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CL2A2-YOUNG CHILDREN’S DEVELOPMENT

NAME: MAHBOOB UNNISA BEGUM, COURSE LEVEL: CACHE LEVEL 2.
ASSESSOR: SHAMIMA FOWZEE

TASK 1– Understand the stages of development of young children from birth

to three years.
CL2A2-1.1

AGE PHYSICAL COGNITIVE LANGUAGE SOCIAL-

RANGE DEVELOPMENT DEVELOPMENT DEVELOPMENT EMOTIONAL
DEVELOPMENT

0-3 Lifts head Begins to Cries and Begins to develop

MONTHS briefly when on recognize familiar makes cooing attachment to
stomach; moves faces; responds sounds; turns caregivers
arms and legs to sounds and head toward
voices sounds

3-6 Rolls over; sits Begins to Begins to Shows interest in

MONTHS with support understand babble; imitates other people;
cause and effect; sounds and begins to exhibit
begins to explore facial stranger anxiety
objects with expressions
mouth
6-9 Crawls; pulls up Begins to Begins to use Begins to show
MONTHS to stand understand simple gestures preferences for
object (e.g.: waving); familiar people
permanence; says first words and toys
explores objects (e.g., "mama,"
through trial and "dada")
error
9-12 Walks with Begins to form Says several Exhibits strong
MONTHS support; crawls mental words; attachment to
upstairs representations; understands primary
begins to some words and caregiver; begins
understand phrases to experience a
simple range of
instructions emotions
12-18 Walks Begins to engage Uses several Begins to show
MONTHS independently; in symbolic play; words and empathy;
climbs stairs understands simple phrases; exhibits more
with help simple concepts begins to ask complex
(e.g., "up" and questions emotions
"down")
18-24 Runs and Begins to engage Uses two-word Begins to play
MONTHS jumps; begins to in make-believe phrases and alongside other
use utensils play; begins to simple children; exhibits
sort objects by sentences; more complex
shape and colour begins to use social skills
pronouns
24-36 Climbs well; can Begins to Uses more Begins to form
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MONTHS pedal tricycle understand complex friendships;

numbers and sentences and exhibits more
counting; begins grammar; has a complex
to sort objects by vocabulary of emotions and
function several hundred social skills
words
It's important to note that every child develops at their own pace and may reach
these milestones at different times. This chart is meant to provide a general outline
of what to expect during the first three years of life.
CL2A2-1.2
Due to a variety of factors, including genetics, environmental effects, and individual
differences, young children's development may take place in different sequences
and at different rates. Here are some of the main causes for this possibility:

Genetic Factors: Every child is born with a special set of genes that affect how they
develop. For instance, some kids may have a genetic tendency toward certain
physical or cognitive traits from birth, which could affect how quickly and in what
order they develop.

Environmental Factors: A child's environment, which includes things like nutrition,

health, and exposure to contaminants, can have an impact on how they develop.
Developmental delays may occur in kids who live in unfavourable environmental
circumstances like hunger or exposure to pollutants.

Individual Differences: Each child has a different temperament, personality, and

learning style, making them each unique. While some kids may naturally gravitate
toward a particular skill or ability, others could find certain developmental stages
challenging.

Cultural and Social Factors: Cultural and social factors can also influence the rate
and sequence of children's development. For example, some cultures may place
greater emphasis on physical development, while others may prioritize cognitive or
social development.

Overall, it is important to recognize that each child is unique and may develop at
their own pace and that a wide range of factors can influence the rate and
sequence of their development. It is important for parents and caregivers to support
children's development in a manner that is responsive to their individual needs and
strengths.

Nutrition: Adequate nutrition is critical for healthy growth and development.

Malnutrition or undernutrition can lead to stunted growth, cognitive delays, and
other health problems. Similarly, overnutrition and obesity can also have negative
effects on children's health and development.
Exposure to toxins: Children who are exposed to environmental toxins like lead,
pesticides, or air pollution may experience delays or difficulties in development,
including cognitive and behavioural problems.
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Exposure to stress: Children who experience chronic or severe stress, such as

abuse or neglect, may be at risk for a range of developmental difficulties, including
mental health problems and difficulties with social relationships.
Parenting styles: The style of parenting can have a significant impact on children's
social, emotional, and cognitive development. For example, authoritative parenting,
which is characterized by warmth and supportiveness along with clear rules and
expectations, has been associated with positive outcomes for children.
Family dynamics: Family dynamics, such as the quality of the parent-child
relationship, the presence of conflict or stress in the home, and the level of parental
involvement, can also affect children's development.
Early experiences: Early experiences, such as exposure to language, reading, and
play, can have a profound impact on children's cognitive and language
development. Children who experience high-quality early childhood education and
interaction with caregivers tend to have better developmental outcomes.
Biological factors: Biological factors such as genetics, prenatal environment, and
birth complications can affect a child's development. For example, a child with a
genetic disorder may develop certain skills more slowly or in a different order than
a typically developing child.

CL2A2-1.3
All areas of development are interconnected, meaning that they are interrelated and
can influence each other. For example, Firstly, a child's physical and emotional
development can impact their cognitive and social development, respectively.
Furthermore, it might be that we are building with coloured blocks, so the child
thinks he is just building-but it is likely that he is also incorporating design,
colour, counting, large and small motor movements, and talking about his creation.
There are a+ lot of developmental opportunities all contained within this one
activity. Here are some examples of how different areas of development are
interconnected.
Physical Development: Physical development can impact many other areas of
development. For example, a child's ability to move and explore their environment
can enhance cognitive development by allowing them to learn through exploration
and play. Additionally, physical activity can have a positive impact on emotional
well-being, which can in turn support social development.
Cognitive Development: Cognitive development involves the growth of intellectual
abilities, including memory, attention, and problem solving. Cognitive development
can affect other areas of development by influencing a child's ability to interact with
their environment and build relationships with others. For example, children who
are able to engage in complex problem-solving tasks may be better able to navigate
social situations and build positive relationships with their peers.
Social Development: Social development involves learning to interact with others
and navigating social situations. Social development can affect other areas of
development by influencing a child's emotional well-being and cognitive abilities.
For example, children who feel secure in their relationships with caregivers are
more likely to explore their environments and engage in learning activities.
Emotional Development: Emotional development involves the growth of emotion
regulation and self-awareness. Emotional development can affect other areas of
development by influencing a child's ability to learn and interact with others. For
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example, children who can regulate their emotions and express themselves
effectively may be more successful in social interactions and learning activities.
Overall, all areas of development are interconnected and children's development in
one area can affect their growth and progress in other areas. Understanding these
connections can help parents and caregivers support their children's development
in a holistic way that addresses their individual needs and strengths.

First of all, when a child experiences delays or disabilities in one area of

development, it can have a ripple effect on other areas of their development. For
example, a child who has a delay in gross motor skills, such as walking, may also
struggle with confidence and socialization. This is because physical mobility is an
important aspect of exploring and interacting with the environment, developing a
sense of independence, and building relationships with others.
Additionally, a delay in one area of development can impact other areas of
development through a process known as "developmental cascades." This occurs
when difficulties in one area of development lead to challenges in other areas,
creating a chain reaction of negative effects. For example, a child who experiences
delays in language development may struggle with academic performance, social
interaction, and emotional regulation.
Consequently, it is important to note that the impact of delays or disabilities on
development can vary depending on the specific child and their unique strengths
and challenges. Children with strong support systems and effective interventions
may be able to overcome or compensate for delays in one area of development,
while others may require ongoing support and accommodations. Understanding the
interconnectedness of different areas of development can help parents, caregivers,
and educators provide appropriate support and interventions to promote positive
outcomes for children.

TASK 2– Understand how positive environments support the development of

Young Children
CL2A2-2.1
A positive environment that supports the development of young children is safe,
nurturing, stimulating, and responsive to their individual needs and interests. The
key features of a positive environment for young children are as follows.

Safe and Secure: A positive environment for young children should be physically
safe and free from hazards that could harm them. It should also be emotionally
safe for caregivers who are warm, responsive, and consistent in their care.

Nurturing: A positive environment should provide children with a sense of comfort

and security, and should foster a sense of belonging and attachment. This can be
achieved through regular and predictable routines, positive interactions with
caregivers, and opportunities for children to form close relationships.

Stimulation: A positive environment should provide children with opportunities for

exploration, play, and learning. This can be achieved through age-appropriate toys,
books, and activities designed to promote physical, cognitive, social and emotional
development.
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Responsiveness: A positive environment should be responsive to the individual

needs and interests of each child. This means that caregivers should be attuned to
children's cues and signals and should adapt their care and interactions to suit
each child's unique temperament and developmental stage.

Supportive: A positive environment should support children's growth and

development by providing opportunities for positive reinforcement, feedback, and
encouragement. This can help children develop a sense of mastery and
competence, which can in turn promote their self-esteem and resilience.

Therefore, a positive environment for young children should be one that supports
their physical, cognitive, social, and emotional development and provides them with
a sense of safety, security, and belonging.

CL2A2-2.2
The features of a positive environment previously outlined support the development
of young children in several ways. The following are some of the key ways in which
each feature supports children's development:

Safe and Secure: A safe and secure environment allows children to explore and
learn without fear of harm or danger. When children feel safe and secure, they are
more likely to take risks, engage in new experiences, and develop confidence and
independence.

Nurturing: A nurturing environment provides children with emotional support and

care that they need to develop a strong sense of attachment and belonging. When
children feel nurtured, they are more likely to form positive relationships with
others and develop a sense of trust and security, which can support their overall
development.

Stimulation: A stimulating environment provides children with opportunities for

exploration, play, and learning. When children are exposed to a variety of age-
appropriate activities and experiences, they are more likely to develop their
physical, cognitive, social, and emotional skills and build a strong foundation for
later learning and development.

Responsive: A responsive environment allows caregivers to tune in to each child's

unique needs and interests and adapt their care and interactions accordingly.
When caregivers are responsive to children's cues and signals, they are better able
to support their development and promote positive outcomes such as the
development of self-regulation and emotional intelligence.

Supportive: A supportive environment provides children with encouragement and

feedback to develop a sense of mastery and competence. When children feel
supported, they are more likely to face new challenges and persist in the face of
difficulties, which can promote their overall resilience and well-being.

To commemorate, the features of a positive environment work together to support

children's development in a holistic way by addressing their physical, cognitive,
social, and emotional needs, and by providing them with the support and resources
they need to thrive.
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CL2A2-2.3
The plan for a room that supports a young child's development is as follows:
The room is designed for a child between the ages of 12 and 24 months, when they
are developing their physical, cognitive, language, and social-emotional skills.
Corner 1: Physical Development:
To begin with, I would place soft foam climbing blocks and mats to encourage
crawling, climbing, and gross motor skills development. Furthermore, A small ball
pit for fine motor skills development and hand-eye coordination.Nevertheless,some
Push and pull toys for balance and coordination development.
Corner 2: Cognitive Development:
This corner of the room I will place a simple shape sorting toy to encourage
problem-solving and hand-eye coordination. Then, A stackable block set to
encourage spatial reasoning and problem-solving. Next, puzzles with large, simple
pieces to encourage problem-solving and cognitive development.
Corner 3: Language Development:
This corner of the room will comprise of board books with simple pictures and
words to encourage vocabulary development and reading comprehension. Also,
some simple musical instruments, such as shakers and bells, to encourage
language development and auditory discrimination. Lastly, picture cards with
common objects and animals to encourage vocabulary development and language
comprehension.
Corner 4: Social-Emotional Development:
This corner will have a small play kitchen with pretend food and utensils to
encourage imaginative play and social development. A dollhouse with dolls and
furniture to encourage imaginative play and social development. Soft toys and
stuffed animals for comfort and emotional development.
Family-friendly features:
Consequently, all corner will have soft, washable rugs and mats for easy cleaning.
Child-sized table and chairs for snacks and activities. Easy-to-reach storage for
toys and books. Soft lighting and calming colours for a peaceful environment.
This room is designed to support a young child's development in a safe and
stimulating environment, while also being conducive to family life. The various
activities and toys are chosen to encourage physical, cognitive, language, and
social-emotional development, while the family-friendly features make it easy to use
and maintain.

TASK 3– Understand how to support young children’s development by

providing for their basic needs
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CL2A2-3.1
Young children have a range of basic needs that must be met for them to thrive and
develop their full potential. Some of the key basic needs of young children are as
follows:

Physical Needs: Young children have basic physical needs, such as food, water,
shelter, and clothing. They also require regular sleep and exercise to support their
physical growth and development.

Emotional Needs: Young children need to feel safe, secure, and loved in order to
develop a strong sense of self and healthy relationships with others. They need
positive interactions with caregivers, such as hugs, cuddles, and praise, to build a
sense of trust and security.

Cognitive Needs: Young children have a natural curiosity and desire to learn, and
they need opportunities for exploration and discovery to develop their cognitive
skills. They need age-appropriate toys, books, and activities that challenge their
minds and support cognitive development.

Social Needs: Young children need opportunities to interact with others and
develop social skills, such as sharing, taking turns, and cooperating. They must
form positive relationships with caregivers and peers to build a sense of belonging
and attachment.

Cultural Needs: Young children need to develop a sense of cultural identity and
belonging, and they need exposure to a range of cultural experiences and
perspectives in order to develop empathy and understanding towards others.

To Summarize, meeting the basic needs of young children is essential for their
overall health and well-being as well as for their development across multiple
domains. Parents and caregivers play a critical role in meeting these needs and in
supporting children's growth and development.

CL2A2-3.2
An adult’s role in providing the basic needs of young children is critical, as young
children depend on adults to meet their physical, emotional, cognitive, social, and
cultural needs. The following are some ways in which adults can support young
children’s basic needs:
Meeting Physical Needs: Adults are responsible for providing young children with
nutritious food and clean water and ensuring access to safe and comfortable
shelters and clothing. Adults also support their physical development by providing
opportunities for regular exercise, outdoor play, and restful sleep.
Meeting Emotional Needs: Adults can support children's emotional needs by
providing a safe and nurturing environment that is conducive to building positive
relationships. They can provide many positive interactions, such as hugs and
praise, and are responsive to children's emotional cues and needs.
Meeting Cognitive Needs: Adults can support children's cognitive needs by
providing age-appropriate toys, books, and activities that support their learning
and development. They can also provide opportunities for exploration and discovery
and encourage children to ask questions and seek answers.
Meeting Social Needs: Adults can support children's social needs by providing
opportunities for interaction with others and helping them develop social skills,
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such as sharing, taking turns, and cooperating. They can also model positive social
behaviours and encourage children to form positive relationships with others.
Meeting Cultural Needs: Adults can support children's cultural needs by exposing
them to a range of cultural experiences and perspectives, and by helping them
develop a sense of cultural identity and belonging.
Therefore, the role of adults in meeting the basic needs of young children is to
create a safe, nurturing, and stimulating environment that supports their physical,
emotional, cognitive, social, and cultural development. By providing the support
and resources that children need to thrive, adults can help set them up for success
in the future.

Working collaboratively with families and other professionals is crucial when

working with children who have delays or impairments to offer support that
promotes independence and responsibility. This entails identifying the distinctive
needs and skills of every child and designing interventions and support systems to
address these needs.

Giving kids the chance to practice and develop skills in areas where they might be
having delays or challenges can help to promote independence. For instance,
games that require cooperation and following instructions or activities that
stimulate sociability, like group play, reading books, engaging in pretend play may
be beneficial for a kid whose language development is delayed.

Taking responsibility for special needs may entail working with families and other
professionals to build plans and tactics to meet the needs of the child. This could
entail creating personalized care plans, communicating with healthcare
professionals, and giving families and caregivers support and training.

Effective support for children with delays or impairments requires collaboration

with families and other professionals. This entails information exchange, teamwork
on interventions, and making sure that everyone involved in the child's care is
working toward similar objectives. Collaboration among professionals enables them
to offer more thorough and efficient support that caters to the individual needs of
each kid and fosters favourable developmental outcomes.

CL2A2-3.3
An adult’s role in providing the basic needs of young children is critical, as young
children depend on adults to meet their physical, emotional, cognitive, social, and
cultural needs. The following are some ways in which adults can support young
children’s basic needs:
Physical Needs: Adults are responsible for providing young children with nutritious
food and clean water and ensuring access to safe and comfortable shelters and
clothing. Adults also support their physical development by providing opportunities
for regular exercise, outdoor play, and restful sleep.
Emotional Needs: Adults can support children's emotional needs by providing a
safe and nurturing environment that is conducive to building positive relationships.
They can provide many positive interactions, such as hugs and praise, and are
responsive to children's emotional cues and needs.
Cognitive Needs: Adults can support children's cognitive needs by providing age-
appropriate toys, books, and activities that support their learning and development.
They can also provide opportunities for exploration and discovery and encourage
children to ask questions and seek answers.
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Social Needs: Adults can support children's social needs by providing opportunities
for interaction with others and helping them develop social skills, such as sharing,
taking turns, and cooperating. They can also model positive social behaviours and
encourage children to form positive relationships with others.
Cultural Needs: Adults can support children's cultural needs by exposing them to
a range of cultural experiences and perspectives, and by helping them develop a
sense of cultural identity and belonging.
Therefore, the role of adults in meeting the basic needs of young children is to
create a safe, nurturing, and stimulating environment that supports their physical,
emotional, cognitive, social, and cultural development. By providing the support
and resources that children need to thrive, adults can help set them up for success
in the future.

When children's basic needs are met, they are able to focus their energy and
attention on learning and exploring the world around them. This is because basic
needs, such as food, shelter, safety, and emotional support, provide a foundation of
security and stability that allows children to feel safe and comfortable in their
environment. When children feel safe and secure, they are more likely to engage in
exploration and play, which are essential for learning and development.
Physically, when children's basic needs are met, they are more likely to have the
energy and stamina to engage in physical activities that promote gross and fine
motor development. For example, a child who is well-nourished and well-rested is
more likely to have the energy to climb, run, and play, which are important for
developing coordination, strength, and balance.
Mentally, when basic needs are met, children are more likely to be able to focus
and pay attention to new information and experiences. This is because they are not
distracted by hunger, fatigue, or anxiety. When children are able to focus, they are
more likely to absorb and retain new information, which is critical for cognitive
development.
Emotionally, when basic needs are met, children are more likely to feel secure and
supported, which is important for developing positive self-esteem, emotional
regulation, and social skills. When children feel secure and supported, they are
more likely to feel comfortable exploring new environments and experiences, which
is essential for emotional and social development.

REFERENCE LINKS USED

https://shamimasworkshop.com/holistic-development (09/06/23)
https://www.youtube.com/watch?v=wsTjWPaMIS8 (how human brain works)
(11/06/23)
https://www.youtube.com/watch?v=FrEfhE5VuSQ (11/06/23)
https://www.youtube.com/watch?v=XZMEMWcTT0U (11/06/23)
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