscles. These changes can be measured and can be seen to increase from conception throughout childhood until we are adults. Development Physical development relates to the development of the body. It includes growth in height and weight as well as progression in physical ability and skills. It involves the development of gross and fine motor skills as well as balance. Development is a continuous process from conception to death. Development is affected by close family such as parents and brothers and sisters and environmental factors. Scottish Further Education Unit 39

42 Small Group Activity Other terms are often used when looking at child development. Look at the list below. You might recognise some of them from your own experience. Using books, videos or the Internet, explain the following terms in a sentence for each: Bonding Palmer grasp Pincer grip Fine motor skills Gross motor skills Sensory motor skills You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 40

43 Feedback on definitions Bonding refers to the close relationship, known as attachment, developed between mother and baby which is very important, particularly in the early days and first few years of life. Mother and baby get to know each other by sight, smell, sound, touch and taste. They communicate through their senses, with each one s behaviour influencing the others. This interaction and getting to know each other forms a bond which is extremely important for the rest of the child s development. The child who has been unable to make a close bond with a significant adult (usually the mother) is likely to have difficulty becoming emotionally mature, may remain self-centred, unable to build or maintain positive relationships with others. Palmer grasp refers to when you put your finger in the palm of a baby s hand and it grasps it tightly. Pincer grip refers to fine motor skills such as picking up the tiniest crumb from the floor. Motor skills refer to the development of voluntary muscle control. Motor skills can be described as either fine or gross motor skills. Fine motor skills refer to the development of control over small muscles like those in our fingers and hands. Fine motor development includes developing the ability to transfer objects from one hand to the other, picking up crumbs with the fingers, holding and using crayons to draw. Gross motor skills refer to the development of control over the large muscles in our body. This includes developing the ability to sit, crawl, stand, walk, climb and kick a ball. Sensory motor skills refer to the ability to use our senses. Vision is very important to fine motor activities. For example, the ability to use a spoon to feed ourselves needs the co-ordination of fine muscles to hold the spoon and vision to put it into the food and then the mouth. The ability to see, hear, smell, touch and taste are important physical developments that are used to help us achieve our developmental milestones. Scottish Further Education Unit 41

44 Stages of Development The pattern of child development may be divided into the following stages: Infancy/toddler Pre-schooler School child School child 0 3 years of age 3 5 years 5 8 years 8 12 years Throughout each of these stages a child will develop in different aspects. Aspects of child development It s important to remember that all aspects of a child s development are interrelated and dependent on each other. A child should be regarded as a whole person with each aspect of development joining together to contribute to that whole. Language development Physical development Cognitive development Social and emotional development A delay in progress of one or more developmental aspects may result from or lead to delays in others. A child can only progress when he or she is ready and can t be pushed. Scottish Further Education Unit 42

45 The new-born baby Primitive reflexes The newborn baby turns towards the hand that brushes towards their cheek, a demonstration of the rooting reflex essential for feeding. The stepping or walking reflex is where babies will appear to be walking if their feet are placed in contact with a hard surface. The walking reflex is something babies later lose. The grasping reflex can be seen if the baby is touched lightly on the palm of the hand. They will immediately curl their fingers and grip hard. The grasping reflex is strong and once newborn babies grasp something they cannot voluntarily let go. At birth, the baby s hearing is almost as sensitive as an adult s. However, their hearing thresholds are lower than adults, which is why newborns can sleep through a loud television or loud music. But sudden noises do disturb them - for example, a door bell or telephone ringing will sometimes startle them and make them cry. Babies prefer to hear soothing rhythmic sounds that echo the sounds they heard in the womb such as, the swishing sounds of a washing machine, the sounds of the vacuum cleaner or hairdryer. These are all calming, presumably because they seem familiar, and therefore comforting. POP Scottish Further Education Unit 43

46 What do you know about babies? Small Group Activity Watch the video Baby it s You: in the beginning or using reference books answer the following questions make notes in the spaces below. Your college library will have copies of this video for you to access. 1. What happens when you touch a baby s cheek? 2. When you put something into a baby s mouth what do they do? 3. What do babies do when they hear a loud noise? 4. When you put your finger on a baby s palm what do they do? 5. What do babies do when held up so their feet touch a hard surface? 6. Can newborn babies see objects around them clearly? 7. Can babies distinguish different colours? 8. Can babies identify the direction a sound is coming from? 9. Do babies react to strong smells? 10. Can babies distinguish between sweet and salty tastes? You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 44

47 Group Activity Motor development Remembering that the sequence of development of motor skills is the same in all children, but children vary in their rate of motor skill development, draw a chart showing the sequence of development of motor skills in children aged 0 12 years. You can use From Birth to Five Years by Mary Sheridan or other books, videos or the Internet to assist you. These resources are available in the library. Age Gross motor skills Fine motor skills 0 3 months 3 6 months 6 9 months 9 12 months months months 2 3 years 3 5 years 5 8 years 8 12 years Scottish Further Education Unit 45

48 Physical skills You may have included some or all of the following. You might also have had some ideas of your own. Gross motor skills 0-18 months Has head control, sits unsupported, crawls, pulls to stand months Cruises around furniture, walks, climbs onto furniture 2 3 years Walks, runs, climbs stairs one foot to a step 3 5 years Jumps, hops, walks backwards, rides a tricycle 5 7 years Throws and catches a ball, skips, rides bicycle with stabilizers 7 10 years Develops grace and balance in sport and other physical activities, controls speed when running years Develops strength for games like tennis, plays sport with increased skill, increased physical stamina Fine motor skills 0 18 months Reaches for objects, palmer grasp, pincer grip, builds 2-3 tower with blocks months Builds 4-6 tower with blocks, holds and lifts cup, turns book pages 2 3 years Strings large beads, scribbles, starts to use scissors 3 5 years Draws recognisable figures, buttons front of clothes, brushes teeth 5 7 years Detailed drawings, uses scissors competently, prints sentences 7 10 years Writes in script, increased manipulative skills, may play an instrument years Manually dexterous, writes well, keyboard skills are well developed Scottish Further Education Unit 46

49 Small Group Activity In small groups look at a range of pictures of children doing things and discuss them. Answer the following questions. Write your answers in the spaces below: 1. What gross motor skills are being used by the children in the pictures? 2. What fine motor skills are being used by the children in the pictures? 3. What are the benefits of developing these motor skills in children? Keep these in your folder for your folio. We will discuss your findings in class. Scottish Further Education Unit 47

50 Identifying physical development Group Activity Using magazines, catalogues and/or the Internet gather pictures which show children carrying out activities which encourage and enhance their physical development. Each group member should choose an age group. On the next page make a leaflet showing activities which promote physical development in children of your chosen age group. 0 3 years 3 5 years 5 8 years 8 12 years In your groups look at the leaflets you ve produced and discuss the activities you found were particularly good at encouraging physical development in children. Individually write a few sentences on why these activities were so helpful for each age. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 48

51 Patterns of growth and physical development in children Group Activity In your groups go back to the definitions of growth and development and discuss how children grow. Then answer the following questions: 1. Is there a change in body area sizes between birth and 12 years old? 2. Does one part of the body grow more quickly than others at different ages? Try to describe the main features of the changes and differences. Write your answers in the spaces above. Use child development books and videos available from your library, or the Internet to help you. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 49

52 Main features of changes and differences in the developing child Head size Babies heads are bigger in proportion to their bodies compared to older children Babies heads are approximately one third to one quarter of their total length Toddlers heads are approximately one quarter to one fifth of their total height The head of a 7 year old is approximately one sixth of their total height The head of a 12 year old will be near the adult proportion of one eighth of their total height Growth rates Babies heads initially grow more quickly than their bodies but gradually the growth of the head slows down and the body and limbs grow more quickly Between 2 years and the onset of puberty, children grow at a relatively steady rate From about 10 years in girls and 12 years in boys there is usually a considerable growth spurt Body changes From about 10 years old girls may begin to develop breasts and broader hips and body hair. Boys will also develop body hair, broader shoulders and both may have voice changes. The feet and hands of most adolescents will reach their adult size before they reach their ultimate height. Scottish Further Education Unit 50

53 Emotional and social development Emotional and social development is about learning about your feelings. Emotional development is closely linked to social development. Emotional development can be described as the child s ability to control and express feelings in appropriate ways. Social development is gaining the skills, attitudes, and manners needed to mix with and relate to other people in society. This includes how children feel about others, both positive and negative feelings, and the feelings they experience from others towards themselves. Children s emotional development includes bonding and attachment, the establishment of trust in others, developing a sense of self and becoming self-confident and independent. Think about the relationships babies and children form with others. Small Group Activity Read the short case study below and answer the questions that follow. Mary Brown is concerned about her son Jamie who is 11 months old. Mary meets her health visitor and explains that she cannot understand why Jamie has become so clingy and distressed when she is out of sight. Write down as many reasons as you can think of for Jamie s clinginess. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 51

54 Suggested answers Perhaps some of the answers that you noted down included: This behaviour (being wary of strangers) is part of the normal pattern of behaviour for an 11 month old baby. It is possible that Jamie is unwell or that there has been a change in Jamie s environment such as moving house. Scottish Further Education Unit 52

55 Emotional and social development continued Babies express their feelings by crying, vocalising and smiling. Babies will observe their carers faces closely while being fed, changed, bathed and talked to. Within their first two weeks babies are imitating facial expressions they see. They will recognise familiar voices such as their mother and/or father and show signs of being soothed when they hear familiar tones. Young babies are fascinated by faces and until they reach round about 6 months old they will smile and coo at anyone who spends time interacting with them. Babies as young as 4-6 weeks old are making social contact by smiling and vocalising. They will take conversational turns, pausing in their babbling to allow the other to speak. Babies will then respond when a space is left for them. From approximately 6 months old onwards, babies begin to develop a wariness of strangers. Some babies will become very distressed when separated from their main carer. The dependence on the presence of a familiar adult continues into toddler hood. Although some month old children may be intrepid explorers, they regularly return to their parent or carer for reassurance. Scottish Further Education Unit 53

56 By 9 months old and through toddler-hood, babies will play give-and-take with toys and household objects. They will enjoy the company of other children and will play alongside them. Children at this age are not able to join independently in others play. At around 9 months old babies will clearly express emotions such as pleasure with laughs and squeals and may use words to express annoyance. They will hold out their arms to be lifted and cuddled when distressed. As children reach months old they may express their frustration in toddler temper tantrums and may show jealousy if their mother/carer holds or pays attention to another child or baby. This is also the age when young children become aware of pain or distress in others and will attempt to comfort a sibling or another child who is crying. Scottish Further Education Unit 54

57 Aspects of Development Emotional and social development Group Activity Using books, videos or the Internet, make some notes on the emotional and social development in children from 18 months to 12 years. Identify ways they interact with other people (strangers), adults and children. Identify ages when the interaction may change or show developmental progression months 2 3 years 3 5 years 5 7 years 7 10 years years Discuss your ideas in pairs. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 55

58 Aspects of development Emotional and social development You may have included some or all of the following as you completed the activity. You may have also had some ideas of your own months Solitary play On looking play Temper tantrums No concept of sharing May attend a parent and toddler group Requires reassurance from presence of a familiar adult Shows sympathy for others who are upset May show jealousy 2 3 years Becomes more independent Begins simple co-operative play Likes routines Possessive of personal belongings Sits with family for meals May have temper tantrums when frustrated Develops self-feeding skills 3 5 years Engages in complex co-operative play Has a sense of mine and yours Has increased self confidence May attend playgroup/nursery May have an imaginary friend Chooses own friends Willing to share May defy parents as they start to assert their independence Is able to negotiate verbally Is toilet trained Make efforts to control their temper Scottish Further Education Unit 56

59 Aspects of development Emotional and social development You may have included some or all of the following as you completed the activity. You may have also had some ideas of your own. 5 7 years Is protective of younger children Co-operative and sympathetic Increased confidence Is aware of different emotions Has a strong awareness of right and wrong May be frightened of the dark and/or imagined monsters Starts primary school May join after-school activities 7 10 years Peer group becomes increasingly important Chooses best friend Joins clubs/organisations Plays in single-sex groups Finds it difficult to cope with being teased Strongly desires independence years Peer groups are very important Works out own social patterns May join sports team Likes privacy to be respected May defy adult authority Enjoys socialising in groups Has an awareness of the opposite sex Continues to be part of single-sex groups Is able to work as part of a group For each of the age groups in the tables above chose appropriate activities that promote emotional and social development in children at different ages and stages of development. Give reasons for your choices. Scottish Further Education Unit 57

60 Aspects of development Emotional and Social development Small Group Activity Read the case study below and answer the questions. The out-of-school supervisor has to buy a gift for three siblings leaving the club to move abroad. She wants to buy each child something that with promote their emotional and social development. There are two boys one aged 5 years and one 12 years, and their sister who s 8 years. Identify a gift for each child and give your reasons for choosing these gifts. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 58

61 Scottish Further Education Unit 59

62 Cognitive/intellectual development Cognitive development is the development of the mind or the thinking part of the brain. It concerns how children learn, think and understand by using their senses, memory, imagination and concentration. Children are naturally curious and willing to explore what s around them. It s suggested that 50% of a child s intellectual capability will develop within the first four or five years of their lives. Babies can tell the difference between male and female voices and seem to like a female voice. They learn quickly and develop the ability to react to others within their first six weeks. Their five senses are well developed from birth. They can recognise the smell of their own mother and her voice within their first week of life. Their sight is developed enough to respond to changes in shapes and patterns by 4 months old. At this stage, babies also show an awareness of object permanence, which means that an object exists even when out of sight. Their sense of taste is also developed as they are breast fed or given formula milk and then progress to weaning and solid foods. Babies are also very sensitive to touch and respond to comforting and cosy materials. As babies progress to toddlers, their capacity for learning increases. They to remember things better. They recognise routines such as mealtimes, bath time, and bedtime. They enjoy repetition of favourite rhymes and request the same storybook over and over again. Toddlers can find hidden objects and remember where the biscuit tin is kept. Their favourite question is What s that? Scottish Further Education Unit 60

63 At around 3 years old the child will remember nursery rhymes and songs and be able to repeat them. They will ask constant questions which feature what and why? Their vocabulary increases almost daily and their speech becomes more intelligible and complex. By the time they are 4 or 5 years old they can name colours and shapes. At 5 years old most children are in primary school and beginning formal learning. This is the time when literacy and numeracy skills develop. As children progress through primary school from age 5 12 years they develop more complex cognitive skills. Their reading and writing gets better. They begin to use logical reasoning and enjoy discussions and debates. They understand concepts like weight and size. Scottish Further Education Unit 61

64 Identifying cognitive development Individual Activity Answer the following questions in your own words. Write your answers in the spaces below. 1. What is cognitive development? 2. Whose voice does a baby seem to prefer? 3. What does object permanence mean? 4. What appears to be a toddler s favourite question? 5. When do children remember and repeat nursery rhymes? 6. At what age can children name colours and shapes? 7. When do children usually start their formal learning? 8. At what age do children become more skilled in their reading and writing? You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 62

65 Identifying cognitive development Group Activity Using magazines, catalogues and/or the Internet gather pictures which show children carrying out activities which encourage and enhance their cognitive development. Each group member should choose an age group. On the next page make a leaflet showing activities which promote cognitive development in children of your chosen age group. 0 3 years 3 5 years 5 8 years 8 12 years In your groups look at the leaflets you ve produced and discuss the activities you found were particularly good at encouraging cognitive development in children. Individually write a few sentences on why these activities were so helpful for each age. Keep this for your folio. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 63

66 Cognitive development 0 18 months Recognises familiar faces and objects Recognises familiar routines Enjoys looking at books Learns simple games such as peek-a-boo Puts all objects into mouth to explore their properties months Points to objects named by adult Obeys simple requests Wants to explore and investigate everything in reach Joins in nursery rhymes Solves simple puzzles Scottish Further Education Unit 64

67 2 3 years Remembers rhymes and songs Matches colours Sorts objects into simple categories Solves more complex puzzles 3 5 years Remembers past events Names 2 3 colours or more Understands the concept of numbers up to 3 Counts with increased understanding Concentrates on activities and completes them Names different shapes Shows interest in reading and writing Scottish Further Education Unit 65

68 5 7 years Begins to develop concepts of quantity Develops literacy skills Begins to understand basic scientific principles Learns to tell the time Plays board games with understanding and skill Attention span increases 7 10 years Understands the value of coins Begins to understand logical reasoning Writes for a good length of time relatively quickly Interested in reading books for research for project work Develops interests and hobbies Scottish Further Education Unit 66

69 10 12 years Understands relational terms such as weight and size Considers all aspects of situations Enjoys discussion and debate Develops and maintains interest such as sport and music May understand abstract concepts Scottish Further Education Unit 67

70 Language Development Language development is about learning to speak and communicate. It includes the use of language and speech and many functions such as listening and understanding, reading and writing and the use of non-verbal communication. Group Activity Each group should choose a topic and find an activity or experience which promotes language development in children. Choose one activity or experience for each age group. Topics: listening; reading; writing or speaking. 0 3 years 3 5 years 5 8 years 8 12 years Scottish Further Education Unit 68

71 Language development in children 0 12 years This describes the child s ability to communicate effectively with others, to think, to understand verbal and non-verbal forms of language and ways of communicating and receiving information from others, to learn basic concepts in language and build upon them throughout our childhood and into later life. You may have suggested some concepts linked to cognitive or intellectual development in children such as: learning and understanding reading and writing speaking and non-verbal communication Scottish Further Education Unit 69

72 Identifying language development Individual Activity Answer the following questions to complete the puzzle. Put your answers in the spaces below. Across 1. Children enjoy this quiet time cognitive activity. 2. Children learn to do this as part of their formal learning. 3. Children and adults use these to emphasise the point. 4. When children know what is expected of them. 5. One main form of communication. 6. Children do this when they re distressed. 7. Another method of communicating. Down All of the above are aspects of children s development. a d e v e l o p m e n t a l x z c a r e a d i n g r a s p s w r i t i n g l e s t a n d s s t r a n g e s t u r e s t s a g g r o u n d e r s t a n d g a s p e a k i n g d o m e s c r y i n g r o w i n g s o n a n o n v e r b a l a n c e d Scottish Further Education Unit 70

73 Individual Activity WordSearch Solution a d e v e l o p m e n t a l x z c a r e a d i n g r a s p s w r i t i n g l e s t a n d s s t r a n g e s t u r e s t s a g g r o u n d e r s t a n d g a s p e a k i n g d o m e s c r y i n g r o w i n g s o n a n o n v e r b a l a n c e d Scottish Further Education Unit 71

74 Features of development for each aspect: 0 1 year Physical development Emotional and Social development Cognitive development Language development Controls head and upper body Bonds and forms an attachment with parent/carer Mixes with others who are familiar to child Recognises parent/carer by sight, smell and hearing Coos gently when content and in response to parents/carers voice Sits unsupported Develops trust in parents/carers Becomes shy and/or anxious around strangers Starts to have a sense of depth when crawling Imitates mouth movements of parents/carers when being spoken to Crawls Expresses their feelings by smiling, crying and vocalising sounds Becomes clingy with parents/ carers often needs lots of reassurance before settling with strangers Gets excited when recognises preparation for familiar routines eg. bath-times and mealtimes Vocalises a variety of sounds when alone and spoken to Pulls to stand Child learns by exploring the world with their five senses Talks to self and others in a tuneful babble e.g. mmmm dd-dd Walks around furniture Shouts for attention The activity on the next page gives you the chance to consider the features of development for each aspect for children aged 1 3 years. Scottish Further Education Unit 72

75 Group Activity Features of development for each aspect: 1 3 years, 3 5 years, 5 8 years, 8 12 years. Fill in the grids below using child development books, videos such as Professor Winston s series The Human Body and/or the Internet. 1 3 years Physical development Emotional and Social development Cognitive development Language development 3 5 years Physical development Emotional and Social development Cognitive development Language development Scottish Further Education Unit 73

76 5 8 years Physical development Emotional and Social development Cognitive development Language development 8 12 years Physical development Emotional and Social development Cognitive development Language development Scottish Further Education Unit 74

77 Test yourself questions: Aspects of Child Development Group Activity In small groups discuss what the terms below mean. Write one or two sentences for each and put your answers in the spaces below. Term 1. Aspects of child development Meaning 2. Looking at children s development in a holistic way 3. Stages of child development 4. Sequence of child development 5. Rate of child development 6. Normative development 7. Milestones In small groups compare and discuss your answers. You may find the following books and websites helpful: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Scottish Further Education Unit 75

78 Group Activity Physical development Test yourself questions Look at the clip art pictures above and describe the physical aspects of development which occur in children from birth to 12 years old. Give an approximate age group for each aspect. Write your answers down in your own words below. Discuss your findings in small groups. Scottish Further Education Unit 76

79 Sample Answers for Test yourself questions Physical development in children 0 12 years Physical development and growth go together. This describes the actual growth and changes to the body at all stages of development throughout our lives. Physical development includes the increase in the size of the body as children grow and mature. It also includes the gradual development of control of the body. As children grow and mature they develop physical skills such as bladder and bowel control and gross and fine motor skills. You may have suggested some concepts linked to physical development in children such as: Growth Height and weight Balance Fine and gross motor skills development Bladder and bowel control Discuss your findings in small groups. Scottish Further Education Unit 77

80 Individual Activity Test yourself questions Try to think about what has been important in shaping your life so far. Who has been important? How have events and people affected your emotional and social development? Use the following headings to help you. Write your answers down in your own words below. Emotional and social development 0 3 years 3-5 years 5 8 years 8 12 years Discuss your findings in small groups. Scottish Further Education Unit 78

81 Sample Answers for Test yourself questions Emotional and social development in children 0 12 years Emotional development describes how the child copes and expresses a variety of feelings throughout their childhood and later lives. Social development describes how the child learns and changes their behaviour in order to fit into the society or culture they live. It also refers to how effectively the child relates to others. You may have suggested some concepts linked to emotional and social development in children such as: trust security feelings of belonging love sense of achievement positive self-esteem confidence feelings mixing with other children sharing turn-taking displaying positive social behaviour considering the needs of others social acceptance being part of their peer group Scottish Further Education Unit 79

82 Aspects of development Small Group Activity Test yourself questions The Early Education and Childcare worker has been asked to buy a present for four children who are leaving the childcare centre a 2 year old, 4 year old, 7 year old and a 10 year old. What should the childcare worker buy which would be suitable for promoting the child s cognitive development. Give reasons for your choices. Write your answers down in your own words below. 2 years old 4 years old 7 years old 10 years old Discuss your findings in small groups. Scottish Further Education Unit 80

83 Sample Answers for Test yourself questions Cognitive Development This term describes the ability to think, understand, learn and reason (and includes memory and recall) throughout our lives. Perceptual (how we see things), and sensory skills are part of our cognitive development. The development of the five senses, sight, smell, hearing, touch and taste contribute to our cognitive development and are linked to physical development such as hand and eye co-ordination. You may have suggested some ideas linked to cognitive or intellectual development in children such as: play language development thinking recognition communication problem solving learning and understanding decision making. Scottish Further Education Unit 81

84 Aspects of development Individual Activity Test yourself questions Identify 4 key milestones in language development for each age group. Write your answers down in your own words below. Language development 0 3 years 3-5 years 5 8 years 8 12 years Discuss your findings in small groups. Scottish Further Education Unit 82

85 Sample Answers for Test yourself questions Language development in children 0 12 years This describes the child s ability to communicate effectively with others, to think, to understand verbal and non-verbal forms of language and ways of communicating and receiving information from others, to learn basic concepts in language and build upon them throughout our childhood and into later life. You may have suggested some thoughts linked to cognitive or intellectual development in children such as: learning and understanding reading and writing speaking and non-verbal communication. Scottish Further Education Unit 83

86 Group Activity Test yourself questions You have now reached the end of the material you need for assessment of Outcome 1 of the Unit Child Development (Intermediate 1). Here are some questions for you to test yourself. Sample answers follow on the next page. 1. Describe two physical skills in children aged 5 8 years old. 2. Describe two emotional and social skills in children aged birth 3 years old. 3. Describe two cognitive skills in children aged 8 12 years old. 4. Describe two language skills in children aged 3 5 years old. These questions will also help you to prepare for the assessment when you will be working under supervision within a time limit. Scottish Further Education Unit 84

87 Sample Answers for Test yourself questions You may have suggested some of the following answers; you might have come up with other ideas. 1. Throws and catches a ball, skips, rides bicycle with stabilizers. 2. Bonds and forms an attachment with parent/carer; Interacts with others whom its familiar; Develops trust in parents/carers; Becomes shy and/or anxious around strangers; Expresses their feelings by smiling, crying and vocalising sounds; Becomes clingy with parents/carers often needs lots of reassurance before settling with strangers. 3. Understands the value of coins; Begins to understand logical reasoning; Writes for a good length of time relatively quickly; Interested in reading books for research for project work; Develops interests and hobbies; Understands relational terms such as weight and size; Considers all aspects of situations; Enjoys discussion and debate; Develops and maintains interest such as sport and music; May understand abstract concepts. 4. Listening, reading, writing, speaking, crying and imitating using gestures. Discuss your answers in pairs. Scottish Further Education Unit 85

88 Outcome 2 Investigate one aspect of child development for the age range 0 12 years. Performance criteria a) Identify a range of sources of information for one selected aspect of development. b) Prepare a plan for carrying out an investigation into the selected aspect of development. c) Carry out the investigation into the selected aspect of development according to the plan. d) Present the findings of the investigation in the format identified in the plan. Outcome 3 Evaluate the investigation into an aspect of child development. Performance criteria a) Review the effectiveness of the plan. b) Review the methods used to carry out the investigation. c) Review the effectiveness of the presentation. Evidence requirements for these two Outcomes will be gathered by means of the production of a folio. The evidence for which will be collated by the student at relevant points during the Unit. Information for tutors The NAB can be used for these two Outcomes. Scottish Further Education Unit 86

89 Outcomes 2 and 3 Portfolio Contents 1. A plan for the investigation into chosen aspect of development 2. A description of the aspect of development selected 3. The range of resources of information accessed 4. The specified format for the presentation of the findings 5. A review sheet relating to: the effectiveness of the plan the methods used to carry out the investigation the effectiveness of the presentation Scottish Further Education Unit 87

90 Introduction For Outcomes 2 and 3 you need to investigate one aspect of development. The following pages will help you to complete the task. Folio Contents 1. A plan for the investigation into chosen aspect of child development Which aspect of development will you choose? Where can you find relevant information? How will you present your findings? How can you review the effectiveness of your plan? Which methods will you choose to carry out the investigation? How will you know if your presentation was effective? 2. A description of the aspect of development selected Define your chosen aspect of behaviour Identify key milestones in the development of children aged 0 12 years for your chosen aspect Show how the chosen aspect of development changes at various stages Show the sequence of your chosen aspect of developmental progress in children Show the expected stages reached at different ages. 3. The range of sources of information accessed: the internet personal testimony using books, magazines and periodicals, eg. Practical Parenting visiting provision, eg. crèches, toy libraries, baby clinics outside speakers, eg. parents, community health practitioners, children interviews with parents and children. Scottish Further Education Unit 88

91 4. A description of how you can present your findings. You need to decide how to present your findings, for example, it could be: a display a PowerPoint presentation a poster a report a leaflet. The presentation should be recorded in some way, eg. by video or photograph for inclusion in the student s folio of evidence. 5. A review sheet relating to: the effectiveness of the plan: Did everything go to plan? If it did then why? If not then why not? What would you do differently next time in the planning stage? Why? the methods used to carry out the investigation Which methods did you use to carry out your presentation? Why you chose these? Were they helpful? Why? Were they informative? Why? The methods you would use next time would be. Because. the effectiveness of the presentation Scottish Further Education Unit 89

92 Outcome 2 and 3 Folio Checklist Student s Name: Class: Session: Plan Folio Contents Remediation required Pass Range of sources of information Specified format for presentation of the findings A description of the aspect of chid development selected A review sheet relating to: The effectiveness of the plan The methods used to carry out the investigation The effectiveness of the presentation Comments: Assessor: Date: Scottish Further Education Unit 90

93 Individual Checklist for Presentation Name Action Outcome Selected aspect to be investigated is: The range of sources of information you chose to use were: the Internet personal testimony (what someone has told you) using books, magazines and periodicals, eg. Practical Parenting visiting provision, eg. crèches, toy libraries, baby clinics outside speakers, eg. parents, community health practitioners, children interviews with parents and children Why you chose to use these The format you chose for the presentation of your findings was: a PowerPoint presentation a poster a leaflet a report a display Other (specify) Scottish Further Education Unit 91

94 In your description of the aspect of child development selected you included: Key milestones in the development of children aged: 0 3 years 3 5 years 5 8 years 8 12 years How the chosen aspect of development changes at various stages How the sequence of our chosen aspect of developmental progress in children and the expected stages reached at different ages You completed a review sheet on which you: Reviewed the effectiveness of your plan Reviewed the methods you used to carry out your investigation Reviewed the effectiveness of your presentation Signed: Assessor: Date: Date: Scottish Further Education Unit 92

95 Group Activity Group Plan Planning the timescale Assume that you will have four weeks to cover Outcomes 2 and 3. (Discuss this with your tutor, as you may have more or less time). Decide how many hours each week you can commit to this piece of work. Then draw up your study plan, remembering to leave time for the final written or oral presentation. Week 1 Action Timescale Week 2 Action Timescale Week 3 Action Timescale Week 4 Action Timescale Scottish Further Education Unit 93

96 The description of selected aspect of development Group Activity In your groups discuss your ideas on the following: Identify the chosen aspect of development Identify how your chosen aspect of development changes at different stages in children aged 0 12 years Identify key milestones in the development of children aged 0 12 years Identify the sequence of developmental progress in children aged 0 12 years and the expected stages reached at different ages What are the needs of children aged 0 12 years at different ages and stages of development? What are the developmental consequences of not meeting these needs? Identify conclusions for each age range Age years Key milestones at each age Sequence of development at each age Needs at each age Consequences of not meeting needs 3 5 years 5 8 years 8 12 years Scottish Further Education Unit 94

97 The Plan The group names are: Selected aspect of development is: Range of sources of information accessed was: Brief description of the aspect chosen is: Specified format for presentation is: Scottish Further Education Unit 95

98 Sources of information selected for group investigation Look at the range of sources of information you can access for your investigation. Use as many of these as you wish in order to enhance your presentation. In your groups agree which you re using then tick the boxes on the right hand side. We have chosen to use the following sources of information to assist in our investigation: The Internet Sources of information Yes No Personal testimony (what someone has told you) Books, magazines, periodicals Visiting speakers Interviews Videos Television DVD Others, please specify Agreed: Date: Scottish Further Education Unit 96

99 Gathering materials While studying this Unit pay attention to newspapers, magazines, journals, TV and radio broadcasts, news items and the Internet. Gather articles, and take notes on any current research in the area of child development. This will be useful during class and group discussions and for assessment purposes. Keep a record of items you ve collected (see below). Research item Source Location Television and child development Children s diet and development BBC News Sunday Times Notes in my folder Article in my folder Title of book, Internet paper, CD- ROM, journal article Example: The Developing Child 9 th edn. Author Date Publisher Note of content Helen Bee 2000 USA: Allyn and Bacon Information on children and their development and learning progress for ages and stages. This will help you add a bibliography at the end of your work (although you won t need the content part in a bibliography). Scottish Further Education Unit 97

100 A description of how your findings will be presented The outline for this must be in your plan. Choose from the following ideas for presenting your findings. Remember you must agree as a team. You may wish to use more than one format for your presentation. A display Format Yes No A power point presentation A poster A report A leaflet Other, please specify in your planning stage and discuss with your tutor. The reason we chose to use the format(s) because: Agreed: Date: Scottish Further Education Unit 98

101 An Oral Presentation If you re presenting your study orally to the rest of the class, then you will still need a written version, but perhaps some of your material will be written on handouts, overhead projector slides or a PowerPoint presentation. You will need to think about: How to introduce your investigation Which parts of your investigation are the most interesting to present in detail Any diagrams, tables, illustrations or photographs which could be used How to draw your investigation to a satisfactory conclusion for your audience Any questions you might be asked Scottish Further Education Unit 99

102 The Review Sheet In your groups complete a review sheet each. Make sure you cover the following points: The effectiveness of the plan Did everything go to plan? If it did then why? If not then why not? What would we do differently next time in the planning stage? Why? Did we meet our deadlines? The methods used to carry out the investigation Which methods did we use to carry out our presentation? Why did we choose these? Where they helpful? Why? Where they informative? Why? The methods we would use next time would be. Because. The effectiveness of the presentation Following the group presentation all groups should reflect on the investigation process and relate this directly to the plan made for Outcome 2 PC (a). They should evaluate their contribution in the investigative process and in the presentation, in relation to the methods used and the contribution of others. This may be through individual tutorial sessions with your tutor, or by each student using a checklist. Students should look at their contributions positively what they did rather than what they did not do. Agreed: Date: Scottish Further Education Unit 100

103 Review Effectiveness of the plan: Methods used to carry out the investigation: Effectiveness of the presentation: Timescale: Signed (by group): Date: Scottish Further Education Unit 101

104 Appendix: Class Marking Grid Class: Session: Outcome 1: Demonstrate knowledge and understanding of aspects of child development in the age range 0 12 years. Performance Criteria (a) (b) Pass Remediation Names Assessor: Date: Class Marking Grid Scottish Further Education Unit 102

105 Class: Session: Outcome 2: Investigate one aspect of child development in the age range 0 12 years Performance Criteria a) b) c) d) Pass Remediation Names: Assessor: Date: Scottish Further Education Unit 103

106 Class Marking Grid Class: Session: Outcome 3: Evaluate the investigation into an aspect of child development Performance Criteria a) b) c) Pass Remediation Names: Assessor: Date: Scottish Further Education Unit 104

107 Class Summary Sheet Class: Session: Outcomes Pass Remediation Names: Assessor: Date: Scottish Further Education Unit 105

108 Glossary Aspect of Development The aspects of development are; physical, social, emotional, cognitive and language. Holistic As babies grow and develop, all aspects of development will be involved and cannot be separated. Fine Motor Skills This means hand eye co-ordination, picking up small objects and using a pencil etc. Gross Motor Skills This means sitting, standing and running etc Growth An increase in size. Development An increase in ability. Sequence of Development A child can never run before they are able to sit or stand without support. Rate of Development One child may walk at 14 months while another may walk at 20 months of age. Milestones These are used to track normal development. Physical Development Actual growth and changes to the body as a child progresses from newborn to toddler, adolescence, adulthood and old age. Social Development Learning to mix with others, sharing, developing relationships within and outwith the family. Emotional Development How to cope with and express feelings, eg, jealousy, anger, happiness and excitement. Cognitive Development The development of the mind or thinking part of the brain. Also included is the development of the five senses sight, smell, taste, touch and hearing. Language Development The child s ability to communicate effectively with others, to think, to understand verbal and non-verbal forms of language and communication. Rooting reflex An automatic action that a child makes which is essential for feeding. Stepping or walking reflex An automatic action where babies appear to be walking if their feet are placed in contact with a hard surface. Grasping reflex An automatic action that means when new born babies grasp something they cannot let go. Scottish Further Education Unit 106

109 Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Tel: Fax: Web: