Developmental Psychology

Topics: Developmental psychology, Learning, Childhood Pages: 7 (2271 words) Published: November 17, 2013
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http://www.homelearningcollege.com/HLC/media/PDF/SampleMaterial/ChildCare/NCFE-Level-2-Supporting-Teaching-And-Learning-Sample.pdf http://shalom-retreats.com
http://www.silkysteps.com
1.1 continued – 12 – 19 years
Physical development
Young people will also see many physical developments changing the appearance of their bodies. Everyone’s rate of growth is different. During adolescence, coordination and strength increase greatly and by age 19 or 20 the adolescent has full adult motor capacities. Social and emotional development

The teenager may become self-conscious as changes in their body shape take place, odour occurs and possibly acne develops as a result of oilier skin. So, more than anything, they need reassurance. Emotional maturity is constantly shifting, moving them between childish needs and adult desires. They aren’t just being awkward for the sake of it. Their bodies and emotions are experiencing drastic changes. Intellectual development

This is a time of maturing of the mind and behaviours as young people develop more responsibility for their thoughts, words and actions and start to think ahead to future occupations, marrying, and having children of their own. During adolescence, young people increasingly take personal responsibility for finances, accommodation, employment and interpersonal relationships. The process of transferring responsibility from parental shoulders to the maturing adolescent should reach completion at adulthood. 1.2

The main difference between the sequence and rate of development is that the sequence is the order in which development takes place, for example a baby has to hold its head up first before it can learn to sit up unaided. Some parts of the sequence may be missed not all children crawl and may roll instead to move before they learn to walk and learn to crawl later on. The rate of development is the time frame given for the average development of a child expected at a certain age, i.e. at one has started to walk. All children are unique individuals and will develop at their own rate, so the rate of development is just a guideline. However it is important to understand that although the sequence remains generally the same, the development rate can change considerably and many other factors such as individual growth patterns, social background, health and nutrition, disability and learning difficulties can have an effect on the rate of development. 2.1

Health
If a child is in poor health then this will have an impact on their development. For example, a child with uncontrolled asthma or cystic fibrosis may not be able to run around and be as active as their peers. Therefore, this would mean that his physical development might not be the same. Not being able to play outside would almost certainly affect the social development, as children make many friendships on the playground and at after school clubs. Disability

A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularity those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Learning Difficulties

A child with learning problems may be many developmental years behind their peers; this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out, however, some children may have a learning disability that is severe enough for them not to realise they are different. 2.2

External factors again can really effect a child’s learning,...
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