Produce a child development assignment (SPICE files)
Danielle Dodds
We are given tables with an approximate guide as to when babies and children should achieve certain key development milestones such as walking/talking. These are known as expected development rates. These are a rough guide and children can develop at different rates.
Mostly children develop in the same sequence, for example a baby will learn to sit, then to crawl and walk in that order. This is known as the sequence of development rates.
The difference is important because……….
“Children’s development is Holistic” – this means although we refer to the different areas of children’s learning for convenience (S.P.I.C.E) in practise children don’t learn in a compartmentalised way. For example I could plan a lesson that is based on physical, like throwing and catching, but the child could get upset when he doesn’t catch the ball so that also covers emotional.
1. Play opportunities with soft toys/puppets. – this covers social as the child might play with other children in a group, this also encourages communication as the child will have to be the puppets voice. 2. Ball Games between two or more children. – This covers Physical as the child will be doing exercise whilst throwing and catching, this might also cover emotion for example if the child drops the ball he/she might become upset. This could also cover communication as the children would have to communicate between themselves whilst catching and throwing. 3. Playing side by side in the sand pit-This will cover social as the child will have to put morals and rules to use for example being polite and sharing the toys and saying please/thankyou. This also covers intellectual as the child uses there imagination to build in the sand.
Birth Physical Intellectual CommunicationSocial 1MonthPhysicalCommunicationIntellectual Social3MonthsPhysicalCommunicationIntellectual social 9MonthsPhysicalCommunicationIntellectual Social12Months Physical CommunicationIntellectualSocial15Months Physical CommunicationIntellectual Social18MonthsPhysicalCommunicationIntellectualSocial2YearsPhysicalCommunicationIntellectual Social3YearsPhysicalCommunicationIntellectualSocial4YearsPhysicalCommunicationIntellectualSocial5YearsPhysicalCommunicationIntellectualSocial6-7YearsPhysical | Mainly holds hands closed.Lies with head to one side.In Prone position with head to one side and pulls knees up to stomach.Recognises mothers voiceCries to communicate hunger/distress/tiredness.Begins to make bonds.Needs physical contact with the main carer.Completely depend on others.Head lag.Gazes attentively at faces.Communicates through sounds/crying.Starts to coo/gurgle in response to interaction.May be soothed when crying by carer’s voice/music.Smiles.Responds to sounds by making own sounds.Engaged by people’s faces.Turns from side over to back.Head can move to central position.Arms can be waved and brought together.Holds rattle/toy briefly before dropping itWill Hold conversations with carer when spoken to making sounds in response.Returns smiles.Begins to recognise he/she is a separate person.Begins to notice objects around.Shows a wider range of emotions.May laugh with delight.Enjoys personal appearance in the mirror.Enjoys attention and being with others. Sits unsupported.May start to crawl.Explores objects with eyes.Pokes/points at objects with index finger.Pulls self to standing using the help of furniture.Uses a wider range of sounds.Recognises familiar sounds like “yes” or “no” Knows own name.Enjoys playing and holding conversations with carers. Likes to explore environment around them.Enjoys playing with carers (peek-a-boo)Offers objects but will not let go.Understands that carers that leave the room will return.Starting to feed self with support.Sits down from standing.Throws toys on purpose.Clasps hands together.Feeds self with spoon/fingers.Can respond to very basic instructions.Babblings sounds start to sound
