Health, Well-Being, Learning and Development Iechyd, Llesiant, Dysgu a Datblygu
The different stages of child development (0-19 years) Y gwahanol gyfnodau o ddatblygiad (0-19 oed)

Physical development

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.

Gross motor skills

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.

Gross motor skills sequencing

Controlling the head

Rolling over

Sitting

Crawling

Standing

Walking

Running

Hopping

Climbing

Fine motor skills

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.

Fine motor skills sequence

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

Further reading

https://bit.ly/2JrSVoR

Datblygiad corfforol

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.

Sgiliau echddygol bras

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.

Dilyniant sgiliau echddygol bras

Rheoli’r pen

Rholio drosodd

Eistedd

Cropian

Sefyll

Cerdded

Rhedeg

Hercian

Dringo

Sgiliau echddygol manwl

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.

Dilyniant sgiliau echddygol manwl

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

Darllen pellach

https://bit.ly/2XmznXV

Social development

Social development involves the learning of skills and attitudes which allow 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:

• consider the views and feelings of others
• share
• communicate with others
• be independent
• develop friendships.

Examples of social skills:

• greetings - ‘Hello’, ‘Good morning, how are you?’
• goodbyes - ‘Bye’, ‘Ta-ta’
• courtesy - 'excuse me', 'please', 'thank you'
• acceptable social behaviour - waiting in line, holding the door open for others, covering the mouth with the hand when coughing.

Babies and children develop at a different rate but there are some common milestones in their social development.

Babies

By 12 months babies will be able to differentiate between members of the family/carers and socialise with them. They will make specific sounds to draw attention and will offer a book or toy to adults.

Young children

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.

Pre school age

Children will be happier separated from their parents/carers playing with other children of the same age. They will be kind and caring with other children.

Primary age 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/carers as they develop their own identity. They are aware of their gender and prefer playing with children of the same gender.

Secondary age children

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

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:

• ystyried barn a theimladau pobl eraill
• rannu
• gyfathrebu ag eraill
• fod yn annibynnol
• ddatblygu cyfeillgarwch.

Enghreifftiau o sgiliau cymdeithasol:

• Cyfarchion - ‘Helo’, ‘Bore da, sut wyt ti?’
• Ffarwel - ‘Hwyl fawr’, ‘Da bo’
• Cwrteisi - ‘esgusodwch fi’, ‘os gwelwch yn dda’, ‘diolch yn fawr’
• Ymddygiad derbyniol cymdeithasol - aros mewn ciw, cadw drws ar agor i eraill, llaw dros geg wrth besychu.

Mae babanod a phlant yn datblygu ar raddfa wahanol ond mae rhai cerrig milltir cyffredin yn eu datblygiad cymdeithasol.

Babanod

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.

Plant bach

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.

Oedran cyn ysgol

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.

Plant oedran cynradd

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.

Plant oedran uwchradd

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.

Intellectual development

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.

Language skills

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 and memory development

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:

• Imagination - Children use their imagination to role play, tell stories, draw pictures, paint, read, make models, and dress up.
• Problem solving - The ability to solve simple and complex problems by experimenting. Activities such as sorting, doing jigsaws and learning to ride a bike can help to develop this.
• Creativity - The ability to express imaginative ideas in a unique way. Activities which support this include painting, drawing pictures, collage, dance and music.
• Forming concepts - Providing information in a coherent manner. This can be developed through activities including numbers, colours, shape, time, volume, speed and mass (weight).
• Memory - The ability to store and remember information, ideas and events. Activities which support this include reporting or writing about a particular visit or event.
• The ability to concentrate - Children will be more focused if they are interested in the task or activity. They need to concentrate in order to store and sort information.
• The stability of an object - Understanding that something still exists even though it cannot be seen. Activities which support this include pee-po games and treasure hunts.
• Reasoning - Understanding that actions have a cause and effect. Toys with push and pull functions which make a noise help to develop this skill.

Datblygiad deallusol

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.

Sgiliau iaith

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.

Gallu meddyliol a datblygiad y cof

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:

• Dychymyg - Mae plant yn defnyddio eu dychymyg ar gyfer chwarae rôl, i adrodd straeon, wrth dynnu lluniau, peintio, darllen, gwneud modelau, a gwisgo i fyny.
• Datrys problemau - Y gallu i ddatrys problemau syml ac anodd drwy arbrofi. Mae gweithgareddau megis didoli, gwneud jig-sos a dysgu i reidio beic yn gallu helpu i ddatblygu hyn.
• Creadigrwydd - Y gallu i fynegi syniadau dychmygus mewn ffordd unigryw. Gweithgareddau sy’n gymorth i ddatblygu hyn yw peintio, tynnu lluniau, collage, dawns a cherddoriaeth.
• Ffurfio cysyniadau - Rhoi gwybodaeth mewn ffurf ddealladwy. Gellir datblygu hyn trwy weithgareddau sy'n cynnwys rhifau, lliwiau, siâp, amser, cyfaint, cyflymder a màs (pwysau).
• Cof - Y gallu i storio a galw i gof gwybodaeth, syniadau a digwyddiadau. Gweithgareddau sy’n gymorth i ddatblygu hyn yw adrodd neu ysgrifennu am ymweliad neu ddigwyddiad arbennig.
• Y gallu i ganolbwyntio - Mae plant yn canolbwyntio mwy os oes ganddynt ddiddordeb yn y dasg neu’r gweithgaredd. Mae angen iddynt ganolbwyntio i allu storio a didoli gwybodaeth.
• Sefydlogrwydd gwrthrych - Deall bod rhywbeth yn dal i fodoli er na ellir ei weld. Gweithgareddau a fydd yn helpu hyn yw gemau pi-po a helfeydd trysor.
• Rhesymu - Deall bod gan weithredoedd achos ac effaith. Mae teganau gyda botymau i wthio a thynnu er mwyn gwneud sŵn yn helpu i ddatblygu’r sgil yma.

Emotional development

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:

• hitting out when they are angry and upset
• crying, shouting and kicking
• screaming to show that they are happy.

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.

Bonding and attachment

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/carers and their baby makes parents/carers 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

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.

Self-confidence

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.

Datblygiad emosiynol

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:

• daro allan pan yn ddig ac yn flin
• crio, gweiddi a chicio
• sgrechian i ddangos eu bod yn hapus.

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.

Bondio ac ymlyniad

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

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.

Hunanhyder

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.