Common Intention Essay

Section 149 deals with the 5 or more people as that would account for unlawful assembly here section 34 is not applicable. Section 34 talks about common intention whereas section 149 talks about common object such as the common object have a wider scope. Common intention is if two or more person commits any crime with the same intention and under a prearranged plan, but in common object  it is not necessary that there should be a prior concert in the sense of a meeting of the members of the unlawful assembly, the common object may form on spur of the moment; it is enough if it is adopted by all the members and is shared by all of them. In section 34 Participation of the people in crime is an important aspect, even standing people who indirectly help in commissioning of crime are also prosecuted. But in Section 149 mere membership of the group of an unlawful assembly is sufficient enough for prosecution. Section 34 is substantive evidence and other sections like 302 murder has to be clubbed with it. Section 149 is a constructive crime in itself. Section 34: Acts Done by Several Persons in Furtherance of Common Intention-  According to Section 34, when a criminal act is done by several persons in furtherance of common intention of all, each of such persons is liable for that act in the same manner as if it were done by him alone. Object of Section 34:-  Section 34 lays down only a rule of evidence and does not create a substantive offence. This section is intended to meet cases in which it may be difficult to distinguish between the acts of the individual embers of a party or to prove exactly what part was taken by each of them in furtherance of the common intention of all. This section really means that if two or more persons intentionally do a thing jointly, it is just the same as if each of them has done it individually. The reason why all are deemed guilty in such cases is that the presence of accomplices gives encouragement, support and protection to the person actually committing an act. Elements of Section 34:  T o attract the application of Section 34, the following conditions must be satisfied:- 1. Some Criminal Act: –  Ã¢â‚¬ËœCriminal act’ used in section 34 does not refer to individual acts where a crime is committed by a group of persons. Where a crime is committed by several persons in furtherance of common intention of all of them, each of them doing some act, similar or diverse, big or small shall be liable for that act. ‘That act’ refers to the ‘criminal act’ used in section 34 which means the unity of criminal behaviour which results in something for which an individual would be punishable if it were all done by himself alone in an offence. . Criminal Act Done By Several Persons: –  The criminal act in question must have been done by several persons i. e. by more than one person. The number of wrong doers should be at least two. Most importantly, if the criminal act was fresh and independent act springing wholly from the mind of the doer, the others are not liable merely because when it was done they were intending to b e partakers with the doer in a different criminal act. 3.

Development from Conception to 16 Years

Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. Development from Conception to 16 Years Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’.

Childbirth and Development Essay

1-1.2 Connections between development and learning There is a strong connection between development and learning as children need to develop certain skills in order to learn and also the motivation to learn something new can help a child develop further skills. For example, for a baby to learn to walk there needs to be a level of coordination and growth and therefore by learning to walk has improved both the child’s physical development and recognotion. Variations in the rate and sequence of development and learning All children develop at their own rates because of both genetic and environmental factors. Learning difficulties. Some children have difficulties which prevent them from learning in the same way and the causes can be medical conditions, chromosomal conditions and others are not yet understood. However, this doesnt mean that children with learning difficulties will have this problems in all areas of development. Some children will have develop some skills better than others: the ability to draw, to socialise etc. Giftedness. Some children are seen as inteligent very early. We may notice that some children tend to memorise easily and they can learn new skills very quick. This is thought to be linked with a stimulating environment and a strong „ genetic component† ( Heinemann Book). Stimulating environment and the aquisition of language. Children whom are given stimulating experiences and more opportunities are likely to develop faster. Language aquisition is strongly linked to the time children spend around adults and quality interaction. Attachment. If a child feels loevd  and safe it makes it easier to acheve their full potential. Strong relationships are the foundation for every childs development. Learning in different way. Children learn by copying from adults but also by learning from their own experiences. For todlers and babies it is actually most likely that they learn from doing rather then from being taught. The importance of play Play is an essential part of every childs development. Through play children develop skills in all ares of development. Good play helps them be happy and explore, but can also teach them about materials, social skills.† Play begins very early on in babies lives as long as they have an adult who can engage with them†. ( Heinemann book) 1-1.3 All children develop at their own rates, but some of them do because of difficultiess linked during conception, pregnancy and birth. Pre-conceptual care. Even before a baby is conceived, the quality of their parents life style can have a huge impact on their development. Future parents should think about giving up on smoking, cutting down the alcohol, taking folic acid suppliments and avoiding recreational drogs. It is also advised not to start having a family to late cause it gets harder for some women to conceive. Conception. In the moment of conception the fertilised egg will have 23 chromosomes from the father and 23 chromosomes from the mother which determine the child’s development. This mixing is actually a nature’s lottery as some medical conditions are the result of genetic combination. Pregnancy. During pregnancy the baby can be affected by the health of their mother as well as by the lifestyle. Factors that may affect the child are stress, diet and alcohol. The first 12 weeks of pregnancy are when the „foetus is most vulnerable and during this time the foetus becomes recongnisably human†.( Heinemann Book) Substance abuse. The effects of drugs can be devesting for the baby especially in the first 12 weeks but even after. All pregnant women are advised not to take any drugs unless advised to do so by a doctor. Alcohol. Alcohol can enter a babies blood streem and can have serious effects. A special condition known as Foetal Alcohol  Syndrome affect children’s cognitive development including their concentration. Infections. Some infections such as food poisoning, rubella, or sexual transmitted diseases can put the unborn at risk. Maternal health. Maternal diet. The baby needs nutrients for his/hers well-being so the diet of the mother plays an important part throughout the pregnancy. Diet is particularly important during the first 12 weeks when the lack of mineral called folic acid can cause spina bifida. Overall women dont need a special diet when they are pregnant but they need to have a balanced one. They sould also avoid eating certain foods such as unpaasteurised cheese, soft cheese and Brie, blue cheesee which can contain the bacteria listeria which can cause miscarriage, premature delivery or severe illness in a new born baby. This can also be found in some pate and smoked fish., raw or partially cooked eggs, raw and undercooked meat. Birth. Assisted birth. Most women give birth vaginally but sometimes a Caesarean section is given. A Caesarean may be planned or may have to be carried out at short notice if there are difficulties when giving birth. Birth trauma. The main danger for babies during birth is the lack of oxygen but this is relatively rare and most babies are born safely. Prematurity and multiple births. A baby’s development can be affected if they are born before the full term of pregnancy. Full term is considered to be between 38 and 42 weeks. Some babies may be premature as a result of medical intervention or mothers may go spontaaneusly into labour.survival rates for premature babies has increased as a result of technology and advances in medical understanding.the extend to which development is affected variesand is linked to how early the child is born. The last few weeks are vital for the baby as they gain weight during that period and the baby’s oragns and nervous system matures. Babies born between 35 to 38 weeks are usually mature enough to feed and breath and so long term development is not affected but babies who are born much earlier will need significant medical support in order to survive and are usually place in the incubator that is designed to keep the baby warm and safe from infection. Premature babies are at higher risk of developing hearing or sight problems and also learning  difficulties . 1-1.4 Current research The latest research into the development and learning of babies and young children centres on the brains structure and function. Now it came to light that early stimulation are vital to the child’s healthy development of the brain. Along with stimulation it also seems that sufficient sleep and a healthy diet makes a difference in allowing connection to be made. The scientific discipline that looks at the brain development is known as neuroscience. This is a relatively new area of research and has been helped by the technology of brain scans. Brain development begins well before birth. Special brain cells are called neurons and are formed between tenth and twentieth week. These cells are very important as they will eventually join together to allow the brain to fubction normally. Babies who enjoy and are stimulated and enjoy a rich environment of sensations and movement shoud develop strong and dense synapses ( „ network of connections which enable neurons to transmit electrical impulses, so passing information from one part of the brain to another† Heinemann Book) that will cope with prunning. On the other hand babies who are deprived of stimulation and language may lose out as prunning seems to take away synapses that are not used and it is now clear that these cannot be replaced later. As a result of all the research there is a strong emphasis on the early yeaars sector on creating an enabling and stimulating environament and providing good sensory opportunities for babies and toddlers.

European History 1914-to present Essay

The period that immediately followed the First World War was marked by the autocratic regimes in Austria, Germany and Russia being replaced by republics as they were overthrown. There seemed to be a promise of an era of democracy as the seven states that had all been newly created adopted the republican form of government giving the impression that democracy had finally been found after the First World War. However, this did not last as after only two decades, a form of dictatorship took over most of the democratic European countries. While some countries became communists, others took to fascism which resulted to totalitarian form of government (Gardner, Kleiner & Mamiya, 2005). In totalitarianism individuals had absolutely no freedom in their life as all political, intellectual, social, cultural, economic and even religious and spiritual activities were subordinated to the authority of the rulers and the government. This form of rule was characterized by the rulers of the government as a central power controlling all the aspects of the citizens’ lives through force and repression such that those who held views that were different from the ideologies of the rulers and had different practices in the mentioned aspects of their lives were considered to be against the state hence enemies. Totalitarianism was manifested through mass-media that was state controlled, one party state in which the party controlled everything that went on in the state, mass surveillance accompanied with state terrorism and restricted free discussion or criticism especially of the governmental ideologies. In European countries such as such as Russia under Stalin and Germany under Hitler, totalitarianism and the practices of the government received overwhelming support from the citizens (Gardner, Kleiner & Mamiya, 2005). The support was however not spontaneous, it required the rulers to be charismatic so that he would be able to draw support. The rapid development in infrastructure especially communication and transportation played a great role in the rise and spread of the totalitarianism and growth of its popularity amongst the citizens in the countries in which it was practised. This paper seeks to discuss totalitarianism and the reasons for its rise in Europe in the early 20th century. Totalitarianism is characterized by the state pursuing some goal that is special such as conquest of a certain region, exclusion of all others who hold different ideologies from those ones of the state or industrialization. All resources of the state usually are directed and focussed on achievement of these goals regardless of their cost. Anything that furthers the attainment of the goal is fully supported while the things that threaten to foil this achievement are rejected. It is a form of obsession that triggers an ideology that explains and describes things in terms of the intended goal, justifying all obstacles that could arise and all the forces that may struggle against the state in achieving the desired goal (Gardner, Kleiner & Mamiya, 2005). This results to the state getting popular support from the citizens which gives it the power to practice any form of governmental actions. Anyone opposing the goals or ideologies of the state is considered evil and political differences within the state not allowed. Achievement of the goal is never acknowledged even in the event the state actually gets to achieve it. This is because totalitarianism is entirely founded on the ideology of achieving the goal such that in the event the goal is achieved then it should cease to exist. The pursuit of specific goals by different leaders for the states they ruled is considered to be the main reason for the rise of totalitarianism in Europe. As mentioned earlier, fascism was one of the main reasons for totalitarianism. This ideology was common in Germany and Italy. It originated with Mussolini Benito in his rule over the country. This ideology in which the proponents advocated for the creation of a single party state was a reaction against equality, liberty and fraternity that were being proposed by democratic nations such as France and Britain after they won the war. Fascists argued that nations and races usually are in a conflict in which only the strongest and the healthiest survive. Apart from being healthy the strongest also survive by asserting themselves against the weak through repression and in combat (Griffiths 2005). These governments prohibited and suppressed opposition and any form of criticism to the government. In Germany, races that were not German such as the Jews, Slavs and individuals who were either sick or disabled were targeted for execution as Hitler’s government sought to have a nation of pure healthy Germans. Fascism claimed that a nation was the race and hence sought to execute everyone who was not of the race of the rulers (Griffiths 2005). Fascism is also characterized by respect and love for collective organization in which individuals work together to achieve a certain goals and ideology. This formed totalitarianism in Italy and Germany. In which the citizens were organized against other individuals of other races that were considered a threat to achieving a nation that was formed of one superior race. Nazism was movement mostly in Germany which was is also referred to as National Socialism. This movement sought to spread the ideologies of Adolf Hitler’s government in Germany and the world as a whole. Nazism is argued to be a form of fascism as its characteristics are the same as those ones of fascism as it featured racism, expansion and obedience/loyalty to one leader. Hitler expected everyone to be loyal to him and executed anyone who defiled his orders. Nazism also had theories about other races which portrayed them as inferior to German Aryans and a threat to its existence hence the necessity to get rid of them. This led to the massive execution of the Jews and the disabled Germans as they were considered unfit for survival according to fascism. This ideology is therefore one of the reasons for the rise of totalitarianism in Germany and most of its neighbouring nations (Klaus Vondung 2005). Bolshevism-Stalinism was the reason for the rise of totalitarianism in Russia. Bolshevism was a movement formed by professionals who believed in military control over the country and democratic centralism such the party (Marxist Russian Social Democratic Labour Party) took form of internal hierarchy in which individuals from other groups were not allowed to lead the party. Only these members made decisions and any party that was formed to challenge Marxist Russian Social Democratic Labour Party it was purged (Worley, Morgan & Laporte 2002). This movement greatly supported single party state and is believed to have caused the rise of Stalinism. Stalinism refers to the form of government used by Joseph Stalin and those who were allied to his ideologies (Worley, Morgan & Laporte 2002). This ideology is sometimes referred to as red fascism as it is a form of fascism. Stalinism refers to a form of governance that is characterized by oppression of the citizens and extensive spying by the government so that individuals can not criticize or form movements to overthrow it. This system was also characterized by purging in which those who were opposed to the government ideologies were sent to prison camps or sometimes killed. The state used propaganda and established some form of cult around a leader who was a dictator so that he would have absolute control over the communist party and maintain control over all the citizens of Russia. Apart from the mentioned countries, Austria also participated in the rise of totalitarianism by supporting Nazism and Fascism. Its Prime Minister Kurt Waldheim is said to have assisted Germany in transporting Jews to dearth camps. Several other Eastern and Central European countries also got obsessed with the fascist movement (Klaus Vondung 2005). This included Serbia, Romania, Bulgaria, Ukraine, Slovakia, Lithuania and Croatia. The fascist movements in these countries were all characterized racism specifically against the Jews whom they associated with communism which they greatly despised. Spain is the only country which though fascist never got obsessed with race and believing in the ant-Jewish conspiracies that characteristic of German’s Nazism. The rise of totalitarianism in Europe during the early 20th century was mainly due to fascism. Both Nazism and Bolshevism-Stalinism which were the main movements in Europe at this time and are all forms of fascism which emphasizes on the power of the state over the citizens. A significant characteristic of these movements is racism in which each state believed in being occupied by only those who were of its race hence eliminating those who belonged to different races or had different practices than were contrary to the ideologies of the ruling government. The most affected race in Europe was the Jewish. The rise of totalitarianism in Europe can therefore be solely attributed to fascism. References Gardner, H. , Kleiner, S. & Mamiya, C. , (2005). Gardner’s Art Through The Ages: The Western Perspective. Sidney: Cengage Learning. Griffiths, R. (2005). Fascism second ed. New York, NY: Continuum International Publishing Group. Klaus Vondung, K. (2005). The Apocalypse in Germany, Columbia and London: Univ. of Missouri Press. Redles, D. (2005). Hitler’s Millennial Reich: Apocalyptic Belief and the Search for Salvation. New York, NY: New York Univ. Press. Worley, M. , Morgan, K. & Laporte, N. , (2002). Bolshevism, Stalinism And The Comintern: Perspectives On Stalinization. New York, NY: Palgrave Macmillan.

Media sends unhealthy signals to young women

Media sends unhealthy signals to young women Every girl has seen a woman in the media stick thin, sun kissed, envy of the way she looks â€Å"perfect†. Women that are put on television, a magazine or advertisements is ultimately fake with Photos, makeup and plastic surgery. This is a dangerous perception of beauty which has resulted in a decline in self-acceptance. Many girls any age struggle with their image believing that they are not thin enough, their hair is not long enough, or even they believe that they are ugly. I believe that the social stereotype of beauty should go back to the ass's.Self-acceptance and self-esteem is one of the biggest issues for young women who believe that they are not beautiful. A high percentage Of girls who do not think they are thin enough go to the extreme of anorexia, bulimia or even diet pills at a young age. A mental condition that they will live with for the rest of their lives, the life expectancy for those with this mental illness is ve ry short because of the lack of nutrients. Women that are models will even reluctantly eat, a model at size 4, is considered fat while the average of America is size 14, in the ass's the average size was 1 1.Many young woman will even change their appearance to â€Å"mold† their self to be perfect. Most popular at the moment is the ideal for long hair so girls will buy hair extensions that could cost up to $300. Some girls will buy colored contacts for the desired blue eyes. Almost every young woman who desperately wants to be perfect will spend hours upon hours on their makeup, sadly I am guilty of this before school I will wake up two and a half hours ahead of time to get ready. Others will get fake nails, fake eyelashes, and self-tanners.A girl could completely change the way that they kook and still not be happy with their appearance. In the ass's skinny was not beautiful, a lot of makeup was not beautiful, but what is beautiful? Confidence? Confidence is something I beli eve that every young woman should have it is a very important thing that helps with growing up in to a woman. Models are a very small majority of America that is mass produced in the media of what young woman believe to be what they should look like. Media had had a very large degrading impact on young woman everywhere.

Use the sources below to extend the paper to a 4-pages research(MLA Essay

Use the sources below to extend the paper to a 4-pages research(MLA Style) - Essay Example At Southern most labors the slaves were freed, the following new issues were different with the antebellum U.S. As the winner, the changes between the Northern which promoted the industrial capitalism and the freed slavery south was embedded after the Civil War was ended. The most popular questions were: would the Black people go or stay? Where should the 4 million go or stay? Under the wave of abolishing the slavery, the capitalism creates a special group: The Sharecropper. What influence did sharecropping have, and was it good or bad for the black people? Who started sharecropping? Was the situation the same as the president Lincoln had suggested? What influenced the U.S. and what was different between sharecropping and slavery? My opinion on this is that sharecropping did not change the black people’s situation and it did not lead the African Americans to an economic independence and autonomy fundamentally â€Å"All facts suggest that black sharecropper’s income was less than white sharecropper’s income. This is not astonishing given the history of slavery, which was bestowed to the blacks† (Federico 261). So, what is sharecropping? Sharecropping is a way of agriculture in which a landowner allows their tenant to utilize their land in return for a split of the crops produced on the land. The tenant signs a contract for such arrangements. Somehow this seemed like freedom for the blacks, but it was not. â€Å"Sharecroppers compensated their lease to the landlord as portions of their crop yield; this gave room for exploitation by the landlords† (Roumasset and James 640). Sharecropping, along with tenant farming, was a dominant form in the cotton and especially in the South from the period between 1870s to the 1950s, among both whites and blacks, but it is largely disappearing since 1966 when Civil Rights and the Workers Union abolished Peonage (Forced Labor). The word,

Why is it important for managers to have an understanding of equal Literature review

Why is it important for managers to have an understanding of equal opportunities legislation and skills of managing a diverse workforce - Literature review Example This is the part of leading individuals towards achieving a predetermined common goal. Further, it is known that one of the most important jobs of a manager is allocating and utilizing the resources in the best possible manner and one of the most crucial resources of any organization is their human resource or manpower. This clearly shows that the manager’s most important duty is leading the workforce. The role of managers within the changing dynamics of business is a significant one. This is because the managers have a clear cut task at their hands. They need to be answerable for their actions and this must be performed in a way that there are equal opportunities for growth and development for the people who work under their realms. What is most significant here is the fact that the managers will outsmart their subordinates and employees, and discern ways through which success domains could be achieved at the end of the day. It is required that a manager shall take care of th e management realms by devising plans which are up to date and current with the organizational ranks. Furthermore, how these managers manifest their basis is through application of activities and tasks, all of which are dependent on the organizational domains. The diverse workforce must be given the respect, both in terms of their personal characteristics as well as work routines, so that they can manifest their truest basis time and again. The managers must back up their tasks by providing the subordinates solid support and the much needed confidence so that they develop a sense of belonging and attachment with the organization in essence. It is a fact the world over that the present day workforce, mostly comprising of young adults are focused on reaching the top with little hassle (Ford, 2005). This setting is so much different from what their ancestors relied on – hard work, commitment and total dedication towards reaching their coveted goal. However the young workforce of present times wants to strike gold and that too in a quick way. There is reason behind this madness and the fact for the same lies in their upbringing regimes. Also the manner in which they undergo interaction with the changing technological times is something to write home about nonetheless. They are constantly finding out that their peers are doing better than them and thus their desire to outshine is what is proving to be a destructive influence in such discussions of today’s workforce. Management through leading is not an easy task and involves several different steps and measures. These steps will insure that the manager inspires the people who look up to him and creates an environment that allows creativity and maximizes efficiency. Firstly, it is very important to select the right type of people for a specific task. Wrong people putting in cent percent effort cannot produce the effect that the right type of people with half the effort and energy can (Davies, 2007). Th erefore, the group or team should be inspected and finest of details considered before finalizing a particular set of people. Factors that need to be considered include the talents and knowledge related to the task at hand, the terms that individual has with the rest of the team members and head or supervisor and also are these individuals comfortable with the leading style of that particular manager. This though is considered a step of organizing however, due to its close connection with the leading part of management it becomes a crucial part of the topic under consideration. Once this step is successfully implemented the managers can smoothly move to the next agenda on the leading list and that is

Leo Straus -Carl Schmitt Essay Example | Topics and Well Written Essays - 3000 words

Leo Straus -Carl Schmitt - Essay Example It also includes the state of indifference towards others’ political, social, economic, cultural, personal and religious activities. International politics, international law, state organizations, social justice, equality, liberty and social movements also come into the fold of liberalism. It is Marxism and modernism that have brought the term liberalism in its wake in modern theory and practice giving birth to feminism and other movements subsequently. An over-whelming majority of the scholars and thinkers have welcomed the notion declaring it a necessary element to secure the freedom of the individuals on the one hand, and create a free and fair world on the other. On the contrary, renowned political philosopher of twentieth century Leo Strauss seriously refutes the idea of liberalism declaring it a constant threat to the feelings of collectivism, national integrity, coherence and social solidarity. He is of the view that contemporary liberalism is the logical outcome of the philosophical principles of modernity, taken to their extremes. (Locke, 2002) Strauss emphatically opines that unchecked liberalism may lead towards conflict, devastation, destruction, turmoil and turbulence. The wars and battles, according to him, are also the outcome of so much and unwanted liberalism that lead the world under the clutches of dictatorship. Carl Schmitt also maintains the same views in this regards. Liberalism, according to him, by its nature, is hostile to all political projects. â€Å"In liberal democracy, writes Schmitt, â€Å"politics far from being the concern of an elite, has become the despised business of a rather dubious class of persons.† (1985: 4: quoted in Sunic and retrieved in.rosenoire.org/articles/schmitt.php) Thus, he emphatically rejects undue liberalism and declares it the way that paves the way for dictatorship in the world at large. Meier shows how Schmitt tried to accommodate some of the Strauss textual

Critique an article from a published text Essay

Critique an article from a published text - Essay Example n countries and other countries, Claire Cameron wrote an article entitled ‘Social Pedagogy and Care: Danish and German Practice in Young People’s Residential Care’ which conducted an ethnographic study of social pedagogy as well as residential care in Belgium, Denmark, France, Germany, and the Netherlands in order to examine the actual practice and its relationship with the provision of care in England. For this study, the researcher will make some critiques over the Cameron’s statements in the article. According to Cameron (2004), the concept of social pedagogy which focus on training and practice of social work within the residential care for children and young people is not clearly understood in UK.3 Contrary to her statement in this particular article, there are several schools in UK that is currently promoting the importance of social pedagogy in Europe’s residential care for children. In fact, looking after the children’s welfare is already a part of the main goal of UK social policy.4 The article states that social pedagogy approach in Denmark and Germany is conducted by providing the staff member of residential care homes with proper actual trainings; whereas social pedagogy approach in England is being extended to social workers through formal education in schools.5 According to Petrie et al. (2005), the term ‘pedagogy’ in England is not often used except in classrooms and formal education.6 Instead of using the word pedagogy, English people use words like childcare and early years, youth work, residential care and play work to describe a similar context or idea. Both approaches to social pedagogy should be accepted in the sense that the learners could learn the appropriate theories behind social pedagogy within a formal educational setting as well as providing the learners an actual learning experience through an on-the-spot training programs to social care workers who are directly handling children within the residential care

Indian Hotel Industry Essay Example | Topics and Well Written Essays - 1750 words

Indian Hotel Industry - Essay Example According to the Ministry of Tourism of India, there is a scarcity of 150,000 hotel rooms in the country. The increased demand of hotels in the country has appeared due to the high demand for hotels in the country has emerged mainly because of the brisk expansion in the tourism business which comprises of 75% of the overall tourism industry in India. According to the estimates provided by Ministry of Tourism and Industry, the occupancy rates of hotels in Bangalore shot up from 64% to 79% between 2001 and 2005, whereas in Bombay and New Delhi it increased from 52% to 74% and from 53% to 80% respectively. Eyeing the great potential in the Indian Market, world's renowned hotel chains viz. ITC, Accor and Hilton and are penetrating on a broad scale in the Indian hotel industry whereas, Eastern Mandarin, Golden Tulip and Four Seasons are exploring a variety of growth prospects in the country. Accor has recently publicized the formation of two joint-ventures in India where the first is in corporation with Emaar Mfg and entails construction of 100 hotels up to 2015. These hotels will be working under the brand name of 'Formule1' with a per room tariff of USD 20- USD 30 per night. The second joint-venture is with Interglobe where Accor will be holding 40% of the stake while the remaining 60% will be held by Interglobe. This joint venture, under the brand name of 'ibis', will be constructing 25 hotels in India by 2010. The reason for the influx of Big Hotel groups to enter into the emerging market like India is that the US market is somewhat reaching the level of saturation for them and mark ets like India with enormous tourism and demand/supply disparity in the hotel industry would provide a boost as it is a cost effective tourist destination. HILTON GROUP OF HOTELS IN INDIA After a great success worldwide, the Hilton group remained the key player in exploiting the opportunities in Indian Hotel Industry which is still in a nascent stage by coming up with a joint-venture with the Indian group DLF to open 75 hotels in the country (DLF holds 75% of the stake) in five to seven years time. Before discussing about this deal and Hilton's penetration in the Indian market, we should see the current standing of both the companies in their own particular aspects. HILTON HOTEL'S CORPORATION The Hilton Chain of Hotels hold fast to its founder Conrad Hilton's philosophy whjo said that, "It has been, and continues to be, our responsibility to fill the earth with the light and warmth of hospitality." This viewpoint is shared by all Hilton brands. Pre-February 2006, Hilton Hotels Corp. had run Hilton hotels in the USA, plus other hotels in the US & globally. In February 2006, Hilton Hotels Corp. bought all of Hilton Group's Hilton hotel operations outside the US. Hilton Hotels Corporation is the top international hospitality company, with more than 3,000 hotels in 76 countries and territories worldwide. The company holds, administers or franchises a portfolio of world's renowned and highly regarded brands, including Hilton, Embassy Suites Hotels, Hilton Grand Vacations, Conrad Hotels & Resorts, Homewood Suites by

Introducing students to the theory of multiple intelligences Research Paper

Introducing students to the theory of multiple intelligences - Research Paper Example This test just touched upon the verbal, logical-mathematical and spatial intelligence. Gardner believes that the capacities are woven into the brain and neuronal network (2006). He feels that there is depth to intelligence and plenty of observation is necessary to gauge the intelligence levels. The intelligences are classified as linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal and naturalistic (Gardner, 2006). These intelligences have to be elicited by the teacher and parents. The capacities are flexible and can change through various enriching experiences. Education works upon these flexibilities. The genius however is decided by the genetic constitution just as the person of low intelligence. The spatial and musical intelligences are rather vague in nature and it is not definite whether these are genetic in constitution. Gardner’s experiences as a psychologist, who has examined patients recovering from traumatic brain inju ry, have brought forward the Theory of Multiple Intelligences (1983). MI helps schoolchildren in many ways. Teachers get an idea of the children’s strengths and can develop a curriculum which suits their capacities. Teamwork among the teachers is encouraged by the technique. Education is promoted as art forms and games which the children identify with. Schools plan various educational experiences for children from different backgrounds. Observation of the child in class and how he misbehaves is the first method of assessing intelligence and which of them is more developed in the child (Armstrong, 2009). The linguistically inclined child will be talking frequently. The spatial child will be a daydreamer. The child with more of the interpersonal intelligence tends to socialize and has more friends. The bodily kinesthetic child is always fidgeting. The naturalistic child may bring a pet to class without necessarily taking permission (Armstrong, 2009). The next observation should be when it is leisure time. The linguistic child will read books while the spatial child will be drawing (Armstrong, 2009). The socializer will be playing impromptu games with a group of friends. The bodily kinesthetic child will be involved in building activities. The naturalistic child may be looking at the fish in the aquarium or standing in front of an animal cage. The musical child may be singing. A checklist for multiple intelligences for schoolchildren may be completed for each child by the teacher. This contains easy-to-note behaviors for each pattern of intelligence Records are kept of behavior in class and in the playfield. School records of performances in class are also maintained (Armstrong, 2009). The theory of multiple intelligences is first explained to the children. A sample question would be â€Å"How many of you are intelligent, raise your hands† (Armstrong, 2009). The younger children would raise more hands as they are innocent and believe in their intell igence. The teacher calling them word smart or logic smart or music smart or picture smart, each child can feel he is smart. This encourages the children to cooperate and participate in the assessment of their own intelligence. Various activities may be planned for holding the interest of the children and developing their intelligences: â€Å"career day, field trips, biographies, lesson plans, experiential activities, wall displays, readings, board games, stories and