1.2 A sequence of development will be in the same order for everybody’s development pattern. Everybody learns in the same sequence, for example a child could not learn to write stories before they could write simple worlds or they could not learn to run, before they can walk. The rate of development is how fast an individual will complete the sequence of development. Some children will grasp concepts a lot quicker than other children this could apply to both physical activities and intellectual, for example a children of the same age group all playing football will not all be as confident. In the age group of 3-7 they will all have probably grasp the concept of kicking the ball but not all will be as competent.
The difference between the sequence and rate of development is important as it shows general mile stones that age groups should be able to do. This cold show for example children who are more advanced and need to be given more of a challenge in order for them to be reaching their full potential or on the other end of the scale it could show a child who is behind and needs more support in order for them to be reaching their full potential.
2.1 Children and young person’s development is influenced by a range of personal factors. One of these factors is a child’s health status. This would influence the child’s development as if a child is ill or has a constant bad record if attendance they will fall behind with their work. Their confidence will normally suffer as a result of this. Being physically ill in school could upset their concentration too. We should be aware of any children within the learning environment who have any kind of health issues and encourage them in order form them to feel as included as possible, especially where learning difficulties are to be considered. Depending up on the learning difficulty the way it will affect the child development will be completely different. If the child’s learning difficulty was autism, children on the autism spectrum normally have a great interest in a particular subject so in order to help them develop it would be a good idea to encourage this particular area to make them feel included. For example there is a child with autism in the class I am on placement in who has a particular interest in trains. If in class we were to give the children block to aid with counting we could give this child trains or pictures of trains as it helps aid his concentration.
2.3 there are many external factors that will influence a child’s development.
Family environment and back ground - does the child still live with both parents? Has there been a recent separation? Do the parents work? Do the parents support the children? These are all factors that need to be considered when thinking about the child’s development. If the child is going through a recent upheaval within the family environment, this will probably have a detrimental effect on them within the school environment. They can become withdrawn and seem uninterested in school work whereas before they could have been perfectly fine. We need to keep a record of any severe changes in behaviour of children.
Poverty and deprivation – children suffering this are less likely to strive and reach their full potential. This normally will affect a child socially and emotionally. Maybe they can’t afford a uniform which will automatically make a child stand out within school. This will affect their self confidence and the child can seem withdrawn.
Personal choices- the choices a child makes will shape them, such as the peer groups they choose. Hobbies, skills, doing what makes them happy will affect their development in a positive way. Where as if a child is doing an activity they don’t like this will make them unhappy. They are less likely to have a positive experience.
Looked after/ care status – this may have a profound emotional impact on a child. These children are normally