positive youth growth and development - cyssprogram.com · 4 months • smiles, engages and...

Positive Youth Growth and

Development Components for Success

Objectives

Upon completion of this module, you will be able to:

• Identify key phases in the physical and emotional development of youth

• Define what Positive Youth Development is

• Identify the key factors associated with Positive Youth Development

• Implement Positive Youth Development practices into your current programs

Key Terms Defined

Throughout this module, you may encounter the following terms:

• Growth: refers to the increase in size of the body

• Development: the gaining of skills in all aspects of life

• Physical Development: the continual increasing of body skills and performance

• Social and Emotional Development: refers to the development of a child’s identity and self-image; the development of relationships

• Intellectual Development: learning the skills of understanding, memory and concentration

• Communication and Speech Development: learning to communicate with friends, family and others

Principles of Development

There are three basic principles to human development:

1. Development starts from the head and works down the body: This is a developmental process related to the spinal cord. From birth, the nervous system develops from the spinal cord out to the extremities (hands and feet)

2. All development happens in the same order, but can occur at different rates: Development is a sequential process. Starting at birth, all humans develop in the same way; however, there are individuals who develop at a faster pace than others – this is perfectly normal

3. All areas of development are linked together: The development of a future aspect of a child’s life is dependent upon successful development of previous components. Failure to master one stage of development can have negative consequences down the road

BTEC First Children’s Care, Learning and Development

Physical Development

Physical development covers the aspects of development we can visualize. Additionally, physical development takes into account development of skills like walking, running and jumping; both our large and fine motor skills.

Age Physical Development (large and fine motor)

Birth to 4 Weeks • Lies on back with head to one side • Head lags when pulled to sit • Primitive reflexes (i.e. rooting, sucking, stepping and grasping)

1 Month • Head control still unsteady • Hands in tight fists • Grasps objects when they touch palm of the hand • Head and eyes move together

3 Months • Kicks legs and waves arms • Can lift head and turn when on front • Watches movements of own hands; plays with own hands • Holds rattle for a few seconds if placed in hand

4 Months • Uses arms for support when lying on stomach • Turns from back to side • Holds on to and shakes small items

Physical Development (Cont.)


6 Months • Sits with support • Rolls over • Pushes head, neck and chest off floor with arms when on front • Uses whole hand in palmar grasp; passes toy from one hand to another

9 Months • Sits alone without support • Reaches out for toys when sitting • May crawl or shuffle • Pokes at small item with index finger • Uses index and middle fingers with thumb in pincer grip to pick up small objects • Will take and hold a small item in each hand • Lifts blocks but can only release by dropping

1 Year • States alone and starts to walk holding on to something/someone • Mobile through crawling or shuffling • Enjoys self-feeding and holds cup with help • Picks up anything tiny from the floor using neat pincer grip • Starting to show hand preference • Can put cubes/small blocks in box when shown

18 Months • Can walk alone • Pushes and pulls toys when walking • Can walk downstairs with hand held • Tries to kick a ball; can roll and will try to throw a ball • Squats to pick up objects from the floor • Assists with dressing and undressing • Can use a spoon • Uses delicate pincer grasp for tiny objects • Holds crayon in primitive grip and scribbles



2 Years • Walks up and down stairs with both feet on one step • Uses a spoon for self-feeding • Can put own shoes on • Starts to use preferred hand

3 Years • Stands and walks on tiptoe • Can kick a ball confidently; jumps from low steps and can pedal a tricycle • Turns single pages of books • Can undo large buttons and thread large beads

4 Years • Can aim and throw, catch a ball • Walks backwards on a line; runs and hops forward • Can brush own teeth • Cuts round an object with scissors and copies a square • Buttons/unbuttons clothes • Can do a 12-piece jigsaw puzzle

5 Years • Skips • Runs quickly • Easily dresses and undresses self • Hits a ball with a bat • Draws a person with a head, body and legs; can draw a house • Can do a 20-piece jigsaw puzzle • Forms letters and writes own name • Accurately uses scissors



6-7 Years • Enjoys hopping, bike riding, roller blading and skating • Balances on a wall or beam • Has finer manipulation of building blocks, jigsaw puzzles, etc. • Can sew simple stitches • Ties and unties laces • Builds intricate models • Controls pencil in a small area and does detailed drawing

8-12 Years • Improves physical skills that have already developed • Puberty starts around 10 for girls with a growth spurt and increased body strength

13-16 Years • Brains developing with increase in reaction times and coordination • For girls, puberty is complete at about 14 and periods begin • For boys, puberty is 13-16 and they will tend to become stronger than girls

Remaining cognizant of the ages of youth you are serving will help you correctly identify activities which best ‘fit’ with their physical development stage.


Social and Emotional Development

Social and Emotional Development encompasses various components like learning to live within a community, form relationships with others and develop both a self-concept as well as morals related to what is right and wrong.

Age Social and Emotional Development

Birth to 4 Weeks • Responds positively to main care-taker • Imitates facial expressions • Stars at bright shiny objects

1 Month • Gazes intently at care-takers • Social smile at care-takers (usually around 6 weeks)

4 Months • Smiles, engages and vocalizes with care-takers

Social and Emotional Development (Cont.)


6 Months • Starts to show interest in other babies, smiles • Becomes more interested in social interaction, depending on amount of time spent with other

children and his/her personality • Shows fear of strangers and distress at separation from care-taker • Interacts differently with various family members • Uses comfort object (i.e. blanket) • Seeks attention

9 Months • Very interested in events happening around them • Recognizes familiar and unfamiliar faces • Shows stranger anxiety

1 Year • More demanding and assertive, emotional volatile • Temper tantrums may start • Unhappy with changes to routine • Expresses rage at being told ‘no’ • Distinguishes between self and others, but still egocentric – only concerned about his/her own

view of the world; shows definite emotions and is aware of the emotions of others • Will play alone • Starting to develop object permanence

18 Months • Shows stranger shyness • Dislikes changes to routine • Starts toilet training • Starts to have more tantrums when upset • Has separate sense of self – egocentric • Little idea of sharing and strong sense of ‘mine’



2 Years • Enjoys other children’s company but reluctant to share toys • May show concern with another child is upset • Engages in parallel play (alongside others) • Remains egocentric; knows own identify • Becoming more emotionally stable, but still prone to mood swings • Learning to separate from care-taker for short periods of time

3 Years • Greater social awareness; will play in twos or threes, sharing ideas • May have close friends; mixed play among the sexes • Stable and emotionally secure; friendly with other children • Increasing independence, but still needs support from adults • Fears loss of care-takers • Strong sense of gender identity • Less anxious about separation • Plays alongside others

4 Years • Enjoys cooperative and dramatic play • Understands cooperation and competition; responds to reasoning • Can take turns • Enjoys independence but also needs comfort and reassurance

5 Years • Becomes engrossed in activities • Develops fears of ghosts and things under the bed • Concerned about being disliked • Good sense of self-awareness developed


Age Social and emotional Development

6-7 Years • Able to form solid friendships • Very supportive of each other, playing complex games • Plays in separate sex groups • Fairly independent and confident • Increasing sense of morality (right and wrong)

8-12 Years • Friendships become very important – mostly same sex • Concern at thoughts others have about them • Often unsure about changes in settings

13-16 Years • Body changes can upset self-esteem • Need to resolve changes into adulthood • Some are more assured about changes in settings • Wants to spend more time with friends than family • Peer pressure a significant influence

NOTE: Self-directed or imaginative play is very important in children’s social and emotional development. Children will ‘act out’ events they have experienced in their play.


Factors Impacting Development

Growth and development are dependent on many factors with some affecting children more than others. Factors with some of the greatest impacts on a child’s growth and development are as follows:

• Socioeconomic Status: A lack of financial means can result in decreased

access to regular healthy foods and exposure to sub-par health care and engagement in extra activities

• Environment: Factors like overcrowding, loud noises, exposure to violence/drugs and poorly maintained facilities can negatively impact child development

• Family Structure: A lack of positive, supportive relationships as well as a lack of moral guidance can negatively impact a child’s growth and development

Factors to Promote Positive Development

With all of the negative influences around children on a regular basis, it becomes important to focus on factors which contribute to positive growth and development. Based on recent studies, factors which most contribute to positive growth and development include:

• Meaningful Relationships: Youth need exposure and opportunities to observe and build positive relationships with adults and peers

• Access to Healthy Foods: In order to fully develop, the brain and body both need fuel sources in the form of healthy foods – not foods loaded with sugars, preservatives and fatty sources

• Purposeful Opportunities for Engagement: Youth need time to engage with others in meaningful activities and projects – beyond just having fun

• Support from Caring Adults: Whether from the parents, guardians or Youth Service Professionals, youth need reassurance there are adults in their lives supporting them and encouraging them

What is Positive Youth Development?

Positive Youth Development (PYD) is a theory of practice designed to focus on positive attributes of youth rather than deficits or negative attributes. PYD can be defined as:

“…a policy perspective that emphasizes providing services and opportunities to support all young people in developing a sense of competence, usefulness, belonging and empowerment.”

Positive Youth Development (NCFY) – www.ncfy.com

Key Elements of PYD

The underlying philosophy of positive youth development is holistic, preventative and positive – focusing on the developmental assets and competencies in children rather than deficits.

Key elements of PYD are as follows:

• Youth are viewed as a valued and respected asset to society

• Policies and programs focus on the evolving developmental needs and tasks of children and youth, involving them as partners

• Families, schools and communities engaged in development environments that support youth

• Youth are involved in activities which enhance their competencies, connections, character, confidence and contribution to society

• Opportunities to experiment in safe environments and to develop positive social values and norms

• Engagement in activities that promote self-understanding, self-worth, and a sense of belonging and resiliency

Implementing PYD into Programs

The success in PYD resides not in starting all new programs, but rather in making simple changes to current programs and activities. Take time to incorporate the following components into your existing programs:

• Physical and Psychological Safety: implement activities which foster safe peer-to-peer interactions

• Appropriate Structure: enforce clear and consistent rules and expectations; engage youth in setting rules

• Supportive Relationships: ensure all adults are warm, welcoming and responsive to the individuals needs of attendees

• Opportunities to Belong: involvement of all youth regardless of gender, ability or ethnicity

• Positive Social Norms: incorporate rules for behavior, routines and expectations

• Support for Efficacy and Mattering: incorporate activities focused on developing greater proficiency and community engagement

• Opportunities for Skill Building: engagement in opportunities to learn new physical, intellectual and cultural practices/skills

• Integration of Family, School and Community: provide opportunities for family members to participate with youth; reach out to schools and encourage their engagement with military-connected youth

Key Points of PYD

Implementation of PYD into your existing program(s) only serves to strengthen the services being provided. The key points behind PYD include:

• PYD focuses on the positive traits and skills youth possess, not on the negative

• PYD is intended for all youth, not just those deemed to be at-risk

• PYD is rooted in the belief of providing youth with positive opportunities for engagement, building competencies, making positive connections with peers and adults, identifying supports currently in-place for youth and assisting youth in contributing back to their community (service learning)

• PYD is not a new program but rather additional information on youth development which can be incorporated into existing programs

As evidence of completion of this course, you will need to complete the short assessment tool provided. To access the assessment, please click on the link below:

Click here to being your assessment:

http://www.classmarker.com/online-test/start/?quiz=gdx50f4534c1d08a

Please Note: Following completion of the assessment, please print out the results and write the name of the course next to your score. Then, scan the document and email the results

page to your RAPM. This will serve as your documentation of completion.





You have now completed the Positive Youth Growth and Development

module as required by the national contract. Congratulations!

positive youth growth and development - cyssprogram.com · 4 months • smiles, engages and...

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