Explain the difference between sequence of development and rate of

development and why the difference is important.

The most important words in the assessment criterion heading here are 'sequence'

and 'rate'. Sequence of development means the order in which a child develops.

Rate of development means the speed at which they develop. 'Development' can

refer to physical development, cognitive development and all the others mentioned in

the previous section of this unit. The reason it is important that you understand the difference between the two is that

while typical children follow the same pattern of development, they may reach the

milestones at different ages, depending on the child and a range of personal and

external factors that may affect them. Milestones are certain points in a child's development that are judged according to

the broad average time when they are expected to reach them. For example, the

milestone of walking unassisted is around the age of 2-3 years. Some children may

get there early, while others may lag behind, and there is nothing necessarily

abnormal or unusual about either. Development tends to be divided into different areas but it is important to remember

that all areas of development are connected with each other. For example, a child

who is particularly tall at age 10 may also be very good at certain sporting activities

such as high jump or throwing. If they then start going to the school athletics club,

they may become better at socialising with other children of different ages, and this

can help them grow in confidence, which in turn will improve their development and

their receptivity to learning.

Learning thorough painting and art activities.

Did you know?

Sometimes children can surprise us, with unusual answers to questions, or with different

approaches to problem-solving. This type of behaviour development can suggest high

creativity in a child, and since creativity is a valuable resource in adulthood, it should be

encouraged where possible. Unfortunately, some of the things we do to encourage children,

such as reward-giving, actually hinder the creative process and its development in a child, so

this is a difficult line to walk in school. However, some of the best things that can be done

with creative children is to give them choices, provide a stimulating environment, and let

them freely express ideas without fear of a negative response.

Initiative Challenge

In order to successfully complete your course you must complete this Initiative

Challenge Point.

Challenge Point 2

Long-Term Career Plans

Research shows people who have a long-term career plan, find it easier to display their

initiative. Such people, are very clear about their ambition and how to achieve it. It is this

engagement that makes it easier for them to know what they should be achieving. As a

result, constantly find ways to achieve more than is asked of them.

It is important when making a career plan to be ambitious and set high expectations for

yourself. You must plan for the long term. This may be daunting, but to help, break this

overall plan into smaller manageable bite sized targets. That way, you can monitor your

progress and eventually look back with satisfaction on the milestones you have passed. Sometimes children can surprise us, with unusual answers to questions, or with

different approaches to problem-solving. This type of behaviour development can

suggest high creativity in a child, and since creativity is a valuable resource in

adulthood, it should be encouraged where possible. Unfortunately, some of the things

we do to encourage children, such as reward-giving, actually hinder the creative

process and its development in a child, so this is a difficult line to walk in school.

However, some of the best things that can be done with creative children is to give

them choices, provide a stimulating environment, and let them freely express ideas

without fear of a negative response. Sometimes children can surprise us, with unusual

answers to questions, or with different approaches to problem-solving. This type of

behaviour development can suggest high creativity in a child, and since creativity is a

valuable resource in adulthood, it should be encouraged where possible.

Unfortunately, some of the things we do to encourage children, such as reward-giving,

actually hinder the creative process and its development in a child, so this is a difficult

line to walk in school. However, some of the best things that can be done with creative

children is to give them choices, provide a stimulating environment, and let them freely

express ideas without fear of a negative response.

Sometimes a child's development may appear to be significantly different from that of

their peers. For example, every member of a group of girls in Year 6 may have

begun puberty, except for one girl, who is short and underdeveloped. Children who

are physically different from their friends can sometimes be singled out or treated

differently, and it is factors like this that can hinder their development in other areas.

Again, confidence is a key factor that can assist or restrict a child's development; in

the case of the child who has not developed as quickly as her peers, just the fact that

she knows about it may reduce her confidence. If her peers then say mean or

thoughtless things about her lack of development, this may compound the issue,

especially since it isn't something that she can do anything about. Because not all the children in a class will be at the same developmental stage, it is

important for teaching purposes that activities encompass a range of skills and

abilities, so that everyone in the classroom feels they got something out of the

lesson. A good example of this type of activity is painting or art; another might be

cooking or food technology.