ONE TO EIGHT YEARS

One year

Physical By the age of one year there is a good chance that the baby may be mobile, either by crawling or walking. The baby can probably manage to climb stairs under supervision but will find it difficult to maintain balance. They will probably be able to kneel without support and get to their feet using objects/furniture to help them.

Intellectual Although children of this age cannot see things from different points of view they are able to focus on one aspect of a situation at a time. They begin to understand that people think in different ways and have different likes and dislikes.

Language Children of this age begin to talk. They will use basic sounds and simple words.

Emotional Children of this age become aware when others are happy, sad or distressed and will often react accordingly. For example they may cry when someone is hurt although they themselves are not actually feeling the pain.

Social By the time a child reaches the age of one year they have often developed a sense of identity which will progress throughout the following months. They will enjoy being mobile and relish the idea of discovering things for themselves.

Two years

Physical By the age of two years the child will be very mobile, being able to run and climb. They should be able to negotiate steps and stairs with ease although this may be with two feet at a time rather than with alternate feet. Although not able to catch a ball yet, they should be confident at kicking one.

Intellectual By now the child will probably have discovered ‘pretend play’ and will enjoy talking to themselves whilst playing in this way. They may enjoy music and making sound from instruments.

Language By the time the child reaches the age of two years it is thought that their vocabulary is extended to around 50 words although they may understand many more. Children’s speech by the age of two is rapidly expanding and they become increasingly confident sharing songs and conversation.

Emotional The child’s sense of identity progresses rapidly at the age of two years. Memory increases.

Social At the age of two children are becoming more and more confident and are eager to do things for themselves such as getting dressed and helping with simple tasks.

Three years

Physical By now the child can confidently jump from low heights, walk backwards and sideways, stand and walk on tip toe and balance on one foot. They should be able to negotiate stairs one foot at a time and may be able to ride atricycle.

Intellectual The child can control a pencil and will often enjoy painting. They may be able to use scissors to cut paper. Pretend play continues and develops.

Language By now a child’s language has progressed rapidly and they can communicate very well using plurals, tenses and sentences. At the age of three years children love to talk and may ask questions incessantly. They enjoy listening to stories and repetition is not unusual as by now the child will have his or her favourite story which they may request over and over again. Frustration is common at this age as often their thinking can over take their ability to express themselves verbally.

Emotional The child has now become aware of their feelings and may often describe how they are feeling. Children of this age become aware of the gender differences. Many children of this age become easily afraid of the unknown or things they are unsure of such as the dark, spiders, etc. Children can now dress themselves and go to the toilet independently.

Social By now the child is capable of making friends. They understand how to negotiate and take turns although they may quarrel and resort to tantrums when they do not get their own way.

Four years

Physical By now the child can do many things physically: balance and walk along a straight line, catch, kick, throw and bounce a ball, climb, and run up and down steps one foot at a time.

Intellectual Children of the age of fourcan draw recognisable objects. For example, a person will consist of a body, two arms, two legs and a head. They can thread small beads on astring. Memory is developing fast and the child can think back and look forward.

Language This is the age when children become very inquisitive and often ask questions. Words such as why, how, when and if are frequently used.

Emotional The emotional stage of a four year-old child is very much the same as that of a three year-old. They may still be afraid of the unknown. Their imagination runs riot at this age and they are capable of imagining a wide variety of things.

Social A four year-old child is increasingly interested in making friends and enjoys socialising with others.

Five years

Physical The child’s ability to do physical things has increased greatly by the age of five years and they can now confidently use a variety of equipment, play ball games, skip and hop. Their balance is good and they are able to move to music.

Intellectual By the age of five children are beginning to learn the concepts of literacy and numeracy and can confidently count. They can now differentiate between real and pretend and are interested in everything around them. Fine motor skills are well developed. Drawings begin to resemble the objects intended.

Language Children at the age of five years are confident speakers and are very adept at understanding the meaning of numerous words. Language, at this age, is used in a creative fashion.

Emotional Children of this age are capable of hiding their feelings and controlling their emotions. They are aware of how others may be feeling.

Social At the age of five years, children are very aware of their gender and are familiar with theirown culture. They enjoy being with others and having friends. Sharing and turn taking is more widely practised. They are beg inning to work out what is right and wrong.

Six to eight years

Physical Between the ages of six and eight years a child’s physical development increases to the stage where they can confidently jump heights and ride atwo-wheel bicycle. Their balance has improved greatly and their agility increased.

Intellectual By now the child can draw confidently and write letters and numbers. Reading and mathematical skills are developing and they will be able to write independently.

Language Language becomes more complex and the use of different words widens. The child will be able to describe objects accurately and give opposite meanings.

Emotional Quarrels begin to surface more frequently at this age when children become increasingly demanding and stubborn. Mood changes begin to surface Importance is put on peer approval and the emphasis to succeed becomes apparent.

Social Children of this age may forge friendships with one ‘special’ person. The child may prefer to spend increasing amounts of time alone. Children between the ages of six and eight years may become less sociable.

Perinatal: A baby who has gone full term before birth will be born between 38 and 40 weeks of pregnancy. A premature baby, on the other hand, may be born between 24 and 37 weeks and may well be under developed when born, depending on how premature they are. A premature baby is likely to be small and have a low birth weight and can have developmental delays. Other problems which may arise include feeding difficulties, breathing problems and a higher risk of infection.

Postnatal: One of the problems experienced by some babies at birth is the lack of oxygen during the actual birthing process. A baby who has been deprived of oxygen at birth is likely to suffer from a wide range of problems such as cerebral palsy and severe learning difficulties.

Below is a list of some of the more common factors which may affect a child’s growth and development:

• diet;
• food allergies;
• health problems;
• accidents;
• culture;
• environment;
• loss or bereavement;
• separation or divorce of parents;
• lack of stimulation and appropriate toys;
• learning difficulties.

Let us now look at these factors in more detail.

Diet

A healthy, balanced diet is absolutely crucial for children. A child who is undernourished or who is not fed a balanced diet may well suffer from developmental delays. The correct food is an essential form of energy which encourages the child to grow and develop.

Childminders must always be in agreement with parents when providing meals for the children they are caring for. You should discuss preferences with the parents and ensure that factors such as culture, religion and medical reasons are taken into account. Never offer a child something which the parent has specifically asked you not to; you must respect their wishes at all times.

For a child’s body to develop and grow at a normal pace it requires five important nutrients. These nutrients are:

• 1.Proteins: These are found in meat, fish, vegetables, dairy products and soya. Proteins encourage the body to grow and assist the healing process.
• 2.Fats: These are found in meat, fish, vegetable oils and dairy products. Fats provide the body with energy.
• 3.Vitamins: Vitamins can be found in many forms and are derived from fresh food products such as fruit and vegetables. Vitamins are essential for growth and development.
• 4.Carbohydrates: These are found in potatoes, bread, vegetables and bananas. Carbohydrates provide the body with energy.
• 5.Minerals: Minerals such as calcium and iron are essential for growth and development. Iron can be found in meat and some green vegetables whereas calcium is found in milk and other dairy products.

Food allergies

Food allergies are very common in children and can either affect them all of their lives or they can be short-lived and grown out of.

Allergies to some foods can be very serious and if you care caring for a child with, for example a nut allergy, it is vital that you ensure that they do not come into contact with this type of foodstuff. An allergy to nuts and shellfish can bring on an anaphylactic shock which results in breathing difficulties due to the airways swelling up. Anaphylactic shocks can be fatal.

Diabetes, asthma and eczema are also very common in children. Diabetes can, once again, be fatal and it is important that diabetic children eat well balanced diets and avoid sugar. Glucose must be given if the sugar levels drop too low to avoid the child going into a seizure or coma.

Asthma and eczema have been known to be aggravated by some foods, particularly dairy products. Additives such as tartrazine which is found in fizzy drinks and sweets may lead to hyperactivity and the inability to concentrate.

Health problems

As a childminder you will need to ascertain whether the children you are caring for are suffering from any health problems which may affect the child when they are with you. The issues surrounding health are numerous and whilst some may be short-lived such as chicken pox, colds and ear infections, others may be more serious such as cystic fibrosis or coeliac disease.

Accidents

Keeping children safe and ensuring that the premises are suitable for young children should be a priority for all childminders. However, sometimes even the most vigilant childminder or parent cannot prevent an accident from happening. A child who has been involved in a serious accident will of course suffer from some kind of developmental delay if they have been affected in the way they move, walk, talk, etc. Language may also be affected if the child has suffered trauma and they may become clingy, withdrawn and frightened. Quite often, depending on the nature of the accident, developmental delays can be rectified and with the appropriate care and understanding the child can make a full recovery.

Culture

As a childminder it is paramount that you respect the culture of all the children in your care and that you treat each child as an individual and with respect. If the traditions followed by the family are different from your own and you do not understand them then it is very important that you seek the parents’ advice. Most parents will be happy to talk to you and offer help where necessary. You will need to be a positive role model for the children and encourage them to learn about cultures other than their own.

Environment

A child’s environment and the way they are brought up can have a huge affect on all aspects of their growth and development. Poor housing and lack of money can affect a child’s health as often the amount and quality of food provided for them is poor, and they may not have sufficient heating and water.

Loss or bereavement

Children often find it difficult to put things into perspective and may view the loss of a favourite toy on the same level as the death of a close relative. Loss and bereavement can be very traumatic for children who will all react differently to this type of situation. Some will be openly traumatised whilst others may try to hide their feelings.

Separation or divorce of parents

Individual children will react differently to the separation or divorce of their parents. Much will depend on the child’s age and their ability to understand what is happening. Some children may suffer both emotionally and socially as a result of their parents’ relationship break-up and may become anxious and withdrawn; others may cope very well and appear to be unaffected by the changes. As a childminder it is important that you are never seen to apportion blame or side with either parent. Of course it may be possible that you are not privy to the goings on in the family circumstances and the parents may choose only to inform you of the break down of the relationship after the event, so it is vital that you are conscious of any changes in a child’s usual behaviour and that you tread carefully and sensitively. Never probe or ask questions, simply offer support and understanding when necessary.

Lack of stimulation and appropriate toys

All children enjoy exploring and discovering things for themselves. They should be allowed to investigate the world around them in order to develop their skills. It is absolutely essential that children are provided with activities and toys which will stimulate them and which are appropriate to their stage of development. Progress will falter if children are not stimulated appropriately.

Learning difficulties

Learning difficulties are many and varied, and they can affect all areas of children’s growth and development. If you have agreed to care for a child who has obvious learning difficulties then you will, of course, discuss any issues with the child’s parents and work out a suitable strategy. However there may be times, as the child develops, when you notice that a child in your care is having difficulty with something which has not already been identified. In cases such as this you will need to discuss your concerns, sympathetically, with the parents and decide together what course of action should be taken.