Skills for Work: Early Education and Childcare Intermediate 2

Skills for Work: Early Education and Childcare Intermediate 2 Child Development and Health: An Introduction Support Material Revised Edition: July 2007 Scottish Further Education Unit

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 2007 Scottish Further Education Unit 1

Early Education and Childcare: Child Development and Health Intermediate 2 F19L 11 Introduction These notes are provided to support teachers and lecturers presenting the Scottish Qualifications Authority Unit F19L 11, Early Education and Childcare: Child Development and Health (Intermediate 2) 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: www.sfeu.ac.uk Further information regarding this Course including Unit Specifications, 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: www.sqa.org.uk Scottish Further Education Unit 2

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: 0191 280 0400 e-mail: info@elandershindson.co.uk 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

Contents What are Skills for Work Courses all about? 6 The Course in Early Education and Childcare (Intermediate 2) 9 Unit Outcomes, PCs and Evidence Requirements 11 Employability Skills Profile 14 Tutor Support Section 15 Guidance for teachers/lecturers 16 Introduction 16 Using the pack 16 Approaches to learning and teaching 17 Learning and Teaching with Under 16s 18 Resources 22 Scheme of Work 23 Student Support Section 25 Tutor Note on Student Activities 26 Welcome to Child Development and Health! 27 Why study child development? 29 Stages of development 42 Milestones of development 43 Physical Development 46 Social and Emotional Development 58 Cognitive Development 77 Language development 85 What is health? 99 Aspects of health 101 Physical health needs of children 105 Nutrition 109 Scottish Further Education Unit 4

Exercise, rest and sleep 118 Illness 129 Emotional Health Needs of Children 133 Social health needs in children 138 Cognitive health needs of children 140 How adults meet children s health and development needs 144 Revision Sheet 148 Current Health Initiatives in Scotland 150 Factors that influence health and development in children 156 Scottish Further Education Unit 5

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 6

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 7

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 8

The Course in Early Education and Childcare (Intermediate 2) 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 the process of registering the workforce that is providing Day Care services for children. This includes children up to 16. 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 onto further study in Early Education and Childcare courses that satisfy the registration requirements of the SSSC. The candidate will also be equipped with 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 2 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 NOS 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, 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 2 level who may wish to extend their educational experience. The knowledge and experiences acquired in the areas of child development, child health, 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. The study and demonstration of practical competencies in First Aid is seen in any workplace environment as a key skill. Scottish Further Education Unit 9

The aims of this Course are to: increase candidates awareness of the factors which impact on the lives of children, their parents and carers provide an insight into working in early education and childcare facilitate candidates understanding of the interrelationship between the Course Units increase candidates awareness of the necessity to view all aspects of early education and childcare holistically enable candidates to draw upon the experiences gained in the Outcomes of the Course Units to inform and enhance their understanding of what can be considered as effective early education and childcare provision increase candidates awareness of the scope of the early education and childcare sector and the opportunities for employment in the sector allow candidates to develop key life skills, eg. through the optional Unit First Aid (Intermediate 2) 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 10

Unit Outcomes, PCs and Evidence Requirements National Unit Specification: statement of standards Unit: Child Development and Health (Intermediate 2) 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 Explain the principles of child development from birth to 16 years. Performance Criteria a) Explain what is meant by the term child development. b) Describe key milestones in each of the aspects of child development from birth to 16 years. c) Explain ways in which the aspects of child development are inter-related. Outcome 2 Investigate the ways in which the health needs of children from birth to 16 years can be met by adults. Performance Criteria a) Identify appropriate resources for the investigation b) Gather information about the health needs of children from birth to 16 years c) Gather information about the ways in which adults can meet these needs d) Use this information to report on these health needs and ways in which adults can meet the needs Outcome 3 Investigate health factors which may affect child development from birth to 16 years Performance Criteria a) Identify appropriate resources for the investigation b) Gather information about health factors which may promote child development c) Gather information about health factors which may impede child development d) Use this information to report on the positive and negative effects different health factors have on child development Scottish Further Education Unit 11

Evidence requirements for this Unit Written and/or oral evidence is required to demonstrate that the candidate has achieved all of the Outcomes and Performance Criteria for this Unit. Outcome 1 Written and/or oral evidence for this Outcome will be produced under closed-book, supervised conditions within a time limit of 45 minutes. It will be gathered at an appropriate point during the candidates study of the Unit, once they have learned about the principles of child development from birth to 16 years in each of the following age groups: 0 3 years; 3 5 years; 5 8 years; 8 12 years; 12 16 years. The evidence must cover two key milestones from each of the following aspects of child development: Physical development Social and emotional development Cognitive development Language development It must also cover the ways in which these aspects of child development are interrelated. Outcomes 2 and 3 Assignment Candidates will be set an assignment that requires them to investigate both the health needs of children and health factors that may affect child development. The evidence will be gathered in a folio at appropriate points throughout the Unit. Candidates should be given a clear brief, indicating that their folio must contain: A list of the resources they have used to investigate the health needs of children and health factors that may affect child development. Information they have gathered about: five different health needs of children from birth to 16 years; the ways in which adults can meet these health needs; three health factors that may promote child development; two health factors that may impede child development. An assessor checklist recording that the candidate has produced a report on the ways in which the health needs of these children can be met by adults and the ways in which positive and negative health factors may affect child development. The report must be based on the information they have gathered. The National Assessment Bank item (NAB) for these outcomes provides assessor observation checklists which exemplify the national standard. Centres wishing to Scottish Further Education Unit 12

develop their own assessments should refer to the NAB to ensure a comparable standard. Unit NB Centres must refer to the full unit specification for detailed information related to this Unit. Scottish Further Education Unit 13

Employability Skills Profile 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 and Health = A Working in Early Education and Childcare = B Play in Early Education and Childcare = C Parenting = D First Aid = E Care and Feeding of Children = F Employability skill/attitude Evidence working co-operatively with others B, C, D planning and preparation C, D reviewing and evaluating own skills development B, C, D presentation skills D health and safety awareness A, C, E time management skills C communication skills B gathering, collating and evaluating information A, B decision making A, D, E, F research skills A, B understanding roles and responsibilities B, C, D, F Assessment evidence in all Units: A = An investigation folio on the health needs of children and factors that affect child development B = An investigation folio on the types of provision and an evaluation of employability skills, qualities and attitudes C = A folio containing plans and reviews of play experiences D = Performance evidence demonstrating the responsibilities of being a parent and an investigation folio on the support available to parents E = Closed book test on underpinning knowledge of first aid and performance evidence of first aid procedures F = Closed book test evaluating hygiene practices for babies and children Scottish Further Education Unit 14

Tutor Support Section Scottish Further Education Unit 15

Guidance for teachers/lecturers Introduction This Unit is designed to introduce candidates to issues related to the health and development of children aged 0 16 years. They will examine what is meant by the terms health and development and what the role of the adult is in supporting health and development in children. They will identify the influences that affect health and development of children and investigate policies and initiatives that promote the health and development of children. This Unit is a mandatory Unit in the National Course: Early Education and Childcare (Intermediate 2) and is an optional Unit in the National Certificate Group Award: Early Education and Childcare (Higher). The Unit is suitable for candidates who wish to gain employment, or may already be employed, in the early education and childcare sector working under supervision. Candidates may wish to progress to further levels of study in early education and childcare qualifications. The Unit content can be summarised as follows: Concepts of health and development in children from birth to 16 years. Stages of all aspects of child development from birth to 16 years. Ways in which the aspects of development are inter-related. Ways in which an adult can support the health needs of the child. Factors that influence the health and development of the child. Initiatives that promote the health and development of the child. Give an opinion on the effectiveness of an initiative that promotes the health and development of the child. Using the pack This pack is designed to provide guidance and support materials to help lecturers in the delivery of the Unit. The student information sheets and activities are designed to be used by lecturers in whatever way suits their preferred style of delivery and the needs of their particular student group. Answers relating to activities could also be provided and facilitated by the lecturer. The student activities may need to be followed up and brought together by the lecturer in whatever way is appropriate for the particular student group. Student tasks and activities are identified with the symbol Scottish Further Education Unit 16

Approaches to learning and teaching An integrated approach should be taken with the delivery of this Unit. There is no requirement to teach the Unit by Outcome, and the approach taken should allow the candidates to see the links between the health and development of the child. 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 student-centred 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 health and development of children. Attention should be drawn to videos and television programmes on health and 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, oral health educator, NHS Breast Feeding Initiative professional. Visits to initiatives 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 17

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 be done individually or in groups; ask students to demonstrate what they have Scottish Further Education Unit 18

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 them; allow learners to set criteria for success and then measure their achievements against these. Scottish Further Education Unit 19

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. Skills for Work Workshops Scottish Further Education Unit 20

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 www.sfeu.ac.uk or contact the Learning Process team at SFEU on 01786 892000. 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 www.sfeu.ac.uk or contact the team at SFEU on 01786 892000. Scottish Further Education Unit 21

Resources Websites There are many web based resources available to students. The following may prove useful although others are available. www.parentsplace.com www.smallfolk.com www.zerotothree.org www.raisingkids.co.uk www.healthscotland.com www.bbc.co.uk/parenting 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 Jennie Lindon, Child Care and Education Tina Bruce, Child Care and Education Caroline Meggitt, Child Development: an Illustrated Guide Birth -16 years (2 nd ed.) Outcomes 2 and 3 Investigation To prepare students for planning their investigation, tutors should discuss the method of carrying out an investigation, the stages and the timescale available. Materials are provided in the Course Guidance pack for Early Education and Childcare (Intermediate 2) for this purpose. Scottish Further Education Unit 22

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: The age range of this Unit is 0 16 years divided into the following age groups: 0-3 years, 3-5 years, 5 8 years, 8 12 years and 12 16 years. What is child development? The importance of this area of study. The study of growth and development in children underpins all work within the early education and childcare sector. How it can be put to practical use when working with young children. Familiarisation with commonly accepted principles of child development. Sequence and rates of child development. Aspects of development are studied separately but children develop in an integrated holistic way. Development of the child is measured against a norm. Introduce milestones of development. Development is determined by heredity and partly by the environment. 2 Recap on last session. Identify growth and physical development from birth to 16 years. Identify key milestones in the physical development of children. Each child is unique with their own personality, abilities, looks, feelings and experiences, never repeated in any other child. Explain ways in which the aspects of development are inter-related in a holistic way. All of these aspects make up the whole child. Skills mastered by children at different ages, need to identify each aspect of development and how one is reliant on the other. What are the consequences to the child if one aspect of development is more advanced or delayed than others? 3 Recap on last session. Identify emotional and social development from birth to 16 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 16 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 reach from birth to 16 years. What are the consequences to the child if one aspect of development is more advanced or delayed than others? Test yourself questions for Outcome 1. Scottish Further Education Unit 23

Week Content 6 Recap on last session. Feedback on self assessment last week. Outcomes 2 and 3 Identify and explain the different health needs of children. Physical health needs; social and emotional health needs; cognitive health needs and language health needs. 7 Recap on last session. Introduce investigation. Candidates should be given a clear brief on the investigation they are required to make. Tutors/teachers should ensure that candidates know how to reference their sources 8 Recap on last session. Students should look at the importance of meeting children s needs across the age range and identify adults in the child s life who can meet these needs. The link should be emphasised between emotional and social health needs. Test yourself questions for Outcome 2. Students should continue their investigation into initiatives for health and development. 9 Recap on last session. Outcome 3 Students should consider the factors which influence the health and development of the child. The influences to be considered are: Biological: genetic influences Environmental: social and cultural issues, housing, play areas, pollution, pre-school provision Life Circumstances: position in the family, moving to a new house, starting school, children who use more than one language, type of family. Students should continue their investigations with support offered to those experiencing difficulty with accessing information or with managing their time effectively to produce a finished folio. 10 Recap on last session. Students to complete their investigations and submit at end of session. Formal assessment task for Outcome 1. 11 Recap on last session. Students get feedback on their investigations. 12 Students get feedback on their Formal assessment task. Remediation/reassessment. Scottish Further Education Unit 24

Student Support Section Scottish Further Education Unit 25

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 materials and activities which can be selected, altered, used to supplement tutors own tried and tested materials, or used in whatever way suits individual centres and their particular situation. For example, you might want to talk through the instructions with the learners and then give the instructions out on paper as reminders. Tutors are encouraged to adapt and use the materials creatively in ways which engage the students. Outcomes 2 and 3 Investigation To prepare students for planning their investigation, tutors should discuss the method of carrying out an investigation, the stages and the timescale available. Materials are provided in the Course Guidance pack for Early Education and Childcare (Intermediate 2) for this purpose. Scottish Further Education Unit 26

Welcome to Child Development and Health! This Unit is designed to introduce you to the principles of child development from 0 16 years. You lll learn what is meant by milestones, sequences and patterns in child development and how the various aspects of development child development are related to each other. You ll also find out about the health needs of children and how health factors may affect the development of children. As well as looking at aspects of child development and health, you ll also be working on your Employability Skills. In this unit you ll have specific opportunities to work on: health and safety awareness gathering, collating and evaluating information decision making research skills but of course all the other employability skills, like communication and presentation skills and working cooperatively with other people will be important too! While you re working through the unit, you ll find it helpful to refer to some or all of these books and websites and your tutor will no doubt tell you about these and other resources that will help along the way: M. Beaver et al, Babies and Young Children. Book 1. Early Years Development H. Bee, The Developing Child Jennie Lindon, Child Care and Education Tina Bruce, Childcare and Education Carolyn Meggit,Child Development: an Illustrated Guide Birth -16 years (2 nd ed.) www.parentsplace.com www.smallfolk.com www.zerotothree.org www.raisingkids.co.uk www.bbc.co.uk/parenting Scottish Further Education Unit 27

Outcome 1 Explain the principles of child development from birth to 16 years Performance criteria a) Explain what is meant by the term child development. b) Describe key milestones in each of the aspects of development from birth to 16 years. c) Explain ways in which the aspects of child development are inter-related. In this Outcome you will identify all aspects of children s development from birth to 16 years old. Although you ll study each of these separately, it s important to understand that a child s development progresses in a holistic way. This means that as children grow and develop, all aspects will be involved. 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 exist even when they are out of sight, interacting with others and developing their own individual personalities. Scottish Further Education Unit 28

Why study child development? Activity In small groups, identify as many reasons as you can for studying the development of children. Write your group s ideas in space below. Scottish Further Education Unit 29

You may have suggested some of the following, or you may have come up with more ideas. If so share them with the class. Here are some of the main reasons for studying the development of children: To gain an understanding how children develop and learn To gain an understanding of general patterns and sequences of development To find out what affects growth and development To understand why children behave in certain ways To help in identifying children s needs To help provide for children s needs To help plan and prepare appropriate activities to meet children s needs You ll find out more about these as you progress through the unit. Scottish Further Education Unit 30

Activity What do you think is meant by the term child development? Write your thoughts and ideas down in the space below. I think the term child development means: Now, with the help of a dictionary, books and/or the internet, find a definition of the term child development and write it in the space below. The definition I found is: I found this definition by looking at: Discuss your answers in pairs. Are they similar? Now check your ideas with those on the next page. Scottish Further Education Unit 31

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 and development means an increase in ability. Physical, emotional, social, cognitive and language developments take place continuously. These five aspects of development are evident throughout the course of our lives. 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. Unusually slow or fast developmental changes in a child 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? As childcare workers, we can use our knowledge to help children to reach their potential. The knowledge of child development helps us to help others. For example, we can help to stimulate the four aspects of child development through play and other activities.. Scottish Further Education Unit 32

Aspects of child development Physical, emotional and social, cognitive and language development take place continuously as children grow. The age range of this Unit is 0 16 years. This is divided into the following age groups: 0 3 years 3 5 years 5 8 years 8 12 years 12 16 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. Now, using books, videos and/or the internet your tutor will guide you on the sites to look at -, look for material about aspects of development and write down your findings in the space below. Discuss your answers in pairs. Scottish Further Education Unit 33

What do we mean by Aspects of child Development? Activity In small groups find out what the terms below mean. Use books, videos, or the Internet to help you. 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 Compare and discuss your answers. Scottish Further Education Unit 34

What do we mean by Aspects of child Development? The term aspects of child development refers the physical, emotional and social, cognitive and language developmental changes that occur from conception through out the child hood years. All aspects of development are inter-related. For example, a school-child who has had enough sleep will be able to focus on activities and tasks more effectively than a child whose sleep has been disturbed and, as a result, may be grumpy, lethargic, and easily upset or angry. Although throughout this unit you ll be studying the aspects of development individually (physical, emotional and social, cognitive and language developmental changes), it s important to understand that a child s development progresses in a holistic way. Remember 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. Scottish Further Education Unit 35

While you re studying the stages of child development you ll be investigating the development of children in the following age range: 0 3 years of age 3 5 years of age 5 8 years of age 8 12 years of age 12-16 years of age You ll be studying these in more detail as you progress through the unit. Children s developmental patterns follow the same sequence for all children but individual children develop at different rates. So, for instance, a baby must have head control before they can sit unsupported. Similarly, children 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. Milestones help us to use activities appropriate to the stage of development that children have reached. They are a useful tool to mark progress across all aspects of children s development. Learning to walk Scottish Further Education Unit 36

Development in one aspect of development does not necessarily mean it will be the same of 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 that don t always begin and end at specific times. There will always be variations. Normative development Normative development 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 the measurement of an individual child s progress and can indicate any 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 are useful in helping us to ensure that activities chosen are appropriate to the stage of development that children have reached. Milestones are also a good measuring tool for progress. Age groups are used as a general guide to developmental changes that do not always begin and end at specific times. For example, one of the changes in adolescence is puberty. For girls, periods start, and boys start shaving. However, some girls may start their periods as young as 9 10 years old and some boys may not grow facial hair until they are 19 20 years old. Scottish Further Education Unit 37

Activity 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 and 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. Scottish Further Education Unit 38

Matching Activity Now match the development to the correct description. The first one is done for you. 1. Physical development This term describes the actual growth and changes to the body as they 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. 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. In infancy it includes large movements such as having head control, sitting, standing and walking. These are often referred to as gross motor skills. Hand and eye co-ordination and fine motor skills such as grasping movements, picking up small objects, catching and throwing a ball or using a pencil or scissors are often referred to as fine motor skills. 2..development These types of development are about learning about your feelings and how you relate to and form relationships with others and the two are closely linked development can be described as the child s ability to control and express feelings in appropriate ways. It also relates to how the child copes with and expresses a variety of feelings towards others. It describes how relationships are developed within and outwith the family circle. It also reflects a child s experience of feelings shown towards them, eg. excitement, jealousy, anger, and contentment and how they understand these feelings, express them and cope with them.. development, closely linked with emotional development, is the acquisition of the skills, attitudes and manners required to interact and relate with other people in appropriate ways. The term describes how children learn and change their behaviour in order to mix with others and to meet the requirements to enable them to fit into the society and culture in which they live, eg. considering the needs of others such as, sharing, acquiring social acceptance, adopting social behaviour and interacting with their peer groups. Development of independence and self-esteem are also part of. development. Scottish Further Education Unit 39

3.. development This type of 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. This term describes the ability to understand and reason throughout our lives. It includes perception, attention and problem solving. Also included in this type of development is the development of the five senses sight, smell, taste, touch and hearing. 4. development This development is about learning to speak and communicate. It includes the use of speech and many other functions such as listening and understanding, reading and writing and the use of non-verbal communication. These development skills also include conversation, negotiation and compromise, interacting with others, understanding and responding to other methods of communication such as, gestures, sign language, 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 from Child Care and Education by Tassoni, Beith and Eldridge. Growth Growth is the process by which cells divide to increase the size of the body. Growth refers to changes in the body such as height, weight, head size, bones and muscles. These things can be measured and can be seen to increase from conception until we are adults. Development Development is the process by which children master the control of their body. Development is a continuous process from conception to death. Development is affected by hereditary and environmental factors. Scottish Further Education Unit 40

Activity Design a word search which uses key words of the aspects of child development. Ask your classmates to complete the puzzle. Scottish Further Education Unit 41

Stages of development The pattern of child development may be divided into the following stages: Infancy/toddler Pre-schooler School child School child School child 0 3 years of age 3 5 years 5 8 years 8 12 years 12 16 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 (holistic). A child should be regarded as a whole person with each aspect of development joining together to contribute to that whole. Physical development Language development Social development Cognitive development 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 cannot be pushed. Child development may be studied under the following four areas: physical, emotional and social, cognitive and language. The child s needs should be considered in these terms. Scottish Further Education Unit 42

Milestones of development Milestones are the indicators of development in these four aspects. Physical development: milestones show in the development of gross and fine motor skills. Milestones also occur as the body changes at puberty. Social and emotional development : milestones occur when we identify our own and others emotions and are aware of and behave towards other people in appropriate ways in many different settings, situations and contexts. Cognitive development: milestones include the development of ideas, schemata, concepts and memory. Language development : milestones would include babbling, single words, holding a conversation, discussing, negotiating and hypothesising. Scottish Further Education Unit 43

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 Palmar grasp Pincer grip Fine motor skills Gross motor skills Sensory motor skills Scottish Further Education Unit 44

You may have found some of the following information: 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. Attachment has been defined as an affectionate tie or bond that an individual forms between child and another specific individual. The attachment or bond established between carer and baby may be a survival mechanism. 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. Fortunately, in most families the early bond that children develop with the person(s) who cares for them provides the healthy foundations for their future psychological, physical and emotional development. Palmar 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 refers to the development of voluntary muscle control. Motor skills can be described as either fine or gross motor skills. Fine motor skills are 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 are the development of control over the large muscles in our body. This includes children 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 45

Physical Development The New-born baby Individual Activity Watch a video showing a newborn baby or using recommended books or websites take note of what is being examined and why. Babies are born with a set of reflexes to help them through the first weeks of life; indeed, some are vital for survival. Babies have reflexes similar to the knee-jerk and the blinking reflexes in adults. When hit on the knee, an adult s leg jolts forward, and their eye shuts quickly if something is about to be poked into it. These reactions are totally involuntary. Indeed, it s virtually impossible to avoid making the automatic response of a reflex. Breathing is obviously one of the most important reflexes for a newborn baby. The rooting and sucking reflexes help babies to get nourishment. Without these reflexes, babies would have difficulty surviving. Many of a baby s early reflexes will disappear during the first few months of life. Some reflexes remain with us throughout our lives. Scottish Further Education Unit 46

Activity Babies do things automatically without learning how to do them these are called reflexes. Discuss what you think these reflexes mean. 1. The rooting reflex 2. The stepping or walking reflex 3. The grasp reflex 4. The startle reflex Scottish Further Education Unit 47

Primitive reflexes The newborn baby turns towards the hand that brushes towards their cheek, a demonstration of the rooting reflex essential for feeding. Another reflex is the stepping or walking reflex whereby 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 doorbell 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 48

What do you know about babies? Individual Activity Watch the video Baby its You: in the beginning or use reference books to answer the following questions make notes in the spaces below. 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 (other than crying)? 4. When you put your finger on a baby s palm what do they do? 5. What does a young child do when held up so their feet touch the ground? 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? Scottish Further Education Unit 49

G Group research 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 books, videos or the Internet to assist you. Age Gross motor skills Fine motor skills 0 3 months 3 6 months 6 9 months 9 12 months 12 18 months 18 24 months 2 3 years 3 5 years 5 8 years 8 12 years 12-16 years Scottish Further Education Unit 50

Activity Give 3 examples of key milestones for each age group listed below. a) 0 3 years 1. 2. 3. b) 3 5 years 1. 2. 3. c) 5 8 years 1. 2. 3. d) 8 12 years 1. 2. 3. e) 12 16 years 1. 2. 3. Scottish Further Education Unit 51

The development of physical skills in children Group Activity Using videos, books and websites investigate one of the following developmental stages: 0 18 months, 18 24 months, 2 3 years, 3 5 years, 5 7 years, 7 10 years, 10 12 years, 12 16 years 1. Look back at the gross motor skills you ve identified and list them in sequence with the approximate age you would expect a child to achieve each skill. 2. Look back at the fine motor skills you ve identified on the previous page then list them in sequence with the approximate age you would expect a child to achieve each skill. Scottish Further Education Unit 52

Physical skills You may have included some or all of the following as your answers. 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 18 24 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 10 12 years Develops strength for games like tennis, plays sport with increased skill, increased physical stamina 12 16 years Increased physical stamina, skilled in chosen physical activities Fine motor skills 0-18 months Reaches for objects, palmar grasp, pincer grip, builds 2-3 tower with blocks 18 24 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 recognizable 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 10 12 years Manually dexterous, writes well, keyboard skills are well developed 12 16 years Skilled in most manual activities, changes in handwriting become apparent as personality develops Scottish Further Education Unit 53

Identifying Physical Development Group Activity Use magazines, catalogues and/or the Internet to gather pictures which show children carrying out activities which encourage and enhance their physical development. Each group member should choose a different age group. Now make leaflets or posters showing activities which promote physical development in children of your chosen age group. Remember to think about both gross motor skills and fine motor skills. 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years In your groups look at the leaflets/posters 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. Scottish Further Education Unit 54

Physical gross and fine motor skills development Group Activity Look again at the range of leaflets/posters. 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. We ll discuss your findings in class. Scottish Further Education Unit 55

Patterns of growth and physical development in children Activity Go back to the definitions of growth and physical development and try to answer the following questions. Try to describe the main features of the changes and differences. Use books, videos, or the Internet to help you. 1. Is there a change in body proportions between birth and 16 years old? 2. Does one part of the body grow more quickly than others at different ages? Scottish Further Education Unit 56

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 12-16 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 Girls are skeletally mature at an earlier age than boys Body changes From about 10 years old girls may begin to develop secondary sex characteristics and develop breasts and broader hips. They may also grow body hair The feet and hands of most adolescents will reach their adult size before they reach their ultimate height Scottish Further Education Unit 57

Social and Emotional Development Activity Working in groups, use magazines, catalogues and/or the Internet gather pictures which show children carrying out activities which encourage and enhance emotional development in children. Each group member should choose an age group. On the next page make a leaflet showing activities which promote social and emotional development in children of your chosen age group. 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years In your groups look at the leaflets you ve produced and discuss the activities you found were particularly good at encouraging social and emotional development in children. Individually write a few sentences on why these activities were so helpful for each age. Keep this for your folio. We will discuss your findings in class. Scottish Further Education Unit 58

Identifying social and emotional development Activity Group activity Individual leaflet My chosen age group is: My group members are: Scottish Further Education Unit 59

Aspects of development Social and emotional development Emotional development relates to how children cope with and express different feelings. 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 selfconfident and independent. Think about the relationships babies and children form with others. Activity Using recommended books, Baby its You: In the Beginning video, make notes on how children from 0 18 months behave when they interact with others. Identify ages when the interaction may change or show developmental progression. 0 6 months 6 12 months 12 18 months Discuss your ideas in pairs. Scottish Further Education Unit 60

Aspects of development Social and emotional development A child s earliest experiences with other people are the beginning of social and emotional development. Emotions are generated by interaction and experience of events and others. As you read this section, notice how much of emotional development involves others. 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 approximately 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 overtures by smiling and vocalising. They will take conversational turns, pausing in their vocalising to allow the other to speak. Babies will then respond when a conversational gap is left for them. 0 6 months Attachment or bonding to one or more constant carers in early infancy is crucial for proper emotional development. A feeling of trust, which is essential for future relationships, is developed by the consistency of care given. Even at one month old, babies respond to a soothing voice and a cuddle. Stress and anxiety can easily be transmitted to the baby through rough handling and bad temper. At 6 months, the baby is clearly able to distinguish between different emotional tones in the carer s voice. 6 12 months From approximately 6 to 9 months, children usually begin to develop fear of strangers. The child will often scream if a stranger approaches him but the fear is usually eliminated if the carer is in sight. This fear of strangers is due to the attachment formed with the carer, combined with object permanence and the child may become distressed at any real separation from their main carer at this stage. The dependence on the presence of a familiar adult continues into toddlerhood. By 9 months old and throughout toddlerhood, 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. Scottish Further Education Unit 61

12 18 months At around this age, children may still be shy with strangers and cling to a known adult for reassurance. There is still a need for lots of support and consistency in care. During this period, the child may have a comfort object such as a teddy or an old piece of blanket. This will go everywhere with the child who becomes distressed if separated from it. As children reach 12 18 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. Although some 12 18 month old children may be intrepid explorers, they regularly return to their parent or carer for reassurance. Activity 0 18 months Social and Emotional Development Explain in your own words, reasons for the following emotional responses. Emotions Attachment/bonding Reasons Feelings of security and trust Smiles and responds to carer Fear of strangers Having a comforter eg. teddy or blanket Do you recall having a comforter as a child, if so what was it? Scottish Further Education Unit 62

Aspects of development Social and Emotional development 0 3 months 3 6 months 6 9 months 9 12 months 12 15 months Crying, Crying, Develop a Continues to Can continue vocalising, vocalising, wariness of have a wariness to have a smiling smiling strangers of strangers wariness of strangers 15 18 months Can continue to have a wariness of strangers Closely observes facial expressions Imitating facial expressions smiling Recognising familiar voices of mum or dad Being soothed when hearing familiar tones Taking conversational turns, pausing to allow the other to speak Closely observes facial expressions. And can reflect them back Smiling Recognising familiar voices of mum or dad Being soothed when hearing familiar tones Taking conversational turns, pausing to allow the other to speak Can become distressed when separated from main carer Dependence on the presence of a familiar adult. They will hold out their arms to be lifted and cuddled when distressed Continues Recognising familiar indicators of mum or dad appearing Being aware of familiar routines when hearing familiar tones eg. bath time, feeding time Taking conversational turns, pausing to allow the other to speak Can still become distressed when separated from main carer and can clearly express emotions such as pleasure with laughs and squeals Continues to have a dependence on the presence of a familiar adult. They will hold out their arms to be lifted and cuddled when distressed Enjoys the company of other children and can play alongside them Being aware of familiar routines when hearing familiar tones eg. bath time, feeding time Babies will play give and take with toys But are not able to play independently in others play Can be comfortable exploring their surroundings regularly returning to carer for reassurance Clearly express emotions such as pleasure with laughs and squeals and may use words to express annoyance Enjoys the company of other children and can play alongside them May express their frustration in toddler temper tantrums May show jealousy if their mother holds or pays attention to another child or baby Can be comfortable exploring their surroundings regularly returning to carer for reassurance Clearly express emotions such as pleasure with laughs and squeals and may use words to express annoyance May express their frustration in toddler temper tantrums May show jealousy if their mother holds or pays attention to another child or baby Becomes aware of pain or distress in others and attempts to comfort sibling or other child who is crying Scottish Further Education Unit 63

Aspects of development Social and Emotional development Activity Using books, videos or the Internet, make some notes on the emotional development in children from 18 months 5 years. Identify ways they interact with other people (strangers), adults and children. Identify ages when the interaction may change or show developmental progression. 18 24 months 2 3 years 3 5 years Discuss your ideas in pairs. Scottish Further Education Unit 64

Aspects of development Social and Emotional 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. 18 24 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 65

Aspects of development Social and Emotional development Activity Using books, videos or the Internet, make some notes on the social and emotional development in children from 5 16 years. Identify ways they interact with other people (strangers), adults and children. Identify ages when the interaction may change or show developmental progression. 5 8 years 8 12 years 12 16 years Discuss your ideas in pairs. Scottish Further Education Unit 66

Aspects of development Social and Emotional 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 8 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 8 12 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 12 16 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 Scottish Further Education Unit 67

Identifying social and emotional development Activity Individual leaflet My chosen age group is: My group members are: Scottish Further Education Unit 68

Social roles and socialisation The term social development is concerned with how we relate to other people. It s about how we learn to identify with other people and become a member of a social group. We learn about our social roles and how they change. There are many different social roles within our society for example, son, daughter, sister, brother, mother, father, friend, pupil, teacher, doctor, fire-fighter. Society expects people in these roles to behave in certain ways. We expect a friend to behave differently to fire-fighter. We are expected to learn and perform certain patterns of behaviour according to each role. So we may be expected to misbehave with our friends, but not in the classroom with our teacher. Social development involves our ability to live, work and play with others. This process of learning to participate as a member of a social group is called socialisation. The family is usually the first social group that we experience. Within the family we learn about values, beliefs and ways of behaving and thinking and feeling in relation to other people. This is called primary socialisation. For example, some families have the tradition of the tooth fairy, or that it s polite to say please and thank-you, or have certain religious beliefs. As we grow and develop, we mix with others outside our family. Playgroups, nursery and school are other groups that we learn to take part in and play other social roles. These are referred to as sources of secondary socialisation. The ability to communicate is extremely important in this process of socialisation. Scottish Further Education Unit 69

Activity 1. What is meant by the term social roles? Give an example of one or two social roles we play. 2. What is meant by socialisation? 3. What is primary socialisation? What do we learn from it? 4. Give three sources of secondary socialisation for children aged between 0 16 years. Scottish Further Education Unit 70

Identifying social and emotional development Activity Collect magazines that have pictures of children carrying out activities that require the use of social skills, perhaps showing children in various roles, or groups, or in different societies. Make a poster showing children aged between 0 16 years from a variety of cultures or traditions. If possible, display your posters in your class. Activity As a class discuss the following question: Why is the process of socialisation important to the children in the pictures? Scottish Further Education Unit 71

Identifying social development Social development 18 months 5 years Before the age of about 18 months, the child s social contact is generally centred on the carers and family members such as brothers and sisters. As the child gets older, his circle will widen to neighbour s children and children playing at playgroup or nursery. Social contact is influenced by developing language and awareness of others. Children learn throughout this stage how to interact with others through play. At around the age of 2 years, the child will happily play near other children but hasn t yet acquired the skills that enable them to play together. The 2 year olds ability to play together is also hindered by their inability to share possessions and even the attention of adults; therefore, resentment may be shown. As the child s social skills develop and confidence is gained, his carer may feel that he is ready to join a playgroup or nursery. This social interaction will not only help the child to gain independence but also enable him to accept strangers and develop an awareness of others. Between the ages of 3 and 5 years, social interaction continues to develop as the child begins to enjoy the company of other children his own age. He will learn to share possessions and the attention of adults. With these new social skills, an increased concentration span and a need to satisfy curiosity with continual questions, the 5 year old is ready for primary school. Scottish Further Education Unit 72

Identifying social development Activity Find two or three features of social development in children in each of the following age groups: 1 3 years 3 5 years 5 8 years 8 12 years 12 16 years Discuss your answers in pairs. Scottish Further Education Unit 73

Identifying social development Activity You may have suggested some of the following, or have other ideas of your own. 1 3 years Plays alone even in the company of other children Has no understanding of sharing adult attention or toys Plays alongside other children for brief periods Joins in play with other children Begins to be more co-operative and shows understanding of idea of sharing 3 5 years Enjoys being around other children Begins to play games which need co-operation from all playing Chooses their own friends and playmates 5 8 years Shows an awareness of expected social behaviour both within and out with the family Begins to discover differences in cultures, religions and lifestyles Becomes more involved in group activities Likes to play competitive games and likes to win Scottish Further Education Unit 74

Activity From your answers on page 66 create tables for the age groups 8 12 years and 12 16 years. Scottish Further Education Unit 75

Identifying social development Activity Your child has been invited to a birthday party for non-identical twins aged 11, Lily and Sam. You want to buy a gift that helps to promote social development. Decide which gift you will buy for each child and give your reasons for your choices. Lily s gift is: My reasons for choosing this gift are: Sam s gift is: My reasons for choosing this gift are: Scottish Further Education Unit 76

Cognitive Development Activity Working in groups, use magazines, catalogues and/or the Internet gather magazines which show children carrying out activities which encourage and enhance cognitive development in children. 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 12 16 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. We will discuss your findings in class. Scottish Further Education Unit 77

Identifying cognitive development Group Activity Activity Individual leaflet My chosen age group is: My group members are: Scottish Further Education Unit 78

Cognitive 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. Add them in the spaces below. 0 18 months Recognises familiar faces and objects Recognises familiar routines Has a fear of strangers Shows concept of object permanence Puts all objects into mouth to explore their properties Learns simple games such as peek-a-boo Enjoys looking at books 18 24 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 2 3 years Remembers rhymes and songs Matches colours Sorts objects into simple categories Solves more complex puzzles Scottish Further Education Unit 79

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 5 8 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 8 12 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 Understands relational terms such as weight and size 12 16 years Considers all aspects of situations Enjoys discussion and debate Develops and maintains interests such as sport and music May understand abstract concepts Scottish Further Education Unit 80

Cognitive and language development Activity After viewing the Baby its You: The Thinker video, answer the following questions relating to cognitive development in children. 1. At 3 months Dylan is demonstrating his first step in abstract thought, what is it? 2. After the first few months what happens to a baby s reflex actions? 3. How does Marco categorise his toys? 4. What type of thinking does Taffy apply to get her doll? 5. Why does Oscar take things apart? 6. When Colin is tidying up what is he doing with the items? 7. When Polly is copying other s actions, in what way is she learning? 8. When Polly is reaching for the biscuits, what skills in human thinking is she demonstrating? Discuss your answers in pairs. Scottish Further Education Unit 81

Cognitive and language development 0 18 months 0 6 months The baby first learns through its senses. As babies are immobile during this period, they will spend a lot of time lying on their backs looking up and they require objects around them that will stimulate their senses. Looking up at moving objects helps babies gain an awareness of the world around them. During these months, babies are able to demonstrate the first step in abstract thought cause and effect. In other words, if a baby cries someone will come to him. 6 12 months As children becomes mobile there is a need to try to reach for things out of range and they understand the meaning of no. Children also learn by putting objects into their mouths. This is because the mouth is more sensitive than their fingertips. Children learn about size, shape and texture by putting objects into their mouths rather than just by looking at them. Learning that objects still exist even when they can t be seen also occurs during these months. This is known as object permanence out of sight but not out of mind. As the memory continues to develop, young children begin to enjoy repetitive play, nursery rhymes and simple books. By 12 months children often understand simple commands, their own name and some words (sometimes recognisable) for familiar things such as the family cat or dog. 12 18 months During this period children learn skills by imitation, they enjoy copying mum or dad in domestic work and carrying out simple instructions. Manipulative skills and hand and eye co-ordination also develop and the young child will enjoy scribbling with a pencil or using a comb or a toothbrush. By 18 months, as language skills develop the child will enjoy recognising and naming pictures in favourite books and will join in with nursery rhymes and songs. Scottish Further Education Unit 82

Activity Using a toy catalogue, identify toys and activities suitable for encouraging language development of children at the following ages and stages: 0 6 months 6 12 months 12 18 months Scottish Further Education Unit 83

Cognitive and language development 18 months 5 years Language development progresses rapidly during these 3 and half years. At 18 months, a child may know approximately 20 words and this amount will increase daily. In no time at all, the child is progressing from 2 3 word sentences that develop into more complex stories by the age of 5. Perception is another aspect of cognitive development which changes rapidly at this stage. Children make little distinction between what is real and what is fantasy. They think that everything around them for example, toys, as having the same properties as themselves and that they may feel pain if knocked or dropped. This is known as animist thinking. At around 2 years old this will change to magical thinking, this is because the child does not fully understand the concept of cause and effect and will link events that happen together. By the age of 5, the child will have a better understanding of cause and effect and develop these skills into logical thinking, helped by having a longer attention span; imagination and creative thinking also increase rapidly during this period. Activity 1. What is meant by the term animist? 2. What is meant by the term magical? 3. What does cause and effect mean? Give an example. Scottish Further Education Unit 84

Language development Activity Using magazines, catalogues and/or the Internet gather magazines which show children carrying out activities which encourage and enhance language development in children. Each group member should choose an age group. On the next page make a leaflet showing activities which promote language development in children of your chosen age group. 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years In your groups look at the leaflets you ve produced and discuss the activities you found were particularly good at encouraging language development in children. Individually write a few sentences on why these activities were so helpful for each age. Keep this for your folio. We will discuss your findings in class. Scottish Further Education Unit 85

Identifying Language Development Activity Individual leaflet My chosen age group is: My group members are: Scottish Further Education Unit 86

Identifying language development Activity Find two or three features of language development in children in each of the following age groups: 1 3 years 3 5 years 5 8 years 8 12 years 12 16 years Discuss your answers in pairs. Scottish Further Education Unit 87

Identifying language 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. Add them in the spaces below. 1 3 years Communicates needs and wants by pointing and vocalising Can use between 6 and 20+ words and understands many more Vocabulary continues to increase Sentence formation begins with two or three words becoming more complicated with increasing age and ability Constantly asks questions Can carry on a simple conversation 3 5 years Conversation skills increase with growing vocabulary Begins to answer back to adults when thwarted Understands the need for verbal negotiations with peers Begins to develop skills to enable positive interactions with others 5 8 years Develops a wide use of language, for example, for questioning; guessing; explaining; justifying and complaining Has the ability to reason aloud and to think out ideas, plans and speculate Holds long conversations with the knowledge of the need to listen as well as to talk and to say something relevant to the topic Scottish Further Education Unit 88

Activity From the answers on page 79 create tables for the age groups 8 12 years and 12 16 years. Scottish Further Education Unit 89

Identifying language development Activity Your child has been invited to a birthday party for non-identical twins aged 10 Jenny and Josh. You want to buy a gift that helps to promote their language development. Decide which gift you will buy for each child and give your reasons for your choices. Jenny s gift is: My reasons for choosing this gift are: Josh s gift is: My reasons for choosing this gift are: Discuss your gift ideas in pairs. Scottish Further Education Unit 90

Features of development for each aspect Features of development for each aspect: 0 1 year Physical development Social and Emotional development Cognitive development Language development Controls head and upper body Bonds and forms an attachment with parent/carer Interacts with others whom its familiar 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 perception of depth when crawling Imitates mouth movements of parents/carers when being spoken to Crawls Expresses 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 e.g. bath-times & 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. mm-mm dddd 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 91

Features of development for each aspect: 1 3 years Activity Fill in the grids below using books and/or Internet sites advised by your tutor. Physical development Social and Emotional development Cognitive development Language development Now in small groups discuss your ideas. Make note of any similarities and differences. Scottish Further Education Unit 92

Features of development for each aspect: 3 5 years Activity Fill in the grids below using books and/or Internet sites advised by your tutor. Physical development Social and Emotional development Cognitive development Language development Now in small groups discuss your ideas. Make note of any similarities and differences. Scottish Further Education Unit 93

Features of development for each aspect: 5 8 years Activity Fill in the grids below using books and/or Internet sites advised by your tutor. Physical development Social and Emotional development Cognitive development Language development Now in small groups discuss your ideas. Make note of any similarities and differences. Scottish Further Education Unit 94

Features of development for each aspect: 8 12 years Activity Fill in the grids below using books and/or Internet sites advised by your tutor. Physical development Social and Emotional development Cognitive development Language development Now in small groups discuss your ideas. Make note of any similarities and differences. Scottish Further Education Unit 95

Features of development for each aspect: 12 16 years Activity Fill in the grids below using books and/or Internet sites advised by your tutor. Physical development Social and Emotional development Cognitive development Language development Now in small groups discuss your ideas. Make note of any similarities and differences. Scottish Further Education Unit 96

Outcomes 2 and 3 Outcome 2 Investigate the ways in which the health needs of children from birth to 16 years can be met by adults. Performance criteria a) Identify appropriate resources for the investigation. b) Gather information about the health needs of children from birth to 16 years. c) Gather information about the ways in which adults can meet these needs. d) Use this information to report on these health needs and ways in which adults can meet the needs. Outcome 3 Investigate health factors which may affect child development from birth to 16 years Performance criteria a) Identify appropriate resources for the investigation b) Gather information about the health factors which may promote child development c) Gather information about health factors which may impede child development d) Use this information to report on the positive and negative effects different health factors have on child development Scottish Further Education Unit 97

What is health? Activity In small groups discuss what the word health means to you. Come up with as many ideas as you can then write them down in the spaces below. Now compare your ideas with the other groups in the class. Are there many similarities and/or differences? Write these down. Scottish Further Education Unit 98

What is health? In 1948 the World Health Organization (WHO) defined health as: a state of complete physical, mental and social well being and not merely the absence of disease or infirmity. This was a far sighted definition for the time because it presented a holistic view, including mental and social well-being, as well as physical. It doesn t however; allow for people to have a disability or condition and still be healthy, for example, people with conditions such as asthma, diabetes or those with a sensory impairment. In 1984 the WHO updated their definition: the extent to which an individual or group is able, on one hand, to realize aspirations and satisfy needs: and, on the other hand, to cope with change or to cope with the environment. Health, therefore, is seen as a resource for everyday life, not an object of living: it is a positive concept emphasizing social and personal resources, as well as physical capacities. This definition also reflects the holistic approach to health as well as acknowledging the positive and transient nature of health. From the WHO definitions above you can see that there are a number of aspects of health: Physical health needs relate to the functioning of the body. Social health needs relate to the way we interact with others and form and maintain relationships. Emotional health relates to the way we express emotions. It also relates to the way we cope with stress and anxiety. Cognitive health needs relate to the ability to think clearly and logically. Language health is linked to cognitive and emotional health as language health is important for expressing thoughts and feelings. It is also linked to social health as using language encourages interaction with others and the development of nurturing relationships. Scottish Further Education Unit 99

Activity Go back to your group activity and consider what you ve written. Now complete the following table giving examples of health under the following headings: Physical health Emotional health Social health Cognitive health Language health Scottish Further Education Unit 100

Aspects of health The word health is derived from the old English word hael which means whole. Therefore any definition should reflect all aspects of health. As seen from the WHO definition and the previous activities it s clear that there are a number of different aspects of health. You might find it helpful to go back to outcome one to remind yourself of the aspects of child development and how they all continuously change from birth to 16 years. Let s look at the different aspects of health for children more closely. Physical health needs of children You learned earlier that physical health needs relate to the physical functioning of the body. For example, for our bodies to remain healthy we need: Food Rest and sleep Warmth Protection from injury Exercise Fresh air Hygiene Medical care Emotional health needs of children Earlier you learned that emotional health relates to our feelings and how we express our emotions. It also relates to the way we cope with stress and anxieties in our lives. Some of our emotional health needs are: Affection/love Belonging Consistency Independence Achievement Social approval Self-esteem Scottish Further Education Unit 101

Aspects of health Social health needs These relate to the way we interact with others and form relationships. If you look back at Outcome one s social/emotional aspects of development, you ll find that social interactions enable children to develop a sense of identity and self-esteem. The promotion of social health in children encourages appropriate behaviour, a sense of security and an understanding of their place and belonging in their social system. Some concepts linked to social health needs include: Play opportunities No concept of sharing or turn taking Becomes more independent Develops self feeding skills Engages in complex play Chooses own friends Starts primary school May join after-school activities Peer group are increasingly important Plays in single-sex groups Strongly desires independence Works out own social patterns Likes privacy to be respected May defy adult authority Scottish Further Education Unit 102

Aspects of health Cognitive health needs These relate to the child s ability to think, understand, learn and reason, logically. If you look back at Outcome one s cognitive aspects of development, you ll find that, cognitively, children need to learn how to concentrate, use their memory and make decisions. 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. They also learn concepts which will help them in their lives to maintain their sense of well-being. These include concepts such as: Play Language development Thinking Recognition Communication Problem solving Learning and understanding Scottish Further Education Unit 103

Aspects of health Activity In small groups investigate one of the following elements which contribute to the health and development in children at different ages and stages. Use the sheets provided on the next few pages. You should explore how adults can meet these needs and the consequences of these physical health needs not being met in children from birth to 16 years old. Each group will present their findings to the class. Physical health needs are: 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years Food Rest and sleep Warmth Protection from injury Exercise Fresh air Scottish Further Education Unit 104

Physical health needs of children Food Food is needed for growth of the body, the repair of tissues of the skin, for energy, heat control of the body, to fight off infection and to maintain all the body systems. Adults providing a well balanced diet are important in maintaining a child s healthy body. Failure to have sufficient food can result in a child failing to thrive. Rest and sleep Rest and sleep are important to the body and the benefits they bring include increased appetite; increased energy; increased resistance to infection and increased concentration in children. It must be remembered that the amount of rest and sleep needed varies according to the age and stage of development as well as the individual. Similarly, the causes and effects of sleeplessness in children should be considered. Adults can ensure children have sufficient rest and sleep by adopting a bedtime routine. Warmth Warmth is important to the body. The average temperature of the body in good health is within the range 36.2 C and 37.2 C. It s important to keep babies warm as they have no ability to control their own temperature. Babies can be kept warm by ensuring they wear a number of layers that can be removed as necessary. By wearing a hat, gloves and socks a babies heat can be contained to keep their bodies warm. Adults need to be aware of changing environmental temperatures affecting babies. Babies who become too warm can experience minor seizures. Scottish Further Education Unit 105

Protection from injury Child care workers must be aware of the vulnerability of children to injury. The range and types of protection from injury children need changes depending on the developmental age and stage of the child. Adults can prevent accidents occurring in a variety of contexts by being aware of the dangers to children in their care and to ensure that safety measures are in place. Exercise Exercise is important in promoting not only the physical development in children but also as a means to maintaining health and happiness as well as a harmless outlet for aggression. Adults can ensure that children have access to regular daily exercise. Fresh air Fresh air is essential for children. The effects of the lack of fresh air and poor ventilation on the health and development of children can include feelings of tiredness, lack of concentration and headache. Yawning and sighing are not just signs of boredom but attempts by the body to get more air in and out of the lungs. Fresh air can enhance cognitive processes and reduce the risk of infection. Hygiene The importance of high standards of personal hygiene in childhood is essential; this can help prevent infection, help prevent skin disorders, increase self-esteem and social acceptance and establish patterns in later life. Adults can promote high standards of personal hygiene in children, e.g. encouraging hand washing after toileting and teeth cleaning after eating. Childcare workers should be aware of the need for high standards of environmental hygiene. There are policies and procedures in all early education and childcare settings to ensure children s health and well-being. Scottish Further Education Unit 106

Medical care Medical care is essential in the promotion of the health needs of children. A number of health practitioners such as G.Ps, health visitors, school nurse and child health surveillance have a role in monitoring the health and development of the child. The role of immunisation programmes play a crucial role in the promotion of the health needs of children. However, the potential side effects and contra-indicators of immunisation need to be considered to enable a balanced view. Scottish Further Education Unit 107

Aspects of health Activity Physical health needs of children In small groups carry out the following tasks: Investigate each of the elements which contribute to the physical health and development in children at different ages and stages. Identify adults in the child s life who can meet these physical health needs. Explore and identify some of the consequences of these physical health needs not being met in children from birth to 16 years old. Scottish Further Education Unit 108

Health factors which may affect child development Nutrition Nutrition relates to children s diet and whether they are getting a healthy balanced diet in relation to their age and stage of development. Research concludes that breast-fed babies are less likely to be overweight, less susceptible to infections. Breast pumps enable other family and friends to feed babies with breast milk from their mothers using bottles so babies still benefit from breast milk. Breastfeeding Health in Scotland 2000 also states that: Nutrition, starting in infancy, has important effects on health. Breastfeeding provides the best start. The major health benefits of breastfeeding for both mothers and babies are well documented and accepted. It is therefore of concern that breastfeeding rates in Scotland remain the second lowest in Europe, although they have increased in recent years. According to them: Some of the recent increase may reflect increases in the age of the childbearing population and the fact that older mothers are more likely to breastfeed. Their target is to: encourage breastfeeding and address inequalities, targets have been set and breastfeeding strategies have been developed. Scotland has a national target of 50% of mother s breastfeeding at six weeks. Scottish Further Education Unit 109

Health in Scotland 2000 say: To work toward this target breastfeeding strategies have now been developed in twelve out of the fifteen Health Boards in Scotland. These strategies focus primarily on the 1994 Campbell and Jones Recommendations for Health Boards: Breastfeeding in Scotland, which include: Setting and surveying local breastfeeding rates; Implementing the joint WHO/UNICEF Baby Friendly Initiative in hospitals which are evidence based good practice standards; and Providing community support, both group and peer support, for breast feeding. Scottish Further Education Unit 110

Activity 1. In your groups identify and describe the benefits of breastfeeding for both mother and baby. 2. Write down what you think about breastfeeding. Do you know anyone who has breastfed or is breastfeeding? Were you breastfed? Would you breastfeed your baby? If not say why? If so, say why? Discuss your ideas in your small groups. Scottish Further Education Unit 111

Undoubtedly diet influences health, growth and development. Some children have food allergies that can lead to severe allergic reactions resulting in breathing difficulties. A healthy balanced diet should contain protein, fat carbohydrate, minerals and vitamins which are essential for healthy growth and development in children. Protein Carbohydrate Minerals Vitamins Fresh fruit and vegetables may protect children from developing later illnesses such as cancer and heart disease. fat Many children take too much sugar in sweets and fizzy drinks; these can lead to tooth decay and obesity. 30 cubes of sugar Scottish Further Education Unit 112

Health factors which may affect child development Activity Using the range of resources available to you, identify sources of foods which provide for a balanced diet for children. Then describe the benefits of a balanced diet to the health and development of children. Protein Fat Carbohydrate Minerals Vitamins Scottish Further Education Unit 113

Aspects of health Activity Physical health needs of children Food is needed for growth of the body, the repair of tissues of the skin, for energy, heat control of the body, to fight off infection and to maintain all the body systems. A balanced diet is important in maintaining a healthy body. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 114

Aspects of health Activity Physical health and development Use books, magazines or the internet to help you find out: a) The range of components which make up a balanced diet. b) The role each component has in promoting physical health. c) The consequences or effects a lack of a balanced diet may have on the physical health of the child. Scottish Further Education Unit 115

Aspects of health Activity Physical health and development Write down what you ate yesterday. Do you think it was a healthy balanced diet? What could you have eaten to improve it? Activity Physical health and development Working in small groups set up a display which promotes healthy eating. If possible put your display up in your class. Scottish Further Education Unit 116

Aspects of health Activity Physical health and development In groups of 4, each group member chooses one age range each. On an A4 sheet of paper carry out the task below by producing a leaflet, one for each age birth 16 years. Use books, magazines or the internet to help you find out. Identify the range of components which make up a balanced diet for children in the following age groups: 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years In your groups look at the leaflets you ve produced and discuss your findings. Individually write a sentence or two on your own conclusions, and those of your group. We will discuss your findings in class. Group conclusions were: My own conclusions are: Scottish Further Education Unit 117

Health factors which may affect child development Exercise, rest and sleep Exercise, rest and sleep relate to children s basic needs to maintain healthy growth and physical developmental progress. Exercise is essential to strengthen and develop muscles and bones. Exercise is also important for promoting healthy sleeping patterns. Play areas It s more difficult for children to take exercise in built-up areas in towns and cities where there are no safe play parks. Also, current fears for children s safety prevent many parents allowing their older children to play outside without adult supervision. Scottish Further Education Unit 118

Rest and Sleep Rest and sleep are important to the body and the benefits they bring include increased appetite; increased energy; increased resistance to infection and increased concentration in children. It must be remembered that the amount of rest and sleep needed varies according to the age and stage of development as well as the individual. Similarly, the causes and effects of sleeplessness in children should be considered. Rest is needed to prevent the child from becoming over tired and unable to sleep. Often children don t recognize their need to rest but adults can use strategies such as story time to encourage rest. Sleep is essential to encourage growth as children grow whilst sleeping. Sometimes children need encouragement to sleep and bedtime routines are perfect for the winding down period in preparation for sleep. Scottish Further Education Unit 119

Aspects of health Activity Physical health needs of children Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12-16 years Keep this sheet in your folder. It will be used later in class. You may find the following books and websites helpful: Scottish Further Education Unit 120

Aspects of health Activity Physical health needs of children Exercise is important in promoting not only the physical development in children but also as a means of maintaining health and happiness as well as a harmless outlet for aggression. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 121

Aspects of health Activity Physical health needs of children Warmth is important to the body. The average temperature of the body in good health is within the range 36.2 C and 37.2 C. It s important to keep babies warm as they have no ability to control their own temperature. Babies can be kept warm by ensuring they wear a number of layers that can be removed as necessary. By wearing a hat, gloves and socks a baby s heat can be contained to keep their bodies warm. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 122

Aspects of health Activity Physical health needs of children Fresh air is essential for children. The effects of the lack of fresh air and poor ventilation on the health and development of children can include feelings of tiredness, lack of concentration and headache. Yawning and sighing are not just signs of boredom but attempts by the body to get more air in and out of the lungs. Fresh air can enhance cognitive processes and reduce the risk of infection. Pollution and climate change Environmental influences on health and development include the quality of air, food and water. Air, food or water pollution may adversely affect a child s development during pregnancy and after birth. The use of fluoride either in water supply or added to toothpaste helps to prevent dental caries. Access to health care before and after birth of a baby can encourage health, growth and optimum development. Clean water supply and access to fresh air also encourages healthy growth and development in children. Scottish Further Education Unit 123

Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 124

Aspects of health Activity Physical health needs of children Protection from injury is important. Child care workers must be aware of the vulnerability of children to injury. The range and types of protection from injury that children need changes, depending on the developmental age and stage of the child. Adults can prevent accidents occurring in a variety of contexts by being aware of the dangers to children in their care and to ensuring that safety measures are in place. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 125

Aspects of health Activity Physical health needs of children Hygiene: the importance of high standards of personal hygiene in childhood is essential; this can help prevent infection, help prevent skin disorders, increase self-esteem and social acceptance and establish patterns in later life. Adults can promote high standards of personal hygiene in children, eg. encouraging hand washing after toileting and teeth cleaning after eating. Childcare workers should be aware of the need for high standards of environmental hygiene. There are policies and procedures in all early education and childcare settings to ensure children s health and well-being. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 126

Aspects of health Activity Physical health needs of children Medical care is essential in the promotion of the health needs of children. A number of health practitioners such as G.Ps, health visitors, school nurse and child health surveillance have a role in monitoring the health and development of the child. The role of immunisation programmes play a crucial role in the promotion of the health needs of children. However, the potential side effects and contra-indicators of immunisation need to be considered to enable a balanced view. Think about the needs of children of different ages and identify ways in which adults can meet those needs and what will happen if the needs aren t met. Age 0 3 years Ways adults meet these needs Consequences of needs not being met 3 5 years 5 8 years 8 12 years 12 16 years Keep this sheet in your folder. It will be used later in class. Scottish Further Education Unit 127

Short term and long term illness Health and Illness relates to children s state of health and includes the impact of short-term illness such as chickenpox, appendicitis or minor injury. Long-term illness refers to conditions which require regular treatment such as cystic fibrosis and also impact on health, growth and physical development. Good health contributes to children s growth and development as they eat and sleep well. Children need a healthy balanced diet and sufficient sleep to encourage physical growth and development. Healthy children have more energy for exercise to develop muscle strength and their bodies are more likely to develop immunities and fight infection. Medical conditions will vary between a short-term condition with temporary negative effects on a child s development and other medical conditions which require the child to have on-going treatment and/or hospitalization which in turn may have a negative impact on the child s ability to learn. For instance illness can result in children being in hospital or confined to home and missing school and friends, and this can slow down all aspects of their development. Some hospitals do provide learning opportunities for long-term in-patient children. Short-term illness may temporarily affect health and physical development as the immune system fights infection or focuses on healing injury. Children who enjoy good health usually recover completely from short-term illness and regain their developmental stage with support. Long-term illness may permanently affect all aspects of a child s health and development as they may be confined to bed at home or hospital, may have little appetite for food and may not be well enough to access any learning opportunities available to them. Whatever medical conditions a child has and the limits they place on all aspects of their development, with specialist support and a stimulating environment the child will develop to reach their potential. Scottish Further Education Unit 128

Health factors which may affect child development Illness Activity Using books or other resources available answer the questions below. Write down your findings in the spaces below. 1. Give an example of an inherited condition which affects health and development in children. 2. Give an example of a short-term illness commonly found in children and suggest how this illness may affect their health and development. 3. Give an example of a long-term illness found in children and suggest how this illness might affect their health and development. Scottish Further Education Unit 129

Health factors which may affect child development Illness Activity A child has developed chicken pox and is very itchy, off his food and generally feeling unwell. How can this affect the health and development of the child? Write your ideas below. Scottish Further Education Unit 130

Health factors which may affect child development Illness Activity When you re not feeling well what effect does it have on you? Discuss your answers in pairs. Are there any similarities or differences between you? Make notes below. Scottish Further Education Unit 131

Aspects of Health Physical health needs of children Activity Revision sheet - Individual activity Answer the following questions in your own words. Put your answers in the spaces below. 1. Why do we need food? Give 5 reasons. 2. Why are rest and sleep important to ensuring a child s healthy body? 3. Why is warmth important for babies? Give an example of how you would ensure a baby is warm enough. 4. What safety methods do parents and childcare workers use to ensure the safety and well-being of children 0 3 years 5. What forms of exercise would you suggest for a child aged 6 years old? 6. Why is fresh air important for children? Give 3 benefits of fresh air for children of all ages. Scottish Further Education Unit 132

Emotional Health Needs of Children Activity In small groups read the case study. Sam and Susie Brown have been married for 23 years; Sam has had his own successful building business for the last 20 years. They live in their own house on the Yorkshire Dales. They have 3 children; Lewis aged 10, Sara age 7 and Connor age 3. Sam and Susie have been going through a difficult time since the death of baby Zoë who tragically died from meningitis age 9 months. Both Sam and Susie feel responsible for her death. They both feel that their marriage has come to its end. Susie has decided to move to Scotland with the children to be with her parents and siblings. Susie s family have ample room for the family in their house, with schools, nursery, a park and leisure activities close by. Susie s siblings have children of similar ages who attend the local school. Sam will stay in the family home and run his business, but he hopes to have the children stay during the holidays and maintain regular contact via the phone and email. The children have mixed feelings about the move, they are excited about going to Scotland to be with their family, but they don t want to leave their dad at home, their friends or move to a new school. From the list of emotional health needs of children given below, write down what emotional health needs are being met for the children in the case study, how the adults in the case study meet these needs and the possible consequences of those needs not being met. Emotional health needs of children include: Affection/love Belonging Consistency Independence Achievement Social approval Self-esteem Discuss your ideas in your groups. Scottish Further Education Unit 133

Aspects of health Group activity Suggested answers You may have come up with the following ideas or have had others of your own. Love and affection Susie and her family will meet these needs by continuing to provide kisses, cuddles, hugs and support for all the children. Belonging Susie s family will meet this need by preparing the children s areas so they feel like they belong in their new home. The children will now have more time with grand parents, aunts, uncles and cousins. The nursery and school will also assist the children to develop a sense of belonging within the community. Consistency Susie and Sam have worked hard to ensure that the children have regular contact with their dad. The children will still continue to have the same ordinary, everyday routines they had when they all lived together with mum and dad. Independence The children will have more independence as the school is close by Lewis and Sara can walk there by themselves. Connor s sense of independence will increase as he starts nursery school. Achievement The children have access to a wide range of out-of-school leisure activities that can give them all a sense of achievement. Social approval The children will all make new friends within school and their local area, so they will continue to develop a sense of social approval amongst the adults and children around them. Self-esteem As the children settle into their new life and all the changes that have occurred for them over the recent past, their self-esteem will also increase giving a sense of well-being. Scottish Further Education Unit 134

Aspects of health Activity Emotional health needs of children In your groups discuss the ideas you came up with in the last activity and the suggested answers you were given, are there any similarities or differences? Make a note of those you identified. Scottish Further Education Unit 135

Aspects of health Activity Emotional health needs of children In small groups investigate one of the following elements which contribute to the emotional health and development in children at different ages and stages. You should explore how adults can meet these emotional health needs and the consequences of these emotional health needs not being met in children from birth to 16 years old. Use the next page to present your findings to the class. Emotional health needs are: Giving and receiving love and affection 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years Belonging Consistency Independence Achievement Social approval Self-esteem Scottish Further Education Unit 136

Aspects of health Emotional health needs of children Group names: Emotional health need chosen is: Scottish Further Education Unit 137

Social health needs in children Activity Remember, social development is about learning and acquiring the skills, attitudes and manners required for interacting and relating with other people in socially appropriate ways. It s closely linked to emotional development. In small groups choose two of the social health needs of children listed below: Mixing with others - family and friends Giving and receiving love and affection Belonging Independence Social approval and acceptance from peers and others Displaying positive social behaviour 1. Investigate your two chosen social health needs in children from birth to 16 years old. 2. Identify adults who meet these social needs in children. Give an example of how adults meet these needs. 3. Explore the consequences of these social health needs not being met in children from birth to 16 years old. Scottish Further Education Unit 138

Aspects of health Group Activity In groups, discuss the role of the adult and the influence of the family in the promotion of social health and development in children from birth to 16 years. Write the main points of your discussion in the spaces below. 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years Group conclusions are: Keep your answers in your folder they will be used later in class discussions. Scottish Further Education Unit 139

Cognitive health needs of children Activity Cognitive health needs relate to the ability to think clearly and logically. Children learn how to concentrate, use their memory and make decisions. They also learn concepts which will help them in their lives to maintain their sense of well-being. Also that the development of the five senses, sight, smell, hearing, touch and taste contribute to a child s cognitive development and these are linked to physical development. In small groups choose two of the cognitive health needs of children listed below: Play experiences Thinking Communication Problem solving Learning and understanding Decision making 1. Investigate your two chosen cognitive health needs in children from birth to 16 years old. 2. Identify adults who meet these cognitive needs in children. Give an example of how adults meet these needs. 3. Explore the consequences of these cognitive health needs not being met in children from birth to 16 years old. Scottish Further Education Unit 140

Aspects of health Activity In groups, discuss the role of the adult and the influence of the family in the promotion of cognitive health and development in children from birth to 16 years. Write the main points of your discussion in the spaces below. 0 3 years 3 5 years 5 8 years 8 12 years 12 16 years Group conclusions are: Keep your answers in your folder they will be used later in class discussions. Scottish Further Education Unit 141

Health needs of children A child s needs are inter-related and as one need is met it can have an effect on some or all of the others. Remember in outcome one, you learned that the different aspects of development are inter-related; the same is said for a child s health needs. Adult s need to support the health needs of children in a holistic way because each child is unique with individual requirements. Activity In groups choose one of the age groups below. Each group member should then choose one health need from those below, and describe how adults help to meet these needs. Make notes of your ideas on the following chart. Scottish Further Education Unit 142

Needs 0-3 3-5 5-8 8-12 12-16 Adults role - how adults meet the needs of children. Physical Emotional Social Cognitive Language Scottish Further Education Unit 143

How adults meet children s health and development needs A child s needs must be satisfied in order for them to survive, to grow, develop and reach their full potential. Activity Using the headings below, give an example of the needs children must have met to survive. Say what adults can do to meet these needs. Finally, discuss what is likely to happen if a child s needs are not met. Write your answers in the following chart. Scottish Further Education Unit 144

Needs Physical needs How adults meet these needs Emotional needs Social needs Cognitive needs Language needs Scottish Further Education Unit 145

Activity A child s needs are ever changing, according to age, stage of development and the life circumstances of the child. Write down on the next chart how you think your own needs have changed over the course of your own childhood. Can you see when and how your needs changed at various stages in your childhood? Scottish Further Education Unit 146

Needs 0 3 years 3 5 years 5 8 years 8-12 years 12 16 years Physical needs Emotional needs Social needs Cognitive needs Language needs Scottish Further Education Unit 147

Activity Revision Sheet Answer the following questions; put your answers in the spaces provided. 1. Explain what is meant by the term health? 2. Identify 4 health needs of children. 3. For one health need explain how the adult can support the child age 5 8 years old. 4. For the health need chosen in question 3. Identify the possible consequences of that need not being met in a child age 8 12 years old. Scottish Further Education Unit 148

Activity Revision Sheet Our group has chosen to investigate the needs of children aged. Each member has chosen a specific health need to investigate. Each member will identify what the health needs are, describe how adults meet these needs, and the possible consequences for the child if these needs are not being met. Health need: Adults meet these needs by: Possible consequences if these needs are not met: Scottish Further Education Unit 149

Current Health Initiatives in Scotland Health Warning! By the very nature of the word current these initiatives will change and tutors/lecturers must ensure that they keep up to date with any changes which occur. Scottish Further Education Unit 150

Current Health Initiatives in Scotland National Free Fruit in Primary Schools Initiative ScotCen (Scottish Centre for Social Research: Incorporating Scottish Health Feedback) has been commissioned by the Scottish Executive Education Department to evaluate the National Free Fruit in Primary Schools initiative which has bee operating in Scotland for over two years. Approximately 500 primary schools across Scotland participated. The research is due to be completed in October 2005. WHO/UNICEF U.K. Baby Friendly Hospital Initiative The objective of this initiative was to examine the effect of the Baby Friendly Hospital Initiative on breastfeeding rates in Scotland. (Broadfoot, Britten, Tappin and MacKenzie 1995 2002) Their research concluded that being born in a hospital that held the award increased the chance of being breast fed. And that all maternity units should be encouraged to undertake the significant strategic and practical changes required to achieve UK Baby Friendly Hospital Initiative standard status. Health Education Board for Scotland (HEBS) Oral Health Promotion strategic statement The Oral Health Strategy for Scotland (Scottish Office Department of Health, 1995) stressed the link between oral and general health. The document stated that: the mouth cannot be viewed in isolation from the rest of the body, and it could be argued that a healthy mouth could not exist without a healthy body... It defined oral health in the following terms:.. a standard of health of the oral and related tissues without active disease. This state should enable the individual to eat, speak and socialize without discomfort or embarrassment, and contribute to general well-being. This view of oral health, along with recognition that oral conditions are affected by a range of social, behavioural and environmental factors, highlights the importance of integrating oral health promotion into more general health promotion efforts. Scottish Further Education Unit 151

The Scottish Office Towards a Healthier Scotland A White Paper on Health Chapter 5 Action: Health Topics The Health of Children The profound effects of early influences on lifelong health have been emphasized repeatedly in this White Paper and the recent Acheson Report. The future health of children is greatly influenced by their early years. The lifestyle and health of their parents especially the mother s diet and smoking status prior to conception and pregnancy have particular importance. Breastfeeding and good care in their early years significantly improve a child s chances in life. Broad measures to support better child health include Family Centres, the Childcare Strategy, opportunities for pre-school education, Children s Services Plans and New Community Schools. The health potential of these initiatives can be enhanced by offering families a co-ordinated programme of action in the following areas: Parental health, with emphasis on lifestyle, nutrition and avoiding substance misuse in the period prior to, during and after pregnancy Children s nutrition, with a focus on breastfeeding, healthy diet and dental health Reducing accidents, the principal cause of death and injury to children Comprehensive screening, surveillance and immunization programmes for maternal and child health, in line with national guidance and targets Work across agencies to help children at risk through behavioural disorders and educational failure Scottish Further Education Unit 152

Child Health Strategy 2002 2005 NHS Tayside (July 2002) All of the documents that support this strategy can be found on the Tayside Child Health Web site CH@NT via the NHS Tayside intranet or the www.show.nhs.uk. Click on the Tayside NHS Board in the organizations section. National Targets for Child Health The 1999 White Paper Towards a Healthier Scotland detailed national targets for health for Scotland to be achieved by 2010. Smoking Indicator Target Reduce the proportion of women who smoke during pregnancy from 29% to 23% between 1995 and 2005 and to 20% by 2010. Dental Health 60% of 5 year olds to have no experience of dental decay by 2010. Diet See Scottish Diet Action Plan. All children over 2 years of age should be eating 3 4 portions of fruits and vegetables per day. Whole grain or granary bread and cereals should be consumed twice daily. 75% of children over 2 years should consume semiskimmed milk. 75% of children should be eating fish twice weekly. 75% of children should be eating meat products less than twice weekly. Confectionery consumption in children should have fallen by half. Breastfeeding to increase the number of mothers breastfeeding their babies at 6 weeks to more than 50% by 2005. Scottish Further Education Unit 153

Current health initiatives in Scotland Screening The Scottish Health Plan highlighted the need for early identification of health problems, which is especially important for very young children. Two newborn screening programmes, hearing and cystic fibrosis are being introduced in Scotland. NHS Tayside is a pathfinder site for the new neonatal hearing screening service. Vulnerable groups Evidence shows that health outcomes for some groups of children are much worse than that of others. Deprivation and homelessness are easily identifiable. Tayside already have health visitors with specific time set to work with the homeless. The poor health outcomes of looked after children are well documented and this has been identified as a new joint priority for health and local authorities. It s also important to acknowledge the burden of responsibility faced by young carers and to work with them and their families to enable these children to enjoy the life opportunities open to many other children. Looked after is the term used to describe all children in public care, including those in foster and residential care and those still with their own parents but subject to care orders. Although relatively small in number, these children are among the most vulnerable in our society. Looked after children have a higher level of health needs than other children at the same age, including physical health, mental health and health promotion needs. They are less likely to receive adequate health care and may have poor uptake of preventative health care. The inverse care law applies to looked after children and young people their health needs are greater but their access to appropriate health care is poor. Promoting the health of children and their families The promotion of health of children and their families is essential if the children of Scotland are to develop into strong, healthy and independent adults. The Health for All (HFA)/Healthy Alliances play a critical role in taking forward these health promoting strategies in the localities. Scottish Further Education Unit 154

Nutrition in early years As children become older, a well-balanced diet is important for both current and future health. The Scottish diet is unhealthy being high in fat, salt and sugar, and low in fruit and vegetables. The Scottish Health Survey (published late in 2000 and relating to data collected in 1998) describes the lifestyle of young Scots, especially with regard to risk factors for cardiovascular disease. Just over half the boys in Scotland and slightly more girls (62%) have at least one portion of fresh fruit daily, and around 3 children in 10 eat at least one portion of cooked green vegetables five times or more in a week. However, consumption is still at relatively low levels, and patterns are less healthy in older children and those in areas of greater deprivation. Most children in Scotland eat chocolates, crisps or biscuits every day, and 4 in 10 eat these foods more than once a day. Physical activity The effect of poor diet and a sharp decline in overall physical activity is causing worrying increases in levels of obesity. Nearly 8% of boys and 7% of girls are now being classed as obese. Low levels of physical activity and rising levels of overweight and obesity, will lead to increased levels of cardiovascular disease, cancers, diabetes and osteoarthritis in future. The Scottish Executive is committed to action which accelerates the implementation of the Scottish Diet Action Plan. The Scottish Executive is also committed to forming a National Physical Activity Task Force. Sustained and co-ordinated action which engages the entire population and changes popular culture to embrace a healthy and nutritious diet, and a more active lifestyle among young people is an urgent task. New Opportunities Fund bids allow greater development of physical activity and sport in local authority areas. Scottish Further Education Unit 155

Factors that influence health and development in children The following information does not relate to the revised Unit Specification but some of the points on the next 4 pages may arise in class discussion. What can influence children s health and development? Biological/genetic or hereditary factors and environmental factors influence children s health and development in all aspects. Normal growth and development depends upon a complex mixture of genetically inherited and environmental factors. Biological/genetic factors All humans beings inherit their genes from their parents. Genes dictate things like the colour of our hair and eyes, the sex of the child, our body shape, our ultimate height and blood group. Other biological/genetic factors can determine illnesses such as cystic fibrosis and Down s syndrome. Environmental factors Our environment is very important to our development. The place where we live might be town or country, have a cold or warm climate, be peaceful or at war. We might be wealthy or poor live in a mansion or mud hut. Other people are also part of our environment. Children are so dependent on adults around them to meet all their needs that social influences are intertwined with those of the environment and are linked very closely with the family. Nutrition, education and access to health services are some of the environmental factors that can affect our development. Scottish Further Education Unit 156

Our surroundings are very important to our health and development. Even in the womb our environment is essential in our health and development to birth. Other environmental factors that affect the health and development of children include: Smoking in pregnancy Solvent abuse Immunization programmes Social and cultural issues Housing Play areas Pollution and climate change Pre-school provision Life circumstances Our life circumstances are very important to our development. Our position in the family whether we are the eldest child of siblings we might have responsibilities for our younger siblings, if we are the youngest child we may feel like we re always going to be thought of as the baby. Or if we are moving to a new home and starting a new school. Perhaps in your family the children use more than one language. There are many different types of family structures in Britain today each with positive and negative aspects to them. Life circumstances include: Position in the family Moving to a new home Starting school/preschool (see below) Children who use more than one language Type of family Marital breakdown Death in the family Scottish Further Education Unit 157

Pre-school provision related to life circumstances Children need a stimulating environment to develop all aspects of their development. A stimulating environment can be provided in a range of settings: nursery, playgroup, crèche and parent and toddler groups, this is done through providing the children with opportunities for new experiences, activities and appropriate equipment for children to explore and investigate. Generally pre-school settings provide books, pictures, music, rhymes, art, games, play and outings to encourage communication, exploration, investigation and experimentation by the children. The role of the adult is also important in recognising when intervention is necessary and appropriate to support and promote all aspects of children s development. By having stories read to them and opportunities for role play in pre-school settings this encourages children s imagination to develop and help to extend their vocabulary and speech through either spontaneous play activities initiated by the children themselves or by adult-led activities which may also promote the development of a specific skill in a group of children or individual children. Children learn best through play with their peer group and children of different ages and stages of development. Children learn a range of skills from each other as well as gaining knowledge of children from other cultures and backgrounds. Children need play opportunities and new experiences to gain this knowledge and understanding of the world outside their family environment. There is evidence that children who are deprived of stimulation do not develop all their physical, social, emotional, and cognitive or language abilities. This is particularly evident in children who have been deprived in a number of aspects of their development for long periods of their lives. Birth circumstances Birth circumstances can have a lasting effect on the health and development of a child. Babies born prematurely may be low birth weight (smaller than average) and have difficulty feeding and gaining weight. Their physical development may be slower when compared to their peer group. Premature babies receiving appropriate care will gain weight and make developmental progress. The more premature a baby is, the longer the child is likely to take to reach the milestones of their peer age group. Low birth weight babies may have difficulty gaining weight and can be more susceptible to illness. Scottish Further Education Unit 158

Twins and other multiple birth babies may also have low birth weight. They may also be premature which can lead to developmental delay. Some multiple births do produce full-term babies with a good birth weight who make developmental progress with their peer group. Scottish Further Education Unit 159

Health factors which may affect child development Activity Visiting speaker Arrange for a health professional to talk about factors which influence the health and development of a child, particularly birth circumstances. Make notes about the key points from your speaker. Scottish Further Education Unit 160

Investigation and evaluation of health factors which may affect child development Name: Group members are: My chosen topic to investigate is: Scottish Further Education Unit 161

Investigation and evaluation of health factors which may affect child development Group activity My leaflet Name: Scottish Further Education Unit 162

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