Physical development is divided into two, namely growth and development.
Growth represents the physical changes, the increase in size, height and weight.
Development involves the way in which children take control of their physical functions in order to undertake complex and difficult activities more easily and intricately.
Growth and development are connected as the development of physical skills relies on the child's size and muscular strength. Physical development will usually be in sequence although a child's age may vary. Several factors may affect the sequence, such as a disability.
This involves the development and control of the entire body and larger muscles. Children need this control in order to balance, walk and climb. New-borns do not have much control over their bodies but, as they grow older their control grows. Children learn how to walk at a different rate to one another, with some learning to walk at 9 months old, whilst others are 12 months old and some are 18 months old.
Development moves from the head and down the body through the arms, hands, back, legs and feet. The downwards pattern is also relevant to ossification, namely the way in which children's bones harden. The bones of the hand harden before the bones of the feet. Ossification continues until the child reaches their teens.
Controlling the head
Rolling over
Sitting
Crawling
Standing
Walking
Running
Hopping
Climbing
This involves the development and control of the smallest muscles of the hands, fingers and feet so that the child can undertake finer tasks, e.g. drawing a picture, buttoning and threading beads. Development moves from the inside out, with functions close to the body developing into functions further away from the body, such as using the arm to reach out for an object before being able to use the fingers to pick the object up.
3 months - playing with the fingers
6 months - palmar grip (using the whole hand)
9 months - inferior pincer grip (using the index finger and thumb)
12 months - primitive tripod grip (thumb and two fingers)
15 months - palmar grip (to hold a crayon)
18 months - fine pincer grip and tripod grip
2 years old - one hand dominates
2 ½ years old - improved tripod grip
4 years old - mature pincer grip
Mae datblygiad corfforol wedi ei rannu'n ddau sef, twf a datblygiad.
Twf yw'r newidiadau ffisegol, y cynnydd mewn maint, taldra a phwysau.
Datblygiad yw sut mae plant yn ennill rheolaeth dros eu gweithredoedd corfforol er mwyn cyflawni gweithgareddau cymhleth ac anodd yn haws ac yn fwy medrus.
Mae twf a datblygiad yn gysylltiedig oherwydd bod datblygiad sgiliau corfforol yn dibynnu ar faint y plentyn a'u cryfder cyhyrol. Fel arfer bydd datblygiad corfforol yn ddilyniant er y gall oedran plant amrywio ar y dilyniant hwnnw. Gall sawl ffactor effeithio ar y dilyniant, er enghraifft, anabledd.
Dyma ddatblygiad a rheolaeth y corff cyfan a'r cyhyrau mwy. Mae angen y rheolaeth yma ar blant er mwyn iddynt allu cydbwyso, cerdded a dringo. Nid oes gan fabanod newydd-anedig lawer o reolaeth dros eu cyrff ond wrth iddynt fynd yn hŷn, mae’r rheolaeth yn cynyddu. Mae plant yn dysgu'r rheolaeth i gerdded ar gyfradd wahanol i’w gilydd gyda rhai yn dysgu cerdded yn 9 mis oed, eraill yn 12 mis ac eraill yn 18 mis oed.
Mae datblygiad yn symud o'r pen ac i lawr y corff drwy'r breichiau, dwylo, cefn, coesau a thraed. Mae'r patrwm ar i lawr hefyd yn berthnasol i asgwrneiddiad, sef y ffordd y mae esgyrn plant yn caledu. Mae esgyrn y dwylo'n caledu cyn esgyrn y traed. Nid yw asgwrneiddiad yn dod i ben nes bod y plentyn yn ei arddegau.
Rheoli’r pen
Rholio drosodd
Eistedd
Cropian
Sefyll
Cerdded
Rhedeg
Hercian
Dringo
Dyma ddatblygiad a rheolaeth cyhyrau lleiaf y dwylo, y bysedd a'r traed fel y gall plentyn wneud tasgau mwy manwl, e.e. tynnu lluniau, cau botymau ac edafu gleiniau. Mae datblygiad yn symud o'r tu mewn i'r tu allan gyda gweithrediadau sy’n agos at y corff yn datblygu i weithrediadau ymhellach oddi wrth y corff, megis defnyddio'r fraich i ymestyn am wrthrych cyn gallu defnyddio'r bysedd i godi'r gwrthrych.
3 mis - chwarae â’r bysedd
6 mis - gafael cledrol (defnyddio’r llaw gyfan)
9 mis - gafael pinsiwrn isradd (defnyddio’r mynegfys a’r bawd)
12 mis - gafael trybedd gysefin (bawd a dau fys)
15 mis - gafael cledrol (i ddal creon)
18 mis - gafael pinsiwrn manwl a gafael trybedd
2 oed - blaenoriaeth i un llaw
2 ½ oed - gafael trybedd wedi gwella
4 oed - gafael pinsiwrn aeddfed
Click on an age milestone and select the appropriate statement from the list.
Cliciwch ar garreg filltir oedran a dewiswch y gosodiad priodol o’r rhestr.
Well done. You scored … out of ….
Da iawn. Mae gennych … allan o … yn gywir.
You scored … out of …. Some of the answers you gave are incorrect. Try again to improve your score.
Mae gennych … allan o … yn gywir. Mae rhai o'ch atebion yn anghywir. Ceisiwch eto i wella eich sgôr.
Social development involves the learning of skills and attitudes which allows individuals to live with other members of the community easily. It also increases the child's capacity to live independently in society.
Social development follows a similar pattern everywhere, although some countries have different social practices. From birth, a baby will be aware of people and will spend a great deal of time watching and copying.
During their social development a child will learn how to:
Examples of social skills:
Babies and children develop at a different rate but there are some common milestones in their social development.
By 12 months babies will be able to differentiate between members of the family and socialise with them. They will make specific sounds to draw attention and will offer a book or toy to adults.
Tantrums are common as children seek independence. They will participate in role play, copying what the adults around them are doing. They will also be interested in other children, but they will tend to play alongside them rather than with them.
Children will be happier separated from their parents playing with other children of the same age. They will be kind and caring with other children.
Children of this age are happy and curious, but they can also be selfish and argumentative. They can start to withdraw from the family as they develop their own identity. They are aware of their gender and prefer playing with children of the same gender.
Children become more independent and can become moody and need more privacy. Peer groups are important to children of this age and they can start to experiment with fashion in order to carve out their identity.
Datblygiad cymdeithasol yw’r broses o ddysgu’r sgiliau ac agweddau sy’n galluogi unigolion i fyw yn hawdd gydag aelodau eraill yn eu cymuned. Mae hefyd yn golygu cynnydd yng ngallu’r plentyn i fod yn annibynnol o fewn ei gymdeithas.
Mae datblygiad cymdeithasol yn dilyn patrwm tebyg ym mhob man, er bod rhai gwledydd yn dilyn arferion cymdeithasol gwahanol. O'r adeg y caiff babi ei eni, mae’n ymwybodol o bobl ac yn treulio llawer o amser yn eu gwylio ac yn eu copïo.
Wrth ddatblygu’n gymdeithasol bydd plentyn yn dysgu sut i:
Enghreifftiau o sgiliau cymdeithasol:
Mae babanod a phlant yn datblygu ar raddfa wahanol ond mae rhai cerrig milltir cyffredin yn eu datblygiad cymdeithasol.
Erbyn deuddeg mis bydd babanod yn gwahaniaethu rhwng aelodau o’r teulu ac yn cymdeithasu â nhw. Byddant yn gwneud synau penodol er mwyn denu sylw ac yn cynnig llyfr neu degan i oedolion.
Mae strancio yn gyffredin wrth i blant bach geisio dod yn annibynnol. Byddant yn chwarae rôl, gan gopïo beth mae'r oedolion o'u cwmpas yn ei wneud. Bydd ganddynt ddiddordeb mewn plant eraill hefyd, ond byddant yn tueddu i chwarae ochr yn ochr â hwy yn hytrach na gyda nhw.
Bydd plant yn hapusach i wahanu oddi wrth riant gan chwarae gyda phlant eraill yn yr oed yma. Byddant yn garedig a gofalgar tuag at blant eraill.
Mae plant yr oed yma yn hapus ac yn chwilfrydig, ond gallant hefyd fod yn hunanol a dadleuol. Gallant ddechrau tynnu'n ôl ychydig o'r teulu wrth iddynt ddatblygu eu hunaniaeth eu hunain. Maent yn ymwybodol o'u rhyw ac mae'n well ganddynt chwarae gyda phlant o'r un rhyw.
Mae'r plant yn dod yn fwy annibynnol a gallant ddod yn bwdlyd ac angen mwy o breifatrwydd. Mae grwpiau cyfoedion yn bwysig i blant yn yr oed yma a gallant ddechrau arbrofi gyda ffasiwn er mwyn canfod eu hunaniaeth.
Click on an age milestone and select the appropriate statement from the list.
Cliciwch ar garreg filltir oedran a dewiswch y gosodiad priodol o’r rhestr.
Well done. You scored … out of ….
Da iawn. Mae gennych … allan o … yn gywir.
You scored … out of …. Some of the answers you gave are incorrect. Try again to improve your score.
Mae gennych … allan o … yn gywir. Mae rhai o'ch atebion yn anghywir. Ceisiwch eto i wella eich sgôr.
Intellectual development, also known as cognitive development, involves the development of the mind and includes language development. Children learn how to reason, think, understand and explain things. Most children will experience the same pattern of intellectual development and children will usually reach milestones at the same time more or less.
Children will learn about the world around them through observation, emulation, experience and failure, play, exploration, using the senses and experimentation. Once a child is able to move around, their intellectual development will accelerate as they are provided with new experiences to learn from.
Intellectual development includes memory, concentration, reasoning, perception, imagination and creativity and problem solving. It is important for adults to provide a stimulating environment for children as well as new experiences which will help to promote their development, such as games, books, toys, outdoor experiences and various types of play.
Children develop language skills very quickly between 0 and 5 years old. When a child is born, they are able to communicate their needs by crying and using facial expressions which lasts for the first 12 months. The ability to understand language normally occurs before the ability to communicate. Children will start to communicate verbally by babbling and then by using one or two words. This then turns into putting two words together, then three, and then whole sentences. Once a child is two, they will be able to say more than 200 words and will learn new words very quickly. The increase in vocabulary is influenced by how much language is heard by the child. By six the child will have more than 10,000 words in their vocabulary. An eight-year old will be able to have conversations with adults.
Mental capacity involves our use of the mind to understand the world around us. It depends on the child's individual pattern of development, the opportunity to play with toys and games and experiences of activities and events.
Intellectual development includes:
Mae datblygiad deallusol, a elwir hefyd yn ddatblygiad gwybyddol, yn ymwneud â datblygiad y meddwl ac mae’n cynnwys datblygiad iaith. Mae plant yn dysgu sut i resymu, meddwl, deall ac esbonio pethau. Yn achos y rhan fwyaf o blant mae’r patrwm datblygiad deallusol fel rheol yn dilyn yr un drefn ac fel rheol, mae plant yn cyrraedd cerrig milltir ar yr un pryd fwy neu lai.
Bydd plant yn dysgu am y byd o’u cwmpas trwy arsylwi, dynwared, profi a methu, chwarae, archwilio, defnyddio’u synhwyrau ac arbrofi. Unwaith y gall plentyn symud o gwmpas, bydd eu datblygiad deallusol yn cyflymu wrth iddynt gael mwy o brofiadau newydd i ddysgu oddi wrthynt.
Mae datblygiad deallusol yn cynnwys cof, canolbwyntio, rhesymu, canfyddiad, dychymyg a chreadigrwydd a datrys problemau. Mae’n bwysig bod oedolion yn darparu amgylchedd ysgogol i blant ynghyd â phrofiadau newydd a fydd yn helpu i hybu eu datblygiad, fel gemau, llyfrau, teganau, profiadau yn yr awyr agored ac amrywiol fathau o chwarae.
Mae plant yn datblygu sgiliau iaith yn gyflym iawn rhwng 0 a 5 oed. Pan gaiff plentyn ei eni, gall gyfathrebu ei anghenion trwy grio a defnyddio mynegiant y wyneb, ac fe fydd hyn yn parhau am y 12 mis cyntaf. Mae'r gallu i ddeall iaith fel arfer yn digwydd cyn y gallu i gyfathrebu. Mae'r plant yn dechrau cyfathrebu ar lafar trwy faldorddi (babble) ac yna trwy ddefnyddio un neu ddau o eiriau. Mae hyn wedyn yn troi i mewn i roi dau air gyda'i gilydd, ac yna tri, ac yna brawddegau cyfan. Unwaith y bydd plentyn yn ddwy oed, maent yn siarad mwy na 200 o eiriau, ac yn dysgu geiriau newydd yn gyflym iawn. Mae’r cynnydd yn yr eirfa yn cael ei ddylanwadu gan faint o iaith mae’r plentyn yn clywed. Erbyn i’r plentyn gyrraedd chwech oed mae ganddo eirfa o dros 10,000 o eiriau. Bydd plentyn wyth oed yn gallu cynnal sgyrsiau fel oedolion.
Mae gallu meddyliol yn ymwneud â sut rydym yn defnyddio ein meddyliau er mwyn deall y byd o'n hamgylch. Mae'n dibynnu ar batrwm datblygiad unigol y plentyn, y cyfle i chwarae gyda theganau a gemau a phrofiadau o weithgareddau a digwyddiadau.
Mae datblygiad deallusol yn cynnwys:
Click on an age milestone and select the appropriate statement from the list.
Cliciwch ar garreg filltir oedran a dewiswch y gosodiad priodol o’r rhestr.
Well done. You scored … out of ….
Da iawn. Mae gennych … allan o … yn gywir.
You scored … out of …. Some of the answers you gave are incorrect. Try again to improve your score.
Mae gennych … allan o … yn gywir. Mae rhai o'ch atebion yn anghywir. Ceisiwch eto i wella eich sgôr.
Emotional development involves an individual's feelings about other people, objects, situations and experiences. Adults can use words to express their feelings and explain how they are feeling. Children cannot do this as easily as they may not have the words to describe how they are feeling. Therefore, they express their feelings by:
Children need to be supported to control their feelings. Feelings of anger, frustration, disappointment, sadness and shame can feel overwhelming to a young child. Learning that these emotions are normal and how to deal with them positively helps the child grow into an emotionally stable person and understand other people's feelings. As a child develops emotionally they will be able to express a range of emotions and control feelings and behaviour in an appropriate manner.
A baby will develop an emotional bond with their main carer during the first 18 months of their life, which is important as this provides them with stability and security. The strong attachment which develops between parents and their baby makes parents want to love and care for them. The attachment between the baby and mother starts immediately from birth as the baby responds to the love and attention they receive. A strong attachment gives the baby an appropriate foundation for life. An uncertain attachment does not meet the needs of babies, and this can lead to confusion in terms of their identity and difficulties in learning and interacting with others as they grow older.
Self-esteem is the way in which a person feels about themselves. People with high self-esteem like themselves but recognise that there are things they could work on and improve. They will be less likely to experience social and emotional issues and will have the resilience to work through problems. People with low self-esteem may feel that they are not good enough and that nobody likes them. People with low self-esteem also invariably have low self-confidence, and as a result find it difficult to recognise their strengths.
People with self-confidence can trust in themselves and their abilities. Self-confidence and self-esteem do not necessarily go hand in hand. For example, a singer may feel confident when performing in front of thousands, but due to low self-esteem they may harm themselves with drugs and alcohol.
Mae datblygiad emosiynol yn ymwneud â theimladau unigolyn am bobl, gwrthrychau, sefyllfaoedd a phrofiadau eraill. Mae oedolion yn gallu defnyddio geiriau i fynegi eu teimladau ac esbonio sut maen nhw'n teimlo. Ni all plant wneud hyn mor hawdd oherwydd efallai nad oes ganddynt y geiriau i ddisgrifio sut maen nhw'n teimlo. Felly, maent yn mynegi eu teimladau trwy:
Mae angen cefnogi plant wrth reoli eu teimladau. Gall teimladau o ddicter, rhwystredigaeth, siom, tristwch, a chywilydd deimlo'n llethol i blentyn bach. Mae dysgu bod yr emosiynau hyn yn normal a sut i ymdopi â nhw mewn modd cadarnhaol, yn helpu plentyn i dyfu i fod yn berson sefydlog yn emosiynol ac i ddeall teimladau eraill. Wrth i blant ddatblygu’n emosiynol gallent fynegi ystod o emosiynau a rheoli teimladau ac ymddygiad mewn ffordd briodol.
Mae babi yn datblygu bond emosiynol gyda'i brif ofalwyr dros 18 mis cyntaf eu bywyd, sy’n bwysig gan ei fod yn rhoi sefydlogrwydd a diogelwch i’r babi. Mae’r ymlyniad cryf sy'n datblygu rhwng rhieni a'u babi yn gwneud i rieni eisiau rhoi llawer o gariad ac anwyldeb iddynt a gofalu amdanynt. Mae ymlyniad rhwng y babi â’i fam yn dechrau yn syth ar ôl geni wrth i’r babi ymateb i’r cariad a’r sylw y mae’n ei dderbyn. Mae ymlyniad cadarn yn rhoi sylfaen priodol i’r babi ar gyfer bywyd. Nid yw ymlyniad ansicr yn bodloni anghenion babanod, a gall arwain at ddryswch ynghylch eu hunaniaeth ac anawsterau wrth ddysgu ac ymwneud ag eraill wrth iddynt fynd yn hŷn.
Hunan-barch yw sut mae person yn teimlo amdanynt eu hunain. Mae pobl â hunan-barch uchel yn hoffi eu hunain, ond yn cydnabod bod yna bethau y gallent weithio arnynt a’u gwella. Byddant yn llai tebygol o fod â phroblemau cymdeithasol ac emosiynol, a gyda’r gwytnwch i weithio drwy broblemau. Gall pobl â hunan-barch isel deimlo nad ydynt yn ddigon da a bod neb yn eu hoffi. Mae pobl â hunan-barch isel hefyd yn aml yn meddu ar hunanhyder isel, ac o’r herwydd yn ei chael yn anodd cydnabod eu cryfderau.
Mae pobl sydd â hunanhyder yn gallu ymddiried ynddynt eu hunain a’u galluoedd. Nid yw hunanhyder a hunan-barch o reidrwydd yn mynd law yn llaw. Er enghraifft, gall canwr deimlo'n hyderus wrth berfformio o flaen miloedd o bobl, ond oherwydd hunan-barch isel gall niweidio ei hun â chyffuriau ac alcohol.
Click on an age milestone and select the appropriate statement from the list.
Cliciwch ar garreg filltir oedran a dewiswch y gosodiad priodol o’r rhestr.
Well done. You scored … out of ….
Da iawn. Mae gennych … allan o … yn gywir.
You scored … out of …. Some of the answers you gave are incorrect. Try again to improve your score.
Mae gennych … allan o … yn gywir. Mae rhai o'ch atebion yn anghywir. Ceisiwch eto i wella eich sgôr.
Access to warm housing which provides a sense of security and privacy with personal space has a positive impact on the health and well-being of children and young people.
Poor quality housing may lead to mental health issues and domestic violence. Children may feel worried and this may also lead to social isolation as people feel they cannot invite others home. Poor housing conditions may lead to poor life chances due to a lack of facilities in the area, for example good schools, social spaces and access to good healthcare.
Homeless people often feel lonely. Many parents are concerned about homelessness. Homeless children do not know where they will be moved to next which causes worry, depression and behavioural issues. They may also experience hyperactivity, aggressive behaviour, and bed wetting or soiling.
Children living in temporary accommodation may be affected by:
Their education may suffer as they do not have the space and privacy needed to play and do their homework.
Just as individuals inherit characteristics such as eye colour from their parents, some medical conditions can be transferred to children by their parents. These are called genetic or hereditary defects. A genetic defect exists due to the presence of an abnormal gene in an individual's genetic make-up. This may be passed down from one or both parents but this may not be the case each time (for example, Down's syndrome).
Children may inherit a number of medical conditions and diseases from their parents which can affect their growth or physical development. These include:
Children with genetic defects may miss school due to infections and periods of hospitalisation which will affect their intellectual development. Children will lose out on opportunities to develop relationships with other children which can then affect their social and emotional development.
Children may be prone to gender stereotyping, with shops offering separate clothes and toys for girls and boys. Children are sometimes judged if they choose to dress or play with toys in a way that breaks this stereotype, for example, a young boy who decides to play with a doll. In order to challenge the stereotype, children should be encouraged to play with whatever is of interest to them.
Education can help people to live longer and healthier lives. The well-being of everyone within a learning community can be developed positively by developing a safe, caring and supportive environment which allows relationships to be developed based on mutual respect. Schools and colleges have an essential role in supporting students to make choices which may lead to positive outcomes. If a child or young person's education experience is not positive, this may impact on their well-being. Students may experience mental health problems such as anxiety and depression when studying for exams.
Culture is a set of ideas, customs and behaviours which are shared with people in society. This may affect the way a group of people thinks about health, illness and death and the types of treatment that are acceptable to them. This can all influence health and well-being.
Young people from different cultural backgrounds may feel they are trapped by different cultural standards and values. This often includes the views of different cultures regarding sexuality, relationships, gender roles, education and employment. This may lead to a feeling of restriction in terms of their choice of friends, with some relationships causing family conflict.
Some races are more susceptible to suffer from certain diseases, for example, sickle cell anaemia is more prevalent in African, Asian, Middle Eastern and Eastern European people.
Racism can lead to mental health problems. Individuals' self-esteem and confidence often suffer, which then leads to depression and anxiety.
Poverty can affect the development of children and young people in a variety of ways, including:
Mae mynediad at dai sy'n gynnes ac sy’n rhoi teimlad o ddiogelwch a phreifatrwydd gyda gofod personol yn cael effaith gadarnhaol ar iechyd a lles plant a phobl ifanc.
Gall tai o ansawdd gwael arwain at broblemau iechyd meddwl a thrais yn y cartref. Gall plant deimlo'n bryderus a gall hefyd arwain at arwahanu cymdeithasol gan fod pobl yn teimlo na allant wahodd pobl eraill i'w cartrefi. Gall amodau tai gwael arwain at gyfleoedd bywyd gwael i blant oherwydd diffyg cyfleusterau yn yr ardal, er enghraifft ysgolion da, gofod cymdeithasol a mynediad at ofal iechyd da.
Mae pobl ddigartref yn aml yn teimlo'n unig. Mae llawer o rieni yn poeni oherwydd digartrefedd. Nid yw plant digartref yn gwybod ble byddant yn cael eu symud nesaf ac mae hyn yn achosi pryder, iselder a phroblemau ymddygiadol. Gallant hefyd brofi gorfywiogrwydd, ymddygiad ymosodol, a gwlychu neu faeddu’u gwelyau.
Gall plant sy'n byw mewn llety dros dro gael eu heffeithio gan:
Gall eu haddysg ddioddef gan nad oes ganddynt y gofod a'r preifatrwydd y mae angen er mwyn iddynt allu chwarae a gwneud gwaith cartref.
Fel y mae unigolion yn etifeddu nodweddion megis lliw llygaid gan eu rhieni, gellir trosglwyddo rhai cyflyrau meddygol i blentyn gan eu rhieni. Gelwir y rhain yn anhwylderau genetig neu etifeddol. Mae anhwylder genetig yn bodoli oherwydd presenoldeb genyn annormal mewn cyfansoddiad genetig unigolyn. Gall hyn gael ei etifeddu gan un neu'r ddau riant ond efallai na fydd hyn bob amser yn wir (er enghraifft, syndrom Down).
Gall blant etifeddu nifer o gyflyrau meddygol ac afiechydon gan eu rhieni sy’n gallu effeithio ar eu tyfiant neu ar eu datblygiad corfforol. Mae'r rhain yn cynnwys:
Gall plant ag anhwylder genetig golli ysgol oherwydd yr heintiau a chyfnodau yn yr ysbyty a bydd hyn yn effeithio ar eu datblygiad deallusol. Bydd plant yn colli cyfleoedd i ddatblygu perthnasoedd gyda phlant eraill a allai wedyn effeithio ar eu datblygiad cymdeithasol ac emosiynol.
Gall plant fod yn agored i stereoteipiau ar sail rhyw, gyda siopau yn cynnig dillad a theganau merched a dillad a theganau bechgyn ar wahân. Weithiau mae plant yn cael eu beirniadu os ydynt yn dewis gwisgo neu chwarae gyda theganau sy'n torri'r stereoteip hwn, er enghraifft, bachgen bach sy’n penderfynu chwarae gyda dol. Er mwyn herio’r stereoteip dylai plant gael eu hannog i chwarae gyda beth bynnag sydd o ddiddordeb iddynt.
Gall addysg helpu pobl i fyw bywydau hirach ac iachach. Gall lles pawb o fewn cymuned ddysgu gael ei datblygu'n bositif trwy feithrin amgylchedd diogel, gofalgar a chefnogol sy'n galluogi datblygu perthnasoedd yn seiliedig ar barch at ei gilydd. Mae gan ysgolion a cholegau rôl hanfodol wrth gefnogi myfyrwyr i wneud dewisiadau a all arwain at ganlyniadau cadarnhaol. Os na fydd profiad addysg plentyn neu berson ifanc yn gadarnhaol gall effeithio ar eu lles. Gall myfyrwyr ddioddef problemau iechyd meddwl megis pryder ac iselder wrth astudio ar gyfer arholiadau.
Diwylliant yw cyfres o syniadau, arferion ac ymddygiadau sy’n cael eu rhannu gan bobl mewn cymdeithas. Gall hyn effeithio ar sut mae grŵp o bobl yn meddwl am iechyd, salwch a marwolaeth a’r mathau o driniaeth sy’n dderbyniol iddynt. Gall hyn holl ddylanwadu ar iechyd a lles.
Gall pobl ifanc o wahanol gefndiroedd diwylliannol deimlo eu bod yn cael eu caethiwo gan safonau a gwerthoedd diwylliannol gwahanol. Mae hyn yn aml yn cynnwys barn wahanol ddiwylliannau am rywioldeb, perthnasoedd, rolau rhyw, addysg a chyflogaeth. Gall hyn arwain at deimlad o gyfyngder o ran eu dewis o ffrindiau, gyda rhai perthnasau yn achosi gwrthdaro teuluol.
Mae rhai hiliau yn fwy tueddol o ddioddef o glefydau penodol, er enghraifft, mae anemia cryman-gell yn fwy amlwg mewn Affricanwyr, Asiaid, pobl o’r Dwyrain Canol a Dwyrain Ewrop.
Gall hiliaeth arwain at broblemau iechyd meddwl. Yn aml bydd hunan-barch a hyder unigolion yn dioddef sydd wedyn yn arwain at iselder a phryder.
Gall tlodi effeithio ar ddatblygiad plant a phobl ifanc mewn amryw o ffyrdd, gan gynnwys:
It is important that practitioners are able to identify the needs of children and young people in order to provide them with detailed planning. By observing it is possible to identify the child's pattern of development and the progress being made against the development norms.
The development of observation and assessment skills is an essential part of the practitioner's work. When observing, the practitioner looks at what the child does and listens to what the child says, recording the findings accurately. When assessing, a judgement will need to be made on the observation and the discoveries about the child in order to undertake further planning.
Observing children is important and is a professional skill which allows the practitioner to find out about the child's intelligence, to see whether their skills are developing and to identify their preferences. Observation contributes to a professional approach in order to take children's well-being into account, including:
Children may be observed formally or informally. The focus may be on the child or the activity being undertaken. Formal observation will involve carrying out an assessment, making comments, making check-lists and development charts. When observing and monitoring children informally, children will need to be observed playing and mixing naturally with other children.
There is a variety of ways of recording the progress of children in terms of their achievements and development and each setting will have its own way of doing so, including:
The information gathered will need to be retained in order to undertake short term and long term planning.
Mae’n bwysig fod ymarferwr yn gallu adnabod anghenion plant a phobl ifanc er mwyn cynllunio yn fanwl ar eu cyfer. Wrth arsylwi mae modd dod i adnabod patrwm datblygiad y plentyn a pha gynnydd a wneir o gymharu â’r normau datblygiad.
Mae datblygu sgiliau arsylwi ac asesu yn rhan hanfodol o waith yr ymarferwr. Wrth arsylwi bydd yr ymarferwr yn edrych ar yr hyn mae’r plentyn yn ei wneud, yn gwrando ar yr hyn mae’n ei ddweud gan gofnodi’r darganfyddiadau yn gywir. Wrth asesu bydd angen cynnig barn am yr arsylwad a’r hyn sydd wedi ei ddarganfod am y plentyn er mwyn cynllunio ymhellach.
Mae arsylwi plant yn bwysig ac yn sgil broffesiynol sy’n caniatáu i’r ymarferydd ddarganfod gwybodaeth am ddeallusrwydd y plentyn, gweld a yw eu sgiliau yn datblygu ac adnabod eu hoffterau. Mae arsylwi’n cyfrannu tuag at ddull proffesiynol o weithio er mwyn ystyried lles y plant gan gynnwys:
Gellir arsylwi a monitro plant yn ffurfiol neu’n anffurfiol. Gellir canolbwyntio ar y plentyn neu’r weithgaredd sy’n digwydd. Bydd arsylwi ffurfiol yn cynnwys gwneud asesiad, ysgrifennu sylwadau, gwneud rhestrau gwirio a siartiau datblygiad. Wrth arsylwi a monitro plant yn anffurfiol bydd angen edrych ar blant wrth iddynt chwarae a chymysgu’n naturiol gyda phlant eraill.
Mae yna amrywiaeth o ffyrdd o gofnodi cynnydd plant o ran eu cyflawniadau a’u datblygiad ac fe fydd gan bob lleoliad eu ffordd ei hun o wneud hyn gan gynnwys;
Bydd angen cadw’r wybodaeth a gasglwyd er mwyn gallu cynllunio yn y tymor byr a’r tymor hir.
Creative play enables the child to experiment with themselves, and to express themselves using materials. Creative play gives the children an opportunity to discover the different properties of materials, and it is the process of creating something that is important to the child rather than the result. This type of play enables the child to practice physical skills and coordination; social skills, to develop a relationship with others, and to build confidence; to develop cognitive skills, to develop ideas and concepts and language skills. The adult needs to provide a variety of materials and opportunities to play e.g. music, dancing, collage, painting, drawing, modelling rubbish, wood work, sand and water in order to enable the child to develop and practice these skills.
The child's physical development will benefit from playing with creative materials such as water, sand, clay, paint, models and collage materials. Hand-eye coordination and fine motor skills will specifically benefit from using the equipment to pour, measure, cut, hold and glue. The properties of the materials used will promote the child's cognitive development as they explore their texture using the senses e.g. the sensation and sound of pouring water or sand. Children will have the opportunity to practice and develop their language and social skills by communicating with the other children and adults whilst playing, by taking turns and sharing the equipment.
Creative play will also give children the opportunity to gain confidence and will allay any tensions or stresses. By looking at a picture or a painting by a child of people, the adult will be able to see the child's stage of development with regard to fine motor skills, and also what the child understands about themselves e.g. head, body, arms and legs.
Physical play is when children play by exercising their bodies and using their large muscles. Physical play is important not only in order to promote and maintain children's health, but also as it connects to each aspect of children's development.
A child's brain activity improves by getting fresh air and physical exercise. The child will learn through their senses about pace; spacial awareness; height; weight and the surrounding environment. Therefore, physical play both indoors and outdoors is equally important. A child's language, communication skills and social skills will improve by using an extended vocabulary, learning to share and take turns and playing together through physical play. Physical play will help the child to develop stamina, muscles, balance and coordination. It will also give the child an opportunity to release energy and tension. Physical play gives a sense of freedom, adventure and the opportunity to explore safely, thus promoting the child's confidence and self-confidence.
A child needs space to enjoy physical play. If the setting cannot provide space, the child may need to be taken to a park or playing fields. These are the types of large equipment which are useful for physical play: climbing frames, swing, slide, play tunnels, trampoline, ropes and stools, ride-on toys e.g. bikes and trikes. Large equipment can be adapted so that children with special needs can use them e.g. grippers can be placed on climbing frames.
Physical play also allows the child to challenge gender stereotypes. By the time they are 3 years old, most children are aware of their gender, and by 5 years old, children usually play with children of the same gender. Therefore, it is important for early years workers to set a good example and also to ensure that physical play gives children the opportunity to experience all types of physical play e.g. obstacle course that uses all types of equipment e.g. balls, skipping ropes etc.
Imaginative play; imaginative play or role play is when children think of their own games and situations, act out their feelings and emotions and what they see around them by speaking to toys and other objects.
Imaginative play helps children to develop their language and communication skills, and is also connected to every other aspect of child development e.g. physical, intellectual, emotional and social.
Soft toys, the home corner, dolls, dressing up clothes and small world toys can be used for imaginative play. The equipment for imaginative play does not need to be expensive equipment bought from a shop: children will be happy imagining that cardboard boxes are cars etc. A good range and variety of equipment is needed to extend the play, but offering too many materials at once can overwhelm children. However, the materials need to be changed regularly so that the play does not become too repetitive.
There are many different types of imaginative play, and it will depend on the age and development stage of the child e.g. role play - taking part e.g. policeman; Socio-dramatic play - when the children pretend to play together cooperatively; Playing House - the children act out what they see at home e.g. cooking; Imaginative - the children act out their experiences but adapt those experiences to meet their play needs e.g. going for a walk; Fantasy Play - the children pretend to do something they have heard or seen e.g. going to the hospital; Hero Play - playing the role of an imaginary character from the world of television e.g. Fireman Sam
This is play that uses fine manual skills to put or fit pieces of equipment together e.g. interlocking building blocks such as Lego, Duplo, jigsaw pieces, train sets. The child can see the results of their efforts and feel successful. Once the aim is achieved, the child can then set new aims and develop their self-confidence and self-image. Cooperative play, taking turns and sharing equipment and materials also promotes the child's social development.
The physical benefits of manual play include: developing hand-eye coordination, fine and gross motor skills. Manual play encourages the child's cognitive development by helping them to think in a clear and logical manner, and to sort shapes, sizes and develop spacial awareness. The equipment used for manual play doesn't need to be expensive, but a variety of equipment and materials are needed in order to encourage and extend the child's play, such as: jigsaws, puzzles, shape sorters, Duplo and Lego.
Discovery through play is when a child takes part in activities or play and explores and learns how to play with materials with a new texture. Natural materials can be offered such as sand, water, stones, shells and these can also be included within imaginary play. Amongst the benefits of discovery through play is the fact that the child will develop to be creative, by offering them the freedom to explore and convey their own ideas. Materials that promote discovery through play can include mud, pasta, rice, buttons, stones, shredded paper, shaving foam. Water, food colouring, glue or paint can be added to the above in order to further promote the children's discovery skills.
A good range and variety of equipment is needed to meet their discovery through play needs and treasure baskets can be relevant for babies who are able to sit but who are not mobile yet. Including natural materials in the basket will allow the baby to discover by using its senses. It is essential to ensure that the materials offered to children are safe and suitable for their age and development stage.
Fine motor skills and hand-eye coordination will develop by playing with small toys and resources such as blocks; beads; peg board;
Gross motor skills; balance and movement will develop through energetic play activities.
Children will develop thinking skills by touching and exploring the world around them. Concepts such as size, space, volume, texture and colour will develop through play activities such as painting, playing with water and craft activities.
Children develop communication skills by speaking to each other, and to people around them, and by listening to each other and to others. Imaginative play gives them an opportunity to use language; words and phrases that they do not understand but that they use during role play activities.
Play gives children an opportunity to attempt new things without the fear of being wrong and failing, so they develop confidence and self-respect - and feel good about themselves. Imaginative play gives children an opportunity to explore their emotions, and to express and act out how they feel. Play often affects children's behaviour - bad behaviour often stems from boredom or frustration. Therefore, it is important to ensure that the activities are entertaining and varied.
Children learn the skills of being with others as they play. They can play individually side by side with other children or in groups. Play provides an opportunity to explore relationships, to take turns and to share. It also teaches children about the world around them; about different people and cultures. As children get older, they use play as a means of socialising; they can escape the pressures of life and it is a way of relaxing. Children will like different types of play more than others. Some will prefer playing with craft materials, whilst others will enjoy physical activities. Children may prefer to play on their own or with others.
Mae chwarae creadigol yn galluogi i'r plentyn arbrofi gyda'i hun, a mynegi'i hun gan ddefnyddio defnyddiau. Mae chwarae creadigol yn rhoi'r cyfle i blant ddarganfod priodweddau gwahanol ddefnyddiau, a'r broses o greu rhywbeth sy'n bwysig i'r plentyn yn hytrach na'r canlyniad. Mae'r math hwn o chwarae yn galluogi i'r plentyn ymarfer sgiliau corfforol a chydsymud; sgiliau cymdeithasol, datblygu perthynas ag eraill, a magu hyder; datblygu sgiliau gwybyddol, datblygu syniadau a chysyniadau a sgiliau iaith. Mae angen i'r oedolyn ddarparu amrywiaeth o ddefnyddiau a chyfleoedd i chwarae e.e. cerddoriaeth, dawnsio, collage, peintio, llunio, modelu sbwriel, gwaith pren, tywod a dŵr i alluogi i'r plentyn ddatblygu'r sgiliau hyn a'u hymarfer.
Bydd datblygiad corfforol y plentyn yn elwa o chwarae gyda defnyddiau creadigol megis dŵr, tywod, toes, clai, paent, modelau, a defnyddiau collage. Bydd cydsymud llaw a llygad a sgiliau echddygol manwl yn benodol yn elwa o ddefnyddio'r offer i arllwys, mesur, torri, dal a gludo. Bydd priodweddau'r defnyddiau a ddefnyddir yn hybu datblygiad gwybyddol y plentyn wrth i'r plentyn archwilio eu gwead gan ddefnyddio'r synhwyrau e.e. teimlad a sŵn arllwys dŵr neu dywod. Bydd plant yn cael cyfle i ymarfer a datblygu eu sgiliau iaith a chymdeithasol drwy gyfathrebu gyda'r plant ac oedolion eraill wrth chwarae, drwy gymryd tro a rhannu'r offer.
Bydd chwarae creadigol hefyd yn rhoi cyfle i'r plentyn fagu hyder a chael gwared ag unrhyw densiwn neu gynnwrf. Wrth edrych ar lun neu baentiad gan blentyn o bobl, bydd yr oedolyn yn gallu gweld cyfnod datblygiad sgiliau echddygol manwl y plentyn, a hefyd beth mae'r plentyn yn ei ddeall am ei hun e.e. pen, corff, breichiau a choesau.
Chwarae corfforol yw pan fydd plant yn chwarae wrth ymarfer eu cyrff a defnyddio eu cyhyrau mawr. Mae chwarae corfforol yn bwysig nid yn unig er mwyn hybu a chynnal iechyd plentyn, ond mae hefyd yn cysylltu â phob agwedd ar ddatblygiad plentyn.
Mae gweithgarwch ymennydd plentyn yn gwella drwy gael awyr iach ac ymarfer corff. Bydd y plentyn yn dysgu drwy ei synhwyrau am gyflymder; ymwybyddiaeth ofodol; uchder; pwysau a'r amgylchedd o'i gwmpas. Felly, mae chwarae corfforol tu mewn a thu allan yr un mor bwysig. Bydd iaith, sgiliau cyfathrebu a sgiliau cymdeithasol plentyn yn gwella drwy ddefnyddio geirfa estynedig, dysgu rhannu a chymryd tro a chwarae'n gydweithredol drwy chwarae corfforol. Bydd chwarae corfforol yn helpu'r plentyn i ddatblygu stamina, cyhyrau, cydbwysedd a chydsymud ei gorff. Mae hefyd yn rhoi'r cyfle i blentyn ryddhau egni a thensiwn. Mae chwarae corfforol yn rhoi teimlad o ryddid, antur a'r cyfle i archwilio'n ddiogel, a thrwy hynny yn hybu hyder a hunanhyder y plentyn.
Mae angen lle ar blentyn i fwynhau chwarae corfforol. Os nad yw'r lleoliad yn gallu darparu lle, efallai byddai angen mynd â'r plentyn i barc neu gae chwarae. Dyma'r mathau o offer mawr sy'n ddefnyddiol ar gyfer chwarae corfforol: fframiau dringo, siglen, llithren, twneli chwarae, trampolîn, rhaffau ac ystolion, reidio ar deganau e.e. beiciau a beiciau tair olwyn. Gellir addasu offer mawr fel bod plant sydd ag anghenion arbennig yn gallu eu defnyddio e.e. gellir rhoi crafangau ('grippers') ar fframiau dringo.
Mae chwarae corfforol hefyd yn gadael i'r plentyn herio stereoteipiau rhyw. Erbyn maent yn 3 oed, mae'r rhan fwyaf o blant yn ymwybodol o'u rhyw, ac erbyn 5 oed bydd plant fel arfer yn chwarae gyda phlant o'r un rhyw ag ef/hi. Felly, mae'n bwysig i weithiwr blynyddoedd cynnar osod esiampl dda a hefyd sicrhau bod chwarae corfforol yn rhoi cyfle i'r plant gael profiad o'r holl fathau o chwarae corfforol e.e. cwrs rhwystrau sy'n golygu defnyddio bob math o offer e.e. peli, rhaffau sgipio ac ati.
Chwarae dychmygol; chwarae dychmygu neu chwarae rhan yw pan fydd plant yn meddwl am eu gemau a'u sefyllfaoedd eu hunain, yn actio eu teimladau a'u hemosiynau a'r hyn a welant o'u cwmpas drwy siarad â theganau a gwrthrychau eraill.
Mae chwarae dychmygol yn gymorth i blant ddatblygu eu sgiliau iaith a chyfathrebu, ac mae hefyd yn cysylltu â phob agwedd arall ar ddatblygiad plant e.e. corfforol, deallusol, emosiynol a chymdeithasol.
Gellir defnyddio teganau meddal, cornel gartref, dolis, dillad gwisgo fyny, a theganau byd bach ar gyfer chwarae dychmygol. Nid oes rhaid i'r offer ar gyfer chwarae dychmygol fod yn offer drud o siop: bydd plant yn hapus yn dychmygu bod bocsys cardfwrdd yn geir ac ati. Mae angen ystod ac amrywiaeth dda o offer i ymestyn y chwarae, ond gall rhoi gormod o ddefnyddiau ar unwaith lethu plant. Er hynny, mae angen newid y defnyddiau yn rheolaidd fel nad yw'r chwarae yn rhy ailadroddus.
Ceir llawer o wahanol fathau o chwaraedychmygol, a bydd yn dibynnu ar oed a chyfnod datblygiad y plentyn e.e. chwarae rhan - cymryd rhan e.e. heddwas; Chwarae dramatig-gymdeithasol - pan fydd plant yn smalio chwarae efo'i gilydd yn gydweithredol; Chwarae Tŷ - mae'r plant yn actio'r hyn a welant yn eu cartref e.e. coginio; Dychmygol - plant yn actio eu profiadau ond yn eu haddasu i'w hanghenion chwarae e.e. mynd am dro; Chwarae Ffantasi - plant yn smalio gwneud rhywbeth maent wedi'i glywed neu'i weld e.e. mynd i'r ysbyty; Chwarae Arwr - ymgymryd â rôl a nodweddion cymeriad afreal ar y teledu e.e. Sam Tân
Chwarae yw hwn sy'n defnyddio sgiliau llawdrin manwl i osod neu ffitio darnau offer efo'i gilydd e.e. blociau adeiladu sy'n cydgloi megis Lego, Duplo, darnau jig-so, setiau trenau. Gall y plentyn weld canlyniad ei (h)ymdrechion a theimlo'n llwyddiannus. Wrth gyflawni'r nod, gall y plentyn osod nodau newydd a meithrin ei hunanhyder a'i hunanddelwedd. Mae chwarae cydweithredol, cymryd tro a rhannu'r offer a'r deunyddiau hefyd yn hybu datblygiad cymdeithasol y plentyn.
Ymhlith manteision corfforol chwarae llawdrin mae: datblygu cydsymud llaw a llygad, sgiliau echddygol manwl a bras. Mae chwarae llawdrin yn annog datblygiad gwybyddol y plentyn drwy ei helpu i feddwl yn glir ac yn rhesymegol, gallu trefnu siapiau, meintiau a datblygu ymwybyddiaeth ofodol. Nid oes angen i'r offer a ddefnyddir ar gyfer chwarae llawdrin fod yn ddrud, ond mae angen amrywiaeth o offer a deunyddiau ar blentyn i annog ac ymestyn y chwarae megis: jig-so, posau, trefnwyr siapiau, Duplo a Lego.
Chwarae darganfyddol yw pan fydd plentyn yn cymryd rhan mewn gweithgareddau neu chwarae ac yn archwilio a dysgu sut i chwarae â deunyddiau a gweadedd newydd. Gellir cynnig deunydd naturiol megis tywod, dŵr, cerrig, cregyn a gall y rhain hefyd gael eu cynnwys yn eu chwarae creadigol. Ymhlith manteision chwarae darganfyddol bydd plentyn yn datblygu i fod yn greadigol, a hynny trwy gynnig rhyddid i archwilio a mynegi syniadau eu hunain. Gall deunyddiau sy’n hyrwyddo chwarae darganfyddol gynnwys mwd, pasta, reis, botymau, cerrig, carpion papur, ewyn eillio. Gellir ychwanegu dwr, lliw bwyd, glud neu baent i’r uchod er mwyn hyrwyddo sgiliau darganfyddol plant ymhellach.
Mae angen ystod ac amrywiaeth dda o offer i ddiwallu eu chwarae darganfyddol a gall basgedi trysor fod yn berthnasol i faban sydd yn eistedd i fyny ond sydd ddim eto yn symud. Bydd cynnwys deunyddiau naturiol yn y fasged yn caniatáu i’r baban ddarganfod trwy ddefnyddio’r synhwyrau. Mae’n hanfodol sicrhau bod y deunyddiau a gynigir i blant yn ddiogel ac yn addas ar gyfer oed a cham datblygiad.
Bydd sgiliau echddygol manwl a chydsymud llaw a llygad yn datblygu wrth chwarae gyda theganau bach ac offer megis blociau; gleiniau; bwrdd pegiau.
Bydd sgiliau echddygol bras; cydbwysedd a symudiad yn datblygu drwy weithgareddau chwarae egnïol.
Bydd plant yn datblygu sgiliau meddwl drwy gyffwrdd ac archwilio'r byd o'u cwmpas. Bydd cysyniadau megis maint, gofod, cyfaint, gwead a lliw yn datblygu drwy weithgareddau chwarae megis peintio, chwarae gyda dŵr a gweithgareddau crefft.
Mae plant yn datblygu sgiliau cyfathrebu drwy siarad â'i gilydd, ac â phobl o'u cwmpas, ac wrth wrando ar ei gilydd ac ar eraill. Mae chwarae dychmygu yn rhoi'r cyfle iddynt roi cynnig ar iaith; geiriau ac ymadroddion nad ydynt yn deall ond y maent yn eu defnyddio yn ystod gweithgareddau chwarae rhan.
Mae chwarae yn rhoi cyfle i blant roi cynnig ar bethau newydd heb ofni bod yn anghywir a methu, felly maent yn datblygu hyder a hunan-barch - teimlo'n dda am eu hunain. Mae chwarae dychmygu yn rhoi cyfle i blant archwilio eu hemosiynau, mynegi ac actio sut maent yn teimlo. Bydd chwarae yn aml yn effeithio ar ymddygiad plant - mae ymddygiad drwg yn aml yn digwydd oherwydd eu bod wedi diflasu neu eu bod yn rhwystredig. Felly, mae'n bwysig gofalu bod y gweithgareddau yn ddifyr ac yn amrywiol.
Mae plant yn dysgu sgiliau bod gydag eraill wrth iddynt chwarae. Gallant chwarae fel unigolion wrth ochr plant eraill neu mewn grwpiau. Mae chwarae yn gyfle i archwilio perthynas, cymryd tro a rhannu. Mae plant hefyd yn dysgu am y byd o'u cwmpas; am wahanol bobl a diwylliannau. Wrth i blant fynd yn hŷn, maent yn defnyddio chwarae fel ffordd o gymdeithasu; maent yn gallu dianc o bwysau bywyd ac mae'n ffordd o ymlacio. Bydd plant yn hoffi gwahanol fathau o chwarae yn fwy nag eraill. Bydd yn well gan rai chwarae gyda defnyddiau crefft, tra bydd eraill yn mwynhau gweithgareddau corfforol. Efallai bydd plant yn ffafrio chwarae ar eu pen eu hunain neu gydag eraill.