Feminism in Jane Eyre Essay Example For Students

Women's liberation in Jane Eyre Essay Jay SheldonFeminism has been an unmistakable and questionable theme in works forthe recent hundreds of years. With books, for example, Jane Austens Pride and Prejudice,or even William Shakespeares Macbeth the interest over this subject byauthors is obvious. In Charlotte Brontes Jane Eyre the principle character, JaneEyre, investigates the profundity at which ladies may act in the public eye and discovers her ownboundaries in Victorian England. Too, alongside the thoughts of feminismoften follow the subjects of class differentiations and limits. There is a sufficient measure of proof to recommend that the tone of JaneEyre is in truth a women's activist one and likely could be thought as applicable to thewomen of today who feel they have been oppressed due to theregender. Toward the start of the nineteenth century, little open door existed forwomen, and along these lines a significant number of them felt awkward when endeavoring to enter manyparts of society. The nonappearance of cutting edge instructive open doors for womenand their estrangement from practically all fields of work gave them little alternative inlife: either become a house spouse or a tutor. Albeit today a coach may beconsidered a genuinely high class and scholarly employment, in the Victorian time agoverness was minimal in excess of a worker who was paid to share her scant amountof information in constrained fields to a kid. With little regard, security, orclass one may absolutely feel that a clever, energetic and opinionatedyoung lady, for example, Jane Eyr e ought to merit and be able to do quite a lot more. The weakness of this position, being hurled around with complete negligence forher sentiments or inclinations, is just one of numerous exhausting attributes ofthis occupation. Anyway for Jane to try and rise into society, turning out to be agoverness appeared the main sensible way for her. The ladies of the Victorian Era can be viewed as the primary gathering to dobattle for the correspondence of the genders. They lead all ladies to trail them,and however their movement might not have been as clear as the ladies of the 70s,they had an impact. Women's liberation was not out and out discussed in this time,rather went through writing, for example, this extremely novel. Stories and novelswere the essential methods wherein to convey data and thoughts in thattime. Without mass correspondence frameworks books were the couple of informationcarrying gadgets to cross outskirts, and incorporate grounds at whatever point individuals voyaged. In spite of the fact that many concur that Jane Eyre is a women's activist novel, there are some who arguethat Charlotte Brontes just goal was to contend the social structure of thetime. They contend that the utilization of a ladies was just so Bronte could relate tothe primary character, not to demonstrate any point with respect to correspondence of men and ofwomen. Be that as it may, the individuals who do see the women's activist inclination in this novel may backtheir point by refering to Janes reaction to Rochesters proposition in part 23 asone of the previous advancements towards women's liberation. Do you figure I can remain to turn out to be nothing to you? Do you think I am anautomation?- a machine without sentiments? what's more, would you be able to stand to have my piece ofbread grabbed from my lips and my drop of living water ran from my cup? Doyou think since I am poor, dark, plain, and little, I am soul andheartless? You think wrong! I have as much soul as you, and full as muchheart I am not conversing with you now thanks to custom,conventionalities, nor even of mortal substance; it is my soul that addressesyour soul; similarly as though both had gone through the grave, and we remained at Godsfeet, equivalent, as we are!This citation unequivocally depict Brontes endeavor to raise the issue of sexualequality. Jane is battling for her uniqueness in this statement, and declines tobe diminished to some negligible machine. She won't act in the way that customor conventionalities would consider her to demonstration, however through her own unrestrained choice. .u9cb8a6630bb9b809120b2e3bd7177199 , .u9cb8a6630bb9b809120b2e3bd7177199 .postImageUrl , .u9cb8a6630bb9b809120b2e3bd7177199 .focused content zone { min-tallness: 80px; position: relative; } .u9cb8a6630bb9b809120b2e3bd7177199 , .u9cb8a6630bb9b809120b2e3bd7177199:hover , .u9cb8a6630bb9b809120b2e3bd7177199:visited , .u9cb8a6630bb9b809120b2e3bd7177199:active { border:0!important; } .u9cb8a6630bb9b809120b2e3bd7177199 .clearfix:after { content: ; show: table; clear: both; } .u9cb8a6630bb9b809120b2e3bd7177199 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; change: darkness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .u9cb8a6630bb9b809120b2e3bd7177199:active , .u9cb8a6630bb9b809120b2e3bd7177199:hover { obscurity: 1; change: mistiness 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .u9cb8a6630bb9b809120b2e3bd7177199 .focused content region { width: 100%; position: relative; } .u9cb8a6630bb9b809120b2e3bd7177199 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-adornment: underline; } .u9cb8a6630bb9b809120b2e3bd7177199 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u9cb8a6630bb9b809120b2e3bd7177199 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-outskirt span: 3px; text-adjust: focus; text-improvement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u9cb8a6630bb9b809120b2e3bd7177199:hover .ctaButton { foundation shading: #34495E!important; } .u9cb8a6630bb9b809120b2e3bd7 177199 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u9cb8a6630bb9b809120b2e3bd7177199-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u9cb8a6630bb9b809120b2e3bd7177199:after { content: ; show: square; clear: both; } READ: Asedfds EssayThis is distinctively a females endeavor to break liberated from the shape that society hasattempted to set her in. This is entirely tantamount to William Shakespeares TheMerchant of Venice in which a man of Jewish plummet, Shylock, is attempting to showto others how he is the same as them. He asks them whether a Jewwill drain when pricked, or whether they experience feeling, or havedimensions. Similarly as his well known discourse is one for the uniformity of the races,this quote is one for the fairness of the genders. Jane broadcasts to Rochesterthat she has as much soul as him and simply full as heart. Indicating that asa la dies she is the same as him, and hence ought to be dealt with no differentlyis obviously endeavoring a similar impact as Shylock in The Merchant of Venice. The finish of this citation unequivocally expresses that when the two of them bite the dust they willstand at Gods feet equivalent as we may be. Jane Eyre carried on with a hard life, loaded up with contempt and outrage. Be that as it may, herability to defeat the entirety of this gives her quality, a force that ladies such asBlanche Ingram or the other shallow ladies would not gangs. Her capacity tocomfort the auntie who had once rewarded her appallingly is more force than somepeople would ever plan to get. Despite the fact that the passing of her old buddy Helen dideffect Jane profoundly, her development all through the novel gives her the capacity tocope with fiasco all the more promptly. At the point when she discovered that the man she adored wasalready wedded, she had the option to control herself better than numerous men would everbe ready to. When leaving Rochester the sentiments of trouble, selling out, andremorse were overpowering and the floods flooded her. Be that as it may, she wasstill ready to break free. In spite of the fact that her leaving could be deciphered in numerous ways:as an endeavor to follow the eth ical pathways for once; maybe as a religiousenlightenment; or as a showcase of the force she has collected as a ladies andher capacity to oppose to intensity of others (something another ladies may not havebeen ready to do). Female force is as yet restricted by feeling, likewise with every other part of humanability. In spite of the fact that it took solidarity to leave Rochester, it was not just throughthis quality that she acted. We can see that in actuality she felt frightfully. She was imagining that her expectations were all dead hit with an unobtrusive doom,such as, in one night, fell on all the firstborn in the place where there is Egypt. Shelooked on her appreciated wishes, yesterday so sprouting and shining; They laystark, chill, incensed, bodies, they would never restore. She took a gander at herlove: that feeling which was my lords which he had made; it shuddered inmy heart, similar to an enduring youngster in a virus support. It is obvious that Jane isleft with a severe inclination after this stunning occurrence. This may have beenused to communicate that however the two genders ought to be dealt with similarly, theirdifferences do exist. The passionate side of females is altogether appeared in thisquotation. Jane seems to have been totally removed by thesefeelings, though Rochester not really. Despite the fact that this is surrendered over to the readerto choose, similarly as with numerous different parts of this novel, it appears to me thatBronte is endeavoring to communicate the ladylike side of Jane. This is one of thefew times in the novel when we get such a nearby glance at the female side of Jane,and in this way permits us to reexamine our sex explicit reasoning. .ufb6e4971ab093782f0a760699d90e2a1 , .ufb6e4971ab093782f0a760699d90e2a1 .postImageUrl , .ufb6e4971ab093782f0a760699d90e2a1 .focused content region { min-stature: 80px; position: relative; } .ufb6e4971ab093782f0a760699d90e2a1 , .ufb6e4971ab093782f0a760699d90e2a1:hover , .ufb6e4971ab093782f0a760699d90e2a1:visited , .ufb6e4971ab093782f0a760699d90e2a1:active { border:0!important; } .ufb6e4971ab093782f0a760699d90e2a1 .clearfix:after { content: ; show: table; clear: b

Job description Essay Example | Topics and Well Written Essays - 2500 words

Set of working responsibilities - Essay Example Proper aptitudes and capabilities should likewise be resolved to have the option to put the opportune individual for the undertaking. Comprehending what should be improved representative enrollment. Worker and execution arranging implies that there is an approach to build up a specific Job Description for each position in the association. A Job Description is a rundown of errands that this faculty must perform while utilized. It lists key outcomes regions, and methodicallly separates what precisely should be performed to be viewed as compelling. The Job Description additionally incorporates a rundown of required abilities and even instructive foundation for a candidate to be viewed as qualified. Thusly, the recruiting official will have a prepared rundown of reference when screening for candidates. Just the certified candidates will be coordinated to this position, utilizing their certifications and past work encounters as an approach to compare them with the necessities. Doing this would enable the recruiting to official locate the ideal individual for the activity, and would in the long run help this individual attempt his duties once ready. Directing work examination generally triggers the formation of sets of responsibilities (Employee Job Descriptions 2010). Sets of expectations can be made just when the activity necessities are dissected and the final products distinguished. When suitable representatives are recruited, they start to attempt the obligations expected of their positions. While a Job Description fills in as a general instrument for the representative to decide their jobs in the work environment, this worker should likewise utilize his aptitudes and capacities to search for intends to improve his key outcomes zones. To do this, he should be made to comprehend his jobs in the working environment, and the association ought to offer the required help all together for the representative to play out these jobs viably. Next significant thing to be done is to make approaches to quantify adequacy of the individual employed

The Importance of Warming Up Prior To Playing Golf Essay - 1

The Importance of Warming Up Prior To Playing Golf - Essay Example While watching the sport of golf one needs to consider what arrangement and technique occur before one really venturing onto the course to play. To the eye of a spectator, golf players will in general seem to move toward the game with a quiet reserved quality and certainty. Indeed, even with this limited face, there is absolutely a lot of magnificent aptitudes at fill in just as readiness to take on a game that requires an over the top measure of center for progress. Vital planning and pre-game warm up add to this certainty. In spite of the fact that the sport of golf seems a loose and laid back game it likewise in its own privilege can be serious, requiring extraordinary center, physical perseverance, and brilliant representation abilities. So it is one must realize what to do to get ready truly to collect this concentration and perform at top execution on the course while abstaining from injury.Warming up preceding a round of golf not just upgrades adaptability, it forestalls injur y and improves one's’ game. By heating up ones’ body in any case close muscles are extended and protracted diminishing the opportunity of pulling and stressing while at the same time taking into consideration ideal execution during ones’ swing. In today’s society, golf players extend in ages from youngsters up to seniors. Positively, as we age our adaptability diminishes and our bone structure changes making more noteworthy difficulties truly. Age doesn't really need to be an impediment to one’s game. It is the methodology and planning that must change. One must regard the body as a finely tuned instrument.

Seisin Essay Example | Topics and Well Written Essays - 500 words

Seisin - Essay Example This empowered various individuals to get to held onto property while away in journey or campaign, without essentially having the possibility of the privilege of possession (Harold p 313). In section 2, as per Magna Carta, the legitimate idea of seisin of nobles or barons in the boss by the military assistance, at the hour of death owes help. The thought of seisin legacy creates by the old sanctuary from which the beneficiaries of a Knight owes less as per antiquated custom charges on seisin land. In addition, in section 4, the gatekeeper of the seisin land, takes sensible traditions, administrations and produce from the beneficiary of the earth (Batten p 104). Interestingly, annihilation or misuse of merchandise and men, submitted toward boat of the grounds and some other minor to the sheriff answerable for issues, decides two tactful men of charge. In addition, the offer of wardship of land to anybody that makes pulverization or waste misfortunes wardship and the land moved to legitimate and prudent men of a fief. As per Chapter 12, the legitimate idea of seisin doesn't force on any realm, except if coordinated by a joint chamber of the realm. In any case, the distinction produces for singular cases, for example, delivering, that makes the oldest child in the nation a knight. The wedding of the oldest little girl in the nation demands a sensible guide in various urban areas, for example, London. Section 16, permits anybody to appreciate the advantages of seisin, and nobody distrains the opportunity of more prominent help for knight’s expense in seisin land (Edgeworth, Brendan, Neave and Ronald p 267). In Magna Carta, section 18, the investigation of novel disseizing and darrein presentment doesn't hold anyplace than their own district courts, in settling cases dependent on seisin (Makdisi p 29). These powers were boss legitimizes sending two justifiers in each region four times each year. The legitimizes with four knights of the region picked by the province hold assizes in the area court in the spot of meeting inside the court. Section 39

Education reforms Essay

Instruction changes are techniques that get orderly changes the training segment in a general public or network. Training changes go back in the hour of the Roman Empire during Christianity because of the need to show the roman Christianity. The cutting edge changes were gone before by the neo traditional instruction that was like the old style training in m any way. The requirement for current changes is supported by numerous reasons, which incorporate the monetary reasons, various methods of reasoning in the instruction, various points of training and the substance of teaching all the individuals dissimilar to in the past when instruction was intended to be for the well up families. Changes in the advanced training have been of foremost significance, this is on the grounds that the old style instruction framework responded to the inquiry regarding when where, what, who, and how, and leaving the inquiries of which and why, all the more along these lines, the traditional instruction favored the utilization of the old dialects like the Latin and Greek in this way belittling the neighborhood dialects and this delivered odd impacts in the social field. The kid study program that was presented by Jacques Rousseau that intended to instruct the youngsters as they created to grown-up hood was significant however it was once in a while executed yet empowered the later scholars. He supported for the expulsion of the kids from the general public and use their latent capacity and interest by showing them through experience rather than mentally. In nations like Prussia, Spain, Soviet Union, Germany and France, the training changes were of incredible significant since instruction is utilized to introduce an image of national solidarity, culture and keep up a national language. This came about to numerous kids being encouraged the national language in their youth and the workers were likewise compelled to gain proficiency with these language so they would be effectively be acclimatized into these countries. Training changes have been completed to accomplish various destinations, yet when all is said in done most changes are coordinated to address the issues inside the general public, this general view has empowered these changes to be executed, a portion of the cultural issues being tended to are issues of neediness, class and sex. These progressions are proposed by scholars and are then executed through the general public change establishments like the training of certain class of people in the general public; administering class, migrant class or the decision class. Training changes have been viewed as a road to accomplish majority rule government. This is on the grounds that when the overall population is taught, it is probably going to settle on shrewd educated choices in all viewpoints throughout everyday life (monetary and social perspectives) and in this way ensure significant levels of popularity based administration that must be accomplished through training. Instructive changes for democratization have been recorded in Plato and US during the rule of Thomas Jefferson. Social monetary issues have been related with absence of appropriate instruction hence coming about to the requirement for training changes. It has been seen that training changes have had great yields of production of riches and improving the social government assistance. In 1950 in Kerala, India, the improvement in the wellbeing principles of the ladies was related with the expansion in the instruction levels of ladies because of the instructive changes. In Iran the expansion in level of pay and proficiency in cultivating techniques had a relationship with the training changes. Great instructive changes, for example, the libertarian that permitted the guardians or watchmen to choose the best schools for their kids has empowered the kids to exceed expectations in their scholarly presentation because of the expanded rivalry among the schools. The opposition has constrained the schools to offer better instruction and improve the gauges in schools. The expanded interest for guardians to assume the liability of their youngsters learning through home instruction has been acknowledged in numerous nations since the guardians can screen their kids intently as opposed to taking them to the state funded schools whose exhibition is sketchy. There has likewise been the presentation of internet realizing where by an understudy can consider online ether at home or at the workplace. These changes have yielded great outcomes since understudies can screen himself and plan his/her work in the wake of considering the undertakings he/she ought to achieve. The presentation of the grown-up instruction has earned preferred natural products over contribution the grown-ups with circumstances. This is normally executed better by having an open library completely outfitted with scholarly assets for use. Different changes that have had great outcomes remember the contribution of the understudies for the learning exercises through support in homerooms. The understudies are utilized by the leading body of governors and the school specialists to know the progressions that are embodiment. A portion of the issues that have come about because of the training changes is the presentation of the state funded schools, these schools are upheld by local people through the duties they pay. This implies the schools have diverse learning offices depending with the money related enrichment of local people and the capacity to make good on the charges. The schools inside the destitution ridden zones are probably going to be fizzling. This has come about to division in the exhibition of schools in various states when burdened a typical scale. This is an incredible error since their ought to be correspondence in subsidizing of all schools in all states with the goal that all the youngsters have equivalent chances. Another issue is the no kid abandoned approach; this guarantees all kids finish the government tests without which the schools will lose its bureaucratic financing. This further powers the school personnel to show the understudies the tests, what is probably going to be tried, and the understudies are left to remember as opposed to downplaying what is educated. This activity conflicts with all the basic standards of educating. Another issue with the government funded instruction program is that the instructors just encourage what they know, and since the training crew is overwhelmed by the white with uncommon instances of hued that discovered their approach to America through the unlawful migration, slave exchange or mind channel, this implies the educators can't educate or address question about the non white societies or customs The training changes have had extremely positive effect on the understudy from the inconvenience families, those living underneath the neediness line and might be have single parent’s whiles others have passionate, physical or mental handicaps. These sorts of youngsters have reduced desire and were given less consideration in study halls, however with the changes, they have encountered distinctive sort of homerooms whereby they connect with others and contend in performing complex errands The changes have been portrayed with obvious objective and goals to be accomplished that are imparted to the guardians, instructors, and the understudies who must go to a concession to how practical and manageable is the change. The changes must give a school culture that gives an air to learning while connecting all the way of life all things considered and foundations. Appropriate administration of the changes is fundamental, this includes thinking about all the inward and outer condition, the normal outcomes ought to be recorded and control estimates set up on the off chance that the destinations are not accomplished. The benevolent brute changes that ought to be empowered are the once that have been assessed acutely and found to have a positive net impact, this is on the grounds that a few changes are likely not to meet the desire. Formal strategy for changes should start by distinguishing proof, detailing, examination, execution, finishing and the assessment.

Lexington and Concord, battles of

Lexington and Concord, battles of Lexington and Concord, battles of, opening engagements of the American Revolution , Apr. 19, 1775. After the passage (1774) of the Intolerable Acts by the British Parliament, unrest in the colonies increased. The British commander at Boston, Gen. Thomas Gage , sought to avoid armed rebellion by sending a column of royal infantry from Boston to capture colonial military stores at Concord. News of his plan was dispatched to the countryside by Paul Revere, William Dawes, and Samuel Prescott. As the advance column under Major John Pitcairn reached Lexington, they came upon a group of militia (the minutemen). After a brief exchange of shots in which several Americans were killed, the colonials withdrew, and the British continued to Concord. Here they destroyed some military supplies, fought another engagement, and began a harried withdrawal to Boston, which cost them over 200 casualties. See studies by A. French (1925) and A. B. Tourtellot (1959, repr. 1963). The Columbia Ele ctronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History

The Language of Math

One of the most vital pieces of math information that I have given to students is not about math at all.   It is about the language.   The math section is not so much about mathas you know, you had covered most of the actual content by the time you were finished with ninth grade.   What make this section especially difficult are the words of the question. Think about this straightforward algebra problem: If   , what is the value of h if t = 4? This is a no-brainer.   Plug and chug, right? But this isn’t how the SAT would word it.   The writers might ask it like this: A projectile is shot upwards at a certain speed.   Its height, h, in feet, after t seconds is given by the formula  .  How many feet high will the projectile be four seconds after it is shot? You see what those test makers are doing?   They turn one sentence into three.   They introduce a clinical vocabulary.   They mix numerals and words.   So make sure that if you see a math question that you don’t get right away, you don’t panic and miss a mostly straightforward point.   And then use the standard algebra-solving tools you’ve been working on so hard. Here are some related resources if youd like extra help with this concept: SAT Shortcut: Avoid Algebra by Drawing Word Problems SAT Algebra: Combination vs. Substitution SAT Math Basics: Algebra

ISIS Definition - Islamic State of Iraq and Syria

Horror Movie Essay - 1439 Words

3/22/2012 English 100 The Best of Horror movies Many people would say that their favorite way to have fun is to go to a beautiful beach and build sand castles or hang out with their friends at the mall. But for me, put me in a dark theater with a murderous psychopath on the loose threatening teenagers and I am happy. I am a lover of horror movies. This is something that I don’t always tell people, because it seems kind of weird to enjoy being scared and grossed out by lots of blood and gore. But in fact, I love horror movies, and I am not alone. And I am not crazy. Horror movies can be not only fun, but some experts have even argued that they are harmless or even good for us. There are many people who say that horror†¦show more content†¦Out of all of them I was the only one who was not afraid. I did not scream, nor did I ever cover my eyes like they did. At one point Barbara tried to leave in the middle of the movie because it was too â€Å"scary† I quickly put my leg up in front of her and told her â€Å"relax its not even that scary we didn’t pay ten dollars just to see half of the movie and leave†. She stayed but it would have been a good idea if I had let her go. Why? Because she constantly kept screaming every 10 seconds a â€Å"scary† part came up in the movie. Farah on the other hand was trying to keep it â€Å"cool and tough† just like I was, she didn’t scream much but the expression on her face was priceless, you can tell she was scared. But I kept laughing at them and saying â€Å"it’s not even that serious† so they probably thought I was really â€Å"tough†. So this is wha t Stephen King means when he says we try to prove how strong we are or how cool we can play it knowing that the movie is really scary. Most interestingly, he says â€Å"By the time one turns 40 or 50, one’s appetite for double twists or 360 degree loops may be considerably depleted† (King) Once we start to get older our love for horror movies start to disappear and we become little kids again that are afraid to watch scary movies. So King is also basically saying that mostly the younger generation prefers to watch horror movies. â€Å"That may explain why horror movies are most popular with younger audiences. Teens and twenty-somethings â€Å"are more likely toShow MoreRelated Is Jaws a Horror Movie? Essay1524 Words   |  7 PagesJaws a Horror Movie? First, I will intend to take you on a brief journey through the horror genre and the conventions that have been associated. Second I will show you how these conventions are used in the film Jaws. Let’s take a closer look at the history of the horror genre. To get started we are going to start with the first era or as it’s called the silent era. 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In King’s Playboy-published essay, â€Å"Why We Crave Horror Movies,† he examines the popular trend of attending horror films, and he provides several explanations for this craving behavior. King claims that attending these gory films is not just a trend; he believes that it is a necessity. In the essay, King claims that we need/crave horror movies for two

Core Values Reward Offered Essay - 901 Words

MISSING: CORE VALUES – REWARD OFFERED It was the rock n’ rollin’ decade of post-war prosperity. Anything spring to mind? You guessed it†¦the 50s. However, regardless of the joy of a newly reclaimed pre-war lifestyle, the folk of this era maintained integrity, resilience, respect and commitment. Fast forward 60 years to the Peter Pan generation of today, where these values appear to have alarmingly diminished. Georgia Milfull explores the apathetic, egocentric society of today. After starting my first job last year, I have to admit, I’ve often struggled. Trying to uphold a social and family life while working both days every weekend, all while attempting to maintain high grades at school, is tough. It’s a mouthful to say, let alone do! But I’ve not once given up because I refuse to let myself, or anyone else down. I’m committed. Many of my contemporaries, on the other hand, resemble a posse of wild Bridget Joneses. They’re not only uncommitted to their work lives, but shamelessly change boyfriends like they change clothes. I often question whether I belong in their conversations and at their weekly parties. I have reached the conclusion that I don’t. I’d prefer a simpler time, where your word meant your word†¦a time like the 1950s. A dependable, understanding and resilient society. Not the hedonistic society of today. The classic, middle class family of the 1950s sitcom Father Knows Best, is a perfect example of where I belong. The head of the Warren clan, Jim, wasShow MoreRelatedRapid Rewards at Southwest Airlines Case Study Essay1012 Words   |  5 PagesRapid Rewards at Southwest Airlines Case Study Southwest Airlines prided themselves on their commitment to customer service and equality by offering a streamlined business model with an emphasis on simplicity and efficiency that has remained the same for the most part since the airlines’ inception in 1967. 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Does a Violent Media create a Violent Society Essay

Does a Violent Media create a Violent Society? This issue is one of constant debate, with no real solution. There are many things society as a whole and individuals can do to appease or inflame the issue, however each argument has a counter argument and a counter argument will exist for that and so on. Because it is an issue of such heated debate with no answer or possibility of an answer should we just leave the issue be and choose not to address it further? Or should we make the issue widely known so society is more aware of the role the media can play. Or perhaps we should leave it to the media to publicise that. After all the media does have a strong influence. Take the late 1980s film Terminator, one of the highest†¦show more content†¦We see footage of car-wreck, murder scenes and hear of graphic telling of ones untimely demise. We take this information in, absorb it as real life, and perhaps over time become de-sensitised to these effects as we see them on the news. 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Development from Conception to 16 Years Free Essays

string(162) " 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\." 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. We will write a custom essay sample on Development from Conception to 16 Years or any similar topic only for you Order Now 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, Page 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 Illustrated 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 back’ 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 months, 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 much 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. You read "Development from Conception to 16 Years" in category "Papers" 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 ‘can 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 development 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 development 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’, Child 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 state 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 Development 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 developing 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 represent 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 it 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 uncontrolled 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 ‘yes’, 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 get 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 not 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 observations 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 practises 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. Because 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 pass 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 f or 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 widely 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’. How to cite Development from Conception to 16 Years, Papers Development from Conception to 16 Years Free Essays string(162) " 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\." 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. We will write a custom essay sample on Development from Conception to 16 Years or any similar topic only for you Order Now 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, Page 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 Illustrated 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 back’ 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 months, 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 much 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. You read "Development from Conception to 16 Years" in category "Essay examples" 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 ‘can 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 development 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 development 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’, Child 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 state 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 Development 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 developing 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 represent 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 it 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 uncontrolled 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 ‘yes’, 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 get 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 not 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 observations 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 practises 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. Because 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 pass 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 f or 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 widely 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’. How to cite Development from Conception to 16 Years, Essay examples