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. This era was based on monsters such as Frankenstein (1910), Dracula (1912) and The Hunchback of Notre Dame (1923). The horror was allRead MoreThe Shining as an Exceptional Horror Movie Essay1058 Words   |  5 PagesThe Shining as an Exceptional Horror Movie Stanley Kubrick a.k.a. The Master Filmmaker, was born on July 26, 1928 in the Bronx, New York City. By age 13 he had developed passions for jazz, drumming, chess and photography. In 1951 at 23 years of age, Kubrick used his savings to finance his first film, a 16-minute documentary short about boxer Walter Cartier. On March 7th, 1999, Stanley Kubrick died in his sleep of a heart attack. He was 70 years old. The ShiningRead MoreEssay on Why We Crave Horror Movies1046 Words   |  5 PagesIn the essay, Why We Crave Horror Movies by Stephen King the author tries to prove that the modern day horror movie is are relief of violence, are fix of adrenaline and fun, and also something that can dare the nightmare. In a lot of ways these things can be related to real life situations. My relief of violence is playing video games, and my fix of fun and adrenaline is when I play football, and something that dares my nightmare is when I challenge my brother. In the essay, Why We Crave HorrorRead MoreStephen King Why We Crave Horror Movies Analysis799 Words   |  4 Pagesgrow up watching horror movies. Either they are surrounded by friends or family that enjoy the thrill of the subject matter or they find it interesting themselves. According to two authors these movies can have both positive and negative effects on those who frequently enjoy them. According to Stephen King’s essay, â€Å"Why We Crave Horror Movies† those who seek out scary movies are simply doing so to gain a release from the real world. In opposition, Bernie DeGroat author of the essay â€Å"Scary Movies CanRead MoreWhy We Crave Horror Stephen King Analysis1004 Words   |  5 PagesWes Craven’s horror movie â€Å"Scream†, inspired the gruesome murder of Gina Castillo. Castillo’s sixteen year old son and his fifteen year old cousin killed Gina Castillo. Why would anyone wish to watch the petrifying film, â€Å"Scream†? What wo uld trigger a person to take inspiration from the horror movie, â€Å"Scream†. Stephen King describes horror as a piece of the human condition. Author of several horror novels, Stephen King wrote an essay titled â€Å"Why We Crave Horror.† In this paper he thoroughly explainsRead MoreThe Movies That Rose From The Grave By Max Brooks860 Words   |  4 Pagesmodern movie genre, horror movies accounts for very great proportion of the number of followers. Relevantly, the zombie film genre has been developed into a dominant part of mainstream horror, replacing the previous monster such as vampires and werewolves. In Max Brooks’s essay â€Å"The Movies That Rose From the Grave†, he offers his opinion that throughout the process of zombie film transformation, it increasingly captivates viewers while gradually generates the modern horror. Brooks’s essay shouldRead MoreThe Cabin Of The Woods985 Words   |  4 Pagesbeen hailed as one of the greatest movie in its genre. Its simplicity can be analysed in various way. As a media student I want to focus more on its critical analysis side rather than simply explanation as an amateur viewer. I have chosen this media text as horror genre in my opinion is worth to look at and I am familiar with it. Horror movies are being produced for decades and its already has its own conventions and codes that I will describe in this essay. ‘The Cabin in The Woods’ is showingRead MoreAnalysis of Why We Crave Horror Movies by Stephen King Essay1050 Words   |  5 Pages Not only is Stephen King’s essay, â€Å"Why We Crave Horror Movies†, a biased sample, but it also appeals to population and emotion. To further explain why we crave horror movies, King argues that â€Å"we are all mentally ill† (345). He expresses that we all make an independent decision to buy a movie ticket and sit in a theatre. King goes on the to explain our mental insanity through examples, such as, â€Å"sick jokes† (347). According to King, these â€Å"sick jokes† prove our insanity and our need toRead MoreWhy We Crave Horror Movies Response1405 Words   |  6 PagesMWF 11:10-12:00 PM 20 January, 2016 Why We Crave Horror Movies Response In Stephen King’s essay, â€Å"Why We Crave Horror Movies,† the author exemplifies a present-day approach to thinking about the genre of horror. King offers three explanations for why people go to see horror films: to psychologically relieve ourselves, to exercise our fears, and to establish our feelings of essential normality. He claims that watching horror films is not just a trend, but a necessity to fulfill our needRead MoreWhy We Crave Horror Movies860 Words   |  4 Pagesdosage of a gory horror film! According to Stephen King, America’s best-known writer of horror fiction, horror movies can serve a valuable purpose. 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. At the time of the case study, Southwest had been profitable for the past 28 years, an achievement many airlines are incapable of boasting due to the volatility of the airline industryRead MoreStrengths And Weaknesses Of Aflac1226 Words   |  5 PagesAflac’s internal weakness was its ability to recruit new talent and retain current talent while its main strength is its reputation of being a leader in the industry. From a total rewards perspective, the company used its industry leading products, which received positive reviews from its customers, to enhance its total rewards package and at low cost to the company. Their studies showed that they needed to give employees what they needed. Cancer treatment i nsurance was not a common product includedRead MoreBe Own Products And Services1416 Words   |  6 Pagesmulti-billion dollar as soon as the year 2000 (Hart, Doherty, Ellis-Chadwick, 2000). This change prompted Bean to do a review of its strategy moving forward and how the company would use total rewards to remain competitive in a changing market. Internal Strengths and Weaknesses Strengths Bean had a core business model that provided growth and profit through mainly catalog sales, but with changes in technology, this strategy needed to change to stay competitive. Developing an HR department thatRead MoreThe s Of A Large Corporation Such As The Intercontinental Hotel Group Essay1483 Words   |  6 PagesIntercontinental Hotel Group (IHG) requires careful examination to ensure the company can obtain and sustain success within the industry. Throughout the internal environment analysis, the report will provide insight one the resources, capabilities, core competencies, and competitive advantages being deployed by IHG. According to the 2015 IHG annual report, â€Å"IHG brands primarily use a franchise based business model, where the hotel group manages hotels on behalf of the hotel owners† (InterContinentalRead MoreEmployee Benefit Plan Development : Employee Benefits Essay1508 Words   |  7 Pagescompensation package is defined by Martocchio (2010), as â€Å" both the monetary and nonmonetary rewards† offered by an organization (p. 7). The most visible aspect of any total compensation package, is core compensation (Martocchio, 2010). Core compensation, or base pay, is the amount of money employees are paid for their work either through an hourly wage, or an annual salary (Martocchio, 2010). Employers often adjust core compensation in response to external factors such as cost of living adjustments, andRead MoreAustralia ´s Leading Telecommunication: Telstra1387 Words   |  6 Pagesservices. Their motto is that the more connected people are, the more opportunities they have. Thats why we help create a brilliant connected future for everyone, everyday. Telstra’s future goal is to improve their customer advocacy, drive value from the core and building new growth businesses. Remuneration highlights year 2013 Remuneration outcomes in FY13 were consistent with the company’s positive performance against financial and customer objectives. The governance of these outcomes remainsRead MoreCustomer Service And An Organization1445 Words   |  6 Pagesservice satisfaction for many reasons. As service failures are inevitable, it is important for companies, especially small businesses, to capitalize on learning the importance of reducing service failure. Just as the seed is the core of the fruit, customer service is the core of an organization; its meaning is the primary function for organizations to retain business and discover new ventures. Customer service is the primary source of business-to-customer communication and in many ways, handles companyRead MoreFocus Questions for Innovation Within the Organization619 Words   |  3 Pagesthe business. Hamel believes firms should set aside funds 2.) Prahalad and Hamel’s article â€Å"The Core Competence of the Corporation,† serves as a distinctive guide for managers to enhance their company’s core competencies. The article highlights strategic architecture as a primary driver in augmenting core competencies. Through strategic architecture managers identify their company’s core competencies and create a focus on the cultivation and enhancement of those strengths. With a clearRead MoreNamaste Solar Case Study Essay1037 Words   |  5 Pagesthe company’s values? Explain. 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The core product is the benefit that consumers will receive from the products (Moore, 2008). Figure 1 highlights Kmart’s core product as providing

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. The news is a medium which is there to present the facts of the events during the day. A real account of what happened. We understand that Brian Naylor, David Johnston and Mal Waldon are telling us what happened, In Real Life. Some may claim de-sensitisation to these events in real life, due to seeing them on the news. I can speak from experience that no amount of news footage, re-creations, re-enactments or re-telling of a car accident could have prepared me for what I saw, a minor incident, while driving home from Bairnsdale. Others claim that violence existed before TV and Films, and perhaps an even more violent society. Take the Delinquents (again) for example. The brutal beating delivered to Brownie in public. That sort of punishment was accepted. Today it would be labelled child abuse. The real life media, the news has opened our eyes to the danger of these types of relationships and how they can distort peoples perception in the future. A persons perception of ANY event is uniquely their own, Shacter describes emotions as a subjective experience felt by a person as a result of their cognitive interpretation of physiological change. This is backed up by manyShow MoreRelatedAnalysis Of Gerard JonesViolent Media Is Good For Kids912 Words   |  4 Pageswatch is a very controversial one. With media access so obtainable these days, violent media is practical everywhere. Many writers take a stand on this, and give an opinion of how the matter should be handled. Gerard Jones and John Leo both argue their case on how the approach towards how the situation should be handed. Jones argues that violent media is good for children, since it gives them a way to escape the harsh reality; however, Leo argues that violent media is a main source for many of the disturbingRead MoreThe Effect of Violence in Media on Children Essay1676 Words   |  7 Pages male development, or deprivation .The violence that is portrayed in the media has been debated for decades ,and it has rose a question about how does it influence the youth?. From movies to video games society has been accustom to seeing violence in their everyday entertainment. Since children are easy to be influence by their environment, it is safe to say that violence in the media can and will contribute to violent behavior. According, to the pediatrics journal, they have conducted a studyRead MoreAs Technology Has Evolved So Has The Way We, As A Society,1411 Words   |  6 Pagesway we, as a society, consume media. If we look back through history, we can see violent imagery portrayed in books and art. However, after some violent school shootings, people have attempted, and failed, to pin the blame on violent media and even predict if, and when, it will happen again. However if we look at the violent tragedies, and more specifically the people who have committed them, we can see other causes for this violence. Although it can cause issues, violence in me dia does not cause violentRead MoreViolent Media Is Good For Kids1324 Words   |  6 PagesWhen it comes to the topic of violent media, some of us would readily agree it’s a controversial subject as to whether kids should or shouldn’t be exposed to it. This is because many children who view violent media react negatively rather than not being affected at all. Where this agreement usually ends, however, is on the question of what effects does it have on children. 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But with the convenience of all this information comes along a certain levelRead MoreViolence in Television, Movies, and Video Games Should Not Be Censored1653 Words   |  7 PagesTelevision, movies, and video games have a great influence on the minds of todays youth. But, what exactly are the effects of such an influence? Certain people have exaggerated the effects that these media have on todays youth. Many people, including government officials, have singled out these three media sources as the cause of some types of violence simply because it is an easy target for laying the b lame. The truth is that television, movies, and video games are nowhere near the actual causes forRead MoreThe Effects Of Television Violence On Our Society1566 Words   |  7 Pagesviolence, domestic violence, hate violence, terrorist violence, and violence displaced through various forms of the media. This research will be on violence in the media and does it affect our society. 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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

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Question: Describe about the timing risk, margin risk, financial risk and environmental risk. Answer: In assignment 1 the risk, which have been identified for Blue horizon are Timing risk, Margin risk, financial risk and Environmental risk. These are the risk associated with running a business. In this given assignment 2, the likelihood, consequences, possible risk treatment plan and importance of each risk is being discussed. (a) Likelihood of risk occurring The likelihood of the above four risk occurring is discussed in the table below: Timing risk This risk is related with travelling long distance, which may disappoint the customer. If Blue horizon is opening outlets in very remote places then it will not be economically beneficial for them to travel such long distance (Jain et al. 2013). Even they will not be willing to lose so much time in travelling as they have other works in their hand the suppliers will also not be willing to supply raw materials to such long distance on a regular basis. Margin risk The purchase and re-branding of existing Stirlings cafe in red hill will give rise to availability of branded materials and quality chefs. There is only chef in the store and in case if the chef is not able to attend any day due to any emergency then the caf will not be able to provide good quality foods to their customer. Financial risk This risk is associated with the banking system. There is a bank two building away the caf but the stirlings family bank is away couple which makes it inconvenient to deposit excess cash remaining in the store every. So, there is a high chance of cash embezzlement as almost $4000 remains in the cash box overnight at the caf premises. Environmental Risk This risk is associated with water storage and usage. The store uses 41500 liters of water weekly. There is a lot of wastage of water in the store as the vegetables and fruits are washed under a fast running tap, the dishwasher starts washing when it is only half-full ( Simwinga 2015). Due to single flush system in toilet and regularly watering the plants in courtyard lot of water is wasted which is a major environmental issue related to the store. (b) Consequence of risk occurring The consequence of the risk which are likely to occur in the store are assessed in the table below: Timing risk This type of risk will result in loosing of customers. The managers will not find it suitable to travel 130 km to attend weekly meetings in Red hill since most of the meeting did not complete within evening. Supplies of pastries to such long distance will deteriorated its quality and it may not remain fresh. Margin Risk Non-availability of branded material and good quality chefs in Red hill will result in decline in the quality of the food and will lose customers in long run (Berkyto et al. 2014). Most of the local customers come to the store because of its quality and if Stirlings caf is not able to maintain it then it will be difficult for Blue Horizon to maintain its brand name in future. Financial Risk If cash remaining at the store at the day end is not deposited on a daily basis then there will be high chance of theft of cash. Embezzlement can be done by the outsiders or even by the internal staffs. The stores will also lose interest on cash not deposited in bank. Environmental Risk If the local authority or government comes to know about the wastage of water in the store then they put a restriction on the even cancel their license if this becomes a major issue. (c)Treatment plan for identified risk The treatment plan of minimizing and nullifying the risk indenfies in assessment 1 are discussed in the table below: Timing risk The store must try to attract local customers residing there by giving attractive offers. It must also give benefits to managers who are organizing local corporate meetings in the caf. The store must give unlimited access of wifi so that managers can attend live conference with persons at distance places. Stirlings cafe must focus on the supply chain for timely delivery of food product so that it remains fresh when serves to customers (Hoffmann 2012). Margin risk Stirlings caf should enter into agreement with branded food suppliers so that raw material is supplied on a regular basis and Just in time by providing them with various benefits (Robinson 2013). The store must advertise to appoint some good quality chefs offering them good remuneration as there is only one chef . Financial risk Stirlings caf should open its account in the bank, which is just two building away from the store so that they are able to deposit the remaining cash in the store every day in their bank account (Tracy et al. 2014). This will reduce the chance of cash theft or loss. Environmental risk The sore must reduce its consumption of water by minimizing wastage of water. They should implement dishwasher which starts washing when it is full, multiple flash system in the toilet and low speed tap for washing vegetables and fruits. Watering of plant should also be minimized to save misuse of water (d) Prioritization of risk According to their importance each risk is prioritize in the order given below: Rank Risk Importance 1. Environmental risk This is the most vital risk associated with the store as local authority has implemented a fine of $50000 for misuse of water. The management of Blue horizon must install the water tank in the store immediately as there is a lot of water wastage in Stirlings cafe. 2. Margin risk This is the second most vital risk associated with Stirlings caf. It branded supplies and good quality chefs are not available then the store will lose customer and they will not be able to survive in the market (Green 2015). So this risk must be the major priority of the Blue horizon management 3. Financial risk It this risk is not nullified then cash lose will affect the store immensely and management will have a negative impact on the staffs of the store. Interest loss on cash not deposited is also a major financial loss to be dealt crucially by the management 4. Timing Risk As the managers are not willing to attend weekly meeting by travelling long distance the store is losing business. Also proper supplies are not available due to distance problem. These are very crucial risk associated with the store and management of Blue horizon must deal with these properly. (e) Justification for the above analysis The process used for assessing the likelihood, consequence and priority of the above-identified risk are those, which are used for analyzing the risk, associated with cafeteria. The problems related to supplies, environmental risk attached with cafes and availability of branded materials is analyzed. Quality chefs are the most important criteria for success of a caf. So risk relating to availability of good quality chef is assessed here. Water wastage is one of the most important issue in todays world for which government of implementing new polices so this risk has been taken into for this assignment. The options suggested for treating the risk are likely to be effective and feasible for the organization because it given keeping in mind the problems related to the cafeteria (St Germain et al. 2014). Agreement with supplies will reduce the chance of late delivery and the freshness of the product will not be hampered. Installing water tank will reduce the wastage of water and solve the environmental risk. Opening bank account nearby will nullify the chances of cash loss. Action plan for implement the above risk treatment are as follows: Setting up unlimited wifi access will help managers coming to the store to attend online conference with persons at a distance location. Setting up a supply chain and just in time technology will help the store to get food products and raw material at required time. Installing the water tank as earliest will minimize or nullify the wastage of water which is currently a major issue related to the store. Appointing an experienced chef immediately by giving good remuneration will improve the quality of the food served to their customers and will attract new customers also. Opening bank account in nearby branch as soon as possible will facilitate regular deposit of available cash in the store. This will nullify the chances of cash embezzlement. Respected Mr. Penny Binskin, According the decision made by the management of Blue horizon to acquire Stirlings cafe the analysis of various risk associated with it is to be analyzed first. Four risks have been identified and assessed based on which following suggestions are given to minimize the risk. The management of Blue horizon must immediately install a water tank to minimize water wastage, open a nearby bank account to minimize the chances of cash loss and theft, make agreement with suppliers for timely delivery of supplies, appoint chef with high skill, knowledge and experience to increase its food quality. References Berkyto, M., Chiba, S., Fietcher, L., Kuan, E., Li, S. and Mow, R., 2014. Beyond organic@ Beaty's Caf. Green, P.E., 2015.Enterprise Risk Management: A Common Framework for the Entire Organization. Butterworth-Heinemann. Hoffmann, P., 2012. Innovative supply risk management. InSupply Management Research(pp. 79-104). Gabler Verlag. Jain, M., Agrawal, A., Ghai, S.K., Truong, K.N. and Seetharam, D.P., 2013, September. We are not in the loop: resource wastage and conservation attitude of employees in indian workplace. InProceedings of the 2013 ACM international joint conference on Pervasive and ubiquitous computing(pp. 687-696). ACM. Robinson, J., 2013. Beyond the Blue Horizon: how the earliest mariners unlocked the secrets of the oceans by Brian Fagan 313 pp., 40 bw illustrations, maps Bloomsbury Publishing plc., 50 Bedford Square, London WC1B 3DP, 2012, 20 (hbk), ISBN 978 1408825068. Simwinga, F.C., 2015. Urban Water supply utilization: A case study of Wusakile Township, Kitwe. St Germain, S.W., Farris, R.K., Whaley, A.M., Medema, H.D. and Gertman, D.I., 2014.Guidelines for Implementation of an Advanced Outage Control Center to Improve Outage Coordination, Problem Resolution, and Outage Risk Management. Idaho National Laboratory External Report. INL/EXT-14-33182. Tracy, J.A., Cornell, S. and Berry, L.C., The Travelers Indemnity Company, 2014.Methods and systems for providing customized risk mitigation/recovery to an insurance customer. U.S. Patent 8,731,978.