completed development powerpoint

CommunicationDevelopment

Plan

Birth to 19

Birth to 6 MonthsChildren develop skills at different rates, but by 6 months,

usually children will:

• Turn towards a sound when they hear it.

• Be startled by loud noises. • Watch your face when you talk to

them. • Recognize your voice.

• Smile and laugh when other people smile and laugh.

• Make sounds to themselves, like cooing, gurgling and babbling.

• Make noises, like Coos or squeals, to get your attention.

• Have different cries for different needs. For example one cry for hunger, another when they are tired.

Other Area's Of DevelopmentPhysical

•Makes eye contact• Begins to develop a social smile• Gurgles and coos in response to sounds around them• Smiles back when you smile at them. The big smile involves his whole

body -- hands open wide, arms lift up, legs move• Likes to play during meals• Can make noises like grunts and squeals; clicks his tongue

Other Area's Of Development

Emotional/Social• Cries for help• Enjoys playing with people and cry's

when play stops• Begins to express anger• Laughs when tickled and when

interacting with others• Becomes increasingly assertive• Temperament becomes increasingly

apparent. You'll see whether she tends to be easy going or easily upset; gentle or active• Coos for pleasure and cries with

displeasure

Behavior

• May get bored of a toy, but will not of your attention• Can tell the difference between family

members and strangers• Is intrigued by children. Will turn

toward children's voices in person or on TV• Starts a "conversation" by smiling at

you and gurgling to get your attention• Prefers looking at people rather than

objects• Responds to parents' smiles and

voices

6-12 MonthsChildren develop skills at different rates, but by 1 year,

usually children will:

• Listen carefully, and turn to someone talking on the other side of the room.

•Look at you when you speak and when their name is called.

• Babble strings of sounds, like ‘no-no’ and ‘go-go’. • Make noises, point and look at you to get your

attention. • Smile at people who are smiling at

them. • Start to understand words like 'bye-bye' and 'up' especially when a

gesture is used at the same time. • Recognise the names of familiar objects, things like ‘car’

and ‘daddy’. • Enjoy action songs and rhymes and get excited when sung

to. • Take turns in conversations, babbling

back to an adult.


• Imitates gestures that other people make• Looks at correct picture when an image is named• Responds to positive recognition such as clapping• Can fluctuate between being cooperative and uncooperative• May cling to parents or one parent in particular• Listen carefully, and turn to someone talking on the other side of the room.

Physical


Emotional/Social

• May become shy or anxious with strangers• Cries in frustration when he can't reach a toy

or do something they wants to do• May be more sensitive to the presence of

other children• Self-esteem begins to develop• Clearly shows moods such as sad, happy, and

angry• May have temper tantrums• Shows a developing sense of humor

Behavior

• May cling to parents or one parent in particular

• Can fluctuate between being cooperative and uncooperative

• Tries to gain approval and avoid disapproval• Likes to play near parent • Can differentiate between familiar and

unfamiliar• Enjoys social interaction• Tries to mimic adult sounds

12-18 Months

At this stage, children will start to use language in a more recognizable way. They will also become more sociable.Children develop skills at different rates, but by 18 months, usually children will:

•Enjoy games like peek-a-boo and pat-a-cake and toys that make a noise. •Start to understand a few simple words, like ‘drink’, ‘shoe’ and ‘car’. Also simple instructions like 'kiss mummy', 'kick ball' and 'give me'.•Point to things when asked, like familiar people and objects such as ‘book’ and ‘car’.•Use up to 20 simple words, such as 'cup', 'daddy' and 'dog'. These words may not always be easily recognized by unfamiliar adults.•Gesture or point, often with words or sounds to show what they want.•Copy lots of things that adults say and gestures that they make.•Start to enjoy simple pretend play, for example pretending to talk on the phone.

Other Area's Of Development• Walk on their own • Crawl or walk upstairs slowly with assistance. • Push and pull toys while walking. • Squat to pick up something without falling. • Climb on to or out of things ( high chairs, sofas, tables , buggy) • Pick up and eat small pieces of food.• Drink from a cup. • Turn a container upside down to get something out. • Turn pages of a book. • Stack three or more blocks. • Scribble with a crayon.

Physical


Emotional/Social• Loves being the centre of attention. • Plays best alone. • Copies adult activities, such as driving a car,

reading, or cooking. • Changes food likes and dislikes often. • Enjoys familiar places. • Boldly explores and tries new things. • Takes risks, if a trusted adult is present. • Identifies themselves in a mirror or photo. • Hugs and kisses parents and other very

familiar people and pets.

Behavior• Attention seeking• Extremely curious and exploring

everything • Grow attached to parents (seek comfort

and reassurance)• Resist leaving parents• Beginning to show negative emotions

(resist naps, refuse some foods, tantrums)• Start understanding taking turns

18-24 Months

At this stage, children try out new things and explore the world around them more actively. They will often choose their own activities and may not always like being told what to do.Children develop skills at different rates, but by 2 years, usually children will:

•Concentrate on activities for longer, like playing with a particular toy.•Sit and listen to simple stories with pictures.•Understand between 200 and 500 words.•Understand more simple questions and instructions. For example 'where is your shoe?' and 'show me your nose'.•Copy sounds and words a lot.•Use 50 or more single words. These will also become more recognizable to others.•Start to put short sentences together with 2-3 words, such as ‘more juice’ or ‘bye nanny’.•Enjoy pretend play with their toys, such as feeding dolly.•Use a limited number of sounds in their words – often these are p, b, t, d, m and w. Children will also often miss the ends off words at this stage. They can usually be understood about half of the time.


• Able to kick a ball • Squat whilst playing. • Walk in various directions whilst pulling a toy. • Back into a chair to sit down. • Carry a large toy around • Remove lids from containers. • Take off shoes, hat, and socks. • Raise and drink from a cup, then put it back on the table

Physical


Emotional/Social• Enjoys playing alone for short periods of

time. • Acts like they own certain objects. • Likes to do things without help. • Has trouble sharing. May hit, push, and grab

to keep toys. • Demonstrates concern for others. • Shows fear, but can be reassured. • Shifts between doing things independently

and wanting help or comfort. • Is watchful around adults they don’t know.

Behavior• Temper tantrums• Need to be told right from

wrong• Short attention span• Sticks to routines• Become more independent• Show fear of loud noise’s

2-3 YEARS

Children develop skills at different rates, but by 3 years usually children will:

•Listen to and remember simple stories with pictures.•Understand longer instructions, such as 'make teddy jump' or 'where's mummy's coat?'•Understand simple 'who', 'what' and 'where' questions.•Use up to 300 words.•Put 4 or 5 words together to make short sentences, such as 'want more juice' or ‘he took my ball’.•Ask lots of questions. They will want to find out the name of things and learn new words. •Use action words as well as nouns, such as ‘run’ and ‘fall’.•Start to use simple plurals by adding ‘s’, for example ‘shoes’ or ‘cars’.•Use a wider range of speech sounds. However, many children will shorten longer words, such as saying ‘nana’ instead of ‘banana’. They may also have difficulty where lots of sounds happen together in a word, e.g. they may say ‘pider’ instead of 'spider.'•Often have problems saying more difficult sounds like sh, ch, th and r. However, people that know them can mostly understand them.•Now play more with other children and share things.•Sometimes sound as if they are stammering or stuttering. They are usually trying to share their ideas before their language skills are ready. This is perfectly normal, just show you are listening and give them plenty of time.

Other Area's Of Development• Walk in various directions. • Walk upstairs and downstairs alone. • Run without falling. • Jumping, lifting both feet off the floor. • Scribble, holding a crayon in whole hand. • Build a tower of five or more blocks.• Thread beads, picking them up with her thumb and index finger. • Remove lids by turning wrist.• Takes part in group activities that include running, galloping, crawling, rolling over, and twirling around.• Holds a pencil as if to print.• Cuts paper with small safety scissors. • Turns pages of a book one at a time

Physical


Emotional/Social• Plays near and watches other children• Fantasy and role play become more evident• Says "no" often and is protective of possessions• Recognizes and expresses emotion• May develop fears• Encourage creative expression• Encourage sharing and taking turns• Have multiples of popular toys and materials available• Encourage children to state own feelings and intentions• Begin learning to get along with others• Learn about their feelings and that it's okay to feel silly, sad,

angry• Learn to be a individual• Begin learning to respect rights of others and to share

Behavior• Play more to start creating own

identity and confidence• Self-centred-feels responsible for

everything • Vivid imagination- possible

imaginary friends• Ability to bargain but not reason• Fear or darkness, noises and being

abandoned

3-4 YEARS

Children at 3 to 4 years will usually be actively learning language and asking many questions.Children develop skills at different rates, but by 4 years usually children will:

•Listen to longer stories and answer questions about a storybook they have just read.•Understand and often use colour, number and time related words, for example, 'red' car, 'three' fingers and 'yesterday / tomorrow'.•Be able to answer questions about ‘why’ something has happened.•Use longer sentences and link sentences together.•Describe events that have already happened e.g. 'we went park.'•Enjoy make-believe play.•Start to like simple jokes.•Ask many questions using words like ‘what’ ‘where’ and ‘why’.•Still make mistakes with tense such as say 'runned' for ‘ran’ and 'swimmed' for ‘swam’.•Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.•Start to be able to plan games with others.


• Balancing to walk along a plank• Pedaling a tricycle• Rolling and bouncing a ball • Holding a pencil with the correct grip• Buttoning up clothing• Cutting with scissors• Climbing a ladder• Standing, walking and running on tiptoes• Balancing on one foot for several seconds• Using a spoon and fork correctly

Physical


Emotional/Social• Beginning to take responsibility for his own

toileting - although there may be the occasional accident during the day

• Playing cooperatively with other children some of the time

• Learning to sharing and taking turns - this will develop somewhere around his fourth birthday and may take some time to master!

• Leaving his parents more easily• Becoming more independent and resistant to help• Showing empathy towards others• Being involved in complicated imaginative play• Developing a sense of humour

Behavior

• Loves to show off• A sense of past and future

developing• May compete with parents for

attention• Seeks parents support and attention• Plays up to siblings showing

stubbornness and possible aggression

4-5 YEARS

At this stage, they need to listen, understand more and share their ideas within the classroom. They will use their language skills to help them learn to read.

Children develop skills at different rates, but by 5 years usually children will:

•Understand spoken instructions without stopping what they are doing to look at the speaker.•Choose their own friends and play mates.•Take turns in much longer conversations.•Understand more complicated language such as ‘first’, ‘last’, ‘might’, ‘may be’, ‘above’ and ‘in between’.•Understand words that describe sequences such as “first we are going to the shop, next we will play in the park”.•Use sentences that are well formed. However, they may still have some difficulties with grammar. For example, saying 'sheeps' instead of 'sheep' or 'goed' instead of 'went'.•Think more about the meanings of words, such as describing the meaning of simple words or asking what a new word means.•Use most sounds effectively. However, they may have some difficulties with more difficult words such as 'scribble' or 'elephant'.


• Walking confidently• Using a bat and ball with confidence. (throwing, catching and bouncing)• Running at speed• Jumping with two feet over objects• Walking for a short distance along a line before falling off• Pedaling well, and may even be learning to ride a two-wheeler with training wheels• Hopping • Learning how to swing themselves on a swing • Confidently self-dressing• Being in charge of their own toileting although accidents may still occur during the night.

Physical


Emotional/Social• Being sympathetic to those

around • Making new friends and being

involved in the organisation of games• Leaving his parents without too

much fuss.• Self-toileting

Behavior• More independent• Start to be realistic and serious at

times• Demonstrate anger verbally and

physically• Friendly and talkative to strangers• Protective over parents, pets or

younger children• Show less anger and frustration

5-7 YEARS

Often by 5 or 6 years, children have good communication skills. They are better at using language in different ways e.g. discussing ideas or giving opinions.

Children develop skills at different rates, but beyond 5 years, usually children will:

•Focus on one thing for longer without being reminded.•Rely less on pictures and objects to learn new words.•Use their language skills in learning to read, write and spell.•Learn that the same word can mean two things, such as 'orange' the fruit and 'orange' the colour.•Learn that different words can mean the same thing such as ’minus’ and ‘take away’.•Understand feelings and descriptive words like 'carefully', 'slowly' or 'clever'.•Use language for different purposes such as asking questions or persuading.•Share and discuss more complex ideas.•Use language in a range of social situations.


• Enjoys being active and is good at climbing, sliding, swinging and dancing. • Learning to skip.• Can stand on one foot for a short time and can hop forwards

on each foot separately.• Can catch a medium-sized ball if practiced.• Have good control in writing and drawing, and she can stay

in the lines when coloring.

Physical


Emotional/Social• Measure their performance against

others• Feel more comfortable spending time

at other places without parents.• Continue to develop social skills by

playing with other children in a variety of situations • Be able to communicate with others

without your help • Start to feel sensitive about how

other children feel about them

Behavior• May show signs of rebelling• Irritable and possessive of their

own belongings• More aware of gender

characteristics• Show enthusiasm • Self critical about their work

7-11 YEARS

Speech, language and communication development is a gradual process. Children develop skills at different rates, but beyond 7 years, usually children will:

•Use language to predict and draw conclusions.•Use long and complex sentences.•Understand other points of view and show that they agree or disagree.•Understand comparative words e.g. ‘it was earlier than yesterday’.•Keep a conversation going by giving reasons and explaining choices.•Start conversations with adults and children they don’t know.•Understand and use passive sentences e.g. “the thief is chased by the policeman”.


• Better understanding when drawing.• Able to ride a two-wheeler bike • Enjoy climbing and swimming • Able to take part in simple sport• Girls are generally as much as 2 years ahead of boys in physical

maturity• Girls may begin to menstruate• Increase in body strength and hand dexterity• Improved coordination and reaction time• May begin puberty

Physical


Emotional/Social• Is developing perseverance but with short

interest• Is interested in finding out how things work• Is becoming more skilled at evaluating own

ideas.• Begins to doubt and become sensitive about

self.• Is learning about individuality through peers • Influence strong – wants to be like others.• Looked up to by younger children.• Activities organized and own rules developed

– realizes need for cooperation and mutual understanding.

Behavior

• Start to give opinions• Perform analytical thinking• Attempt complex tasks• Clear set of abilities, tastes and

preferences

11-13 YEARS

• Enjoys writing stories with their own imagination.

• Persuading/negotiating between adults/peers/ friends. • They can carry out tasks without adults.

• They are able to solve problems.

• They can communicate confidently.

• Start to form Hobbies

At this age children will be moving towards the adolescent stage. Showing more individuality and personality. Most children hit Puberty at this stage.

Children develop skills at different rates, but beyond 11 years, usually children will:


• Apply skills and strategies in individual, dual and team sports• Participate in a variety of activities • Cooperate with peers of a diverse population to achieve

group goals in a competitive and cooperative setting• Follow rules and procedures • Understand the importance of daily physical activity to

overall health• Perform a variety of activities that promote social interaction

and self-expression• Learn to adjust coordination skills

Physical


Emotional/Social• Develop relationships• Master the ability to initiate,

discover, play and learn• Develop persistence and

attention• Self-regulate their behaviour• Develop emotional range• Discover Technology

Behavior• Variety of communicating • Participating in lengthy projects#• Ability to resolve conflict• Begin to accept personal

responsibility • Demonstrate ability to set own

personal goals.

13-19 YEARS

• They understand what society expects of them/you.

• They use computers and phones to communicate with friends

• Uses telephones or mobiles to communicate.

• They can select appropriate and effect vocabulary

• They are writing neater and joined up

• They listen effectively to others

• They are able to vote for the first time

This age stage is Adolescence . This is the period following the onset of puberty during which a young person develops from a child into an adult.Teenagers develop skills at different rates, but beyond 13 years, usually they will:


• Strength increase• Hand–eye coordination will continue to improve over time• Develop improved self-control and skills in planning,

problem-solving and decision-making•More independent• Able to take on tasks without assistance • Start of puberty

Physical

Other Area's Of DevelopmentEmotional/Social

• Understanding of Latest Technology and Social Media• Start to engage in romantic relationships• Clearer and various communication skills• Become more independent• Have their own group of friends• Show more personality and individuality • Can be a victim of peer pressure

Behavior

• Can be rebellious• Show various sides of emotion• Become attached to friends• More interested in social life

rather than being at home with family

completed development powerpoint

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