The Wild West Of America - 2178 Words

THE WILD WEST OF AMERICA The Wild West of America, or what historian referred to as the Old West, since the 1800’s men and women all wanted to move to the west to start a new life, have land, find gold and silver ,and to escape the law hence the Wild West. The West of the U.S. started off from the west of the Mississippi all the way to the west coast. With all the open land and the people in the west, legends and stories are being made throughout time, and these stories are for the future generation to hear about the adventurous time of the Wild Wild West. From the beginning of time, people have told stories of their adventures, survival, the crazy gunfights, and the danger they been through in the west. Most of these stories and tales starts off at campfires, where is told to friends and families about their experience. Sometimes these tales were true, others exaggerations, and occasionally nothing more than some crazy tales which seems too good or too outrageous to be true. The more interesting part of these tales were passed along from friends to friends and from one generation to the next, and along the way the tales grows stronger to the point they became legends and urban myths. With all the story tellings through the years, it becomes a small part of history and then in popular culture. Where it turns into music, dance, movies, tv shows, and cultures. For two centuries the Wild West was molded into the american’s culture that transpire in popular entertainment.Show MoreRelatedAmerica Wild West1317 Words   |  6 PagesFollowing the Civil War, many Americans chose to settle west of the Mississippi river and shaped a distinct culture in this region. Generations later, this fascinating culture was transformed into the Wild West, a romanticized version of the lifestyle, to entertain the masses. The romanticized perception of the Wild West differs extensively from the reality of western settlement, but in some aspects mirrors the true western lifestyle in the post-Civil War period. Native Americans and cowboys, forRead MoreAmerica Should Have Stricter Gun Control1290 Words   |  6 PagesOmaha’s Westroads Mall (Schwartz). These tragedies are not inevitable, so people wonder one question. Are guns in our society getting out of control? Four out of every ten Americans own a gun; which leads to the perception that America has returned to the Wild Wild West. In fact, it is to be assumed that where guns are present, there is a higher risk of drug abuse, crime, and accidents. About 31,224 people died from gun violence in 2007. In just one day, 268 people were shot in murders, assaultsRead MoreAnalysis Of The Wild West1441 Words   |  6 PagesWestern Identity The Wild West, in American history, is often thought of as being an ideology filled with adventure and happy endings. This picture of the Wild West is largely in place due to the romanticizing of the West by Hollywood. Movies portraying the West are filled with stereotypes, whether they are purposeful or not, that do not accurately show what defines the Western persona. Stereotypical situations such as Indians being depicted as savages and noble sheriffs saving the day leaveRead MoreThe More Factor Essay623 Words   |  3 Pagesauthor Laurence Shames explains that Americas fascination of wanting as much of everything as possible has played a key role in building this nations character and has been evident through Americas short history. Laurence Shames claims that the so called ethic of decency has been absent in the American way of life and replaced by an ethic of success. While Shames has a valid point, I consider the lack of emphasis on decency and contentment in America a positive rather negative. Shames Read MoreMarshals Research Paper922 Words   |  4 Pageshistory books of the United States. The dawn of a new century brought a massive expansion of America to the west. In 1802, the United States started this expansion with the Louisiana Purchase. As America kept pushing west, so did the population, growing 15 times its size from 1800 to 1900. The west had small towns popping up everywhere and with little to no law, the Marshals were called in to police the â€Å"Wild West†. The Marshals duties really didn’t with the exception of serving a lot more warrants andRead MoreThe Wild West Rides Into The Sunset Essay1389 Words   |  6 Pagesï » ¿Connor Lucas ENG 3080J Hollis February 20, 2014 The Wild West Rides Into The Sunset Have you ever read a text that included items such as a bold cowboy, trusty horse, beautiful female, or a dark villain in a dry, isolated, and undeveloped setting? If so, it’s a great possibility that you were reading a classic Western. Many readers of this genre would describe its stereotypes as what I listed above. You can almost always find that protagonist cowboy hero, who tends to be a good-looking andRead MoreTHE FORGOTTEN HISTORY OF THE WESTERN CINEMA1400 Words   |  6 PagesTHE FORGOTTEN HISTORY OF THE WESTERN CINEMA The western movies are film genre where the scene generally takes place in North America during the American conquest of the West in the last decades of the nineteenth century. This genre appears since the invention of the cinema in 1985 finding its inspiration from literature and painting arts of the American Wild West. This genre reached its first success in the mid-twentieth century during the golden age of Hollywood studios, before it had being reinventedRead MoreThe Western Genre: An Analysis of its History and Rise and Fall as a Genre1403 Words   |  6 Pagesthe â€Å"old-style westerns (of the 1930s, 1940s, and 1950s) were born, transformation of the American’s western lands from ‘Wild West’...was the immediate past, and they had a certain feel for it† (Hanfling, 2001). In other words, the early filmmakers had the â€Å"Wild West† feel still in their minds when they were creating these films. When they died, so did that feel of the Wild West . Hanfling also says that filmmakers of the Western now â€Å"are more interested in rewriting history to suit the prejudicesRead MoreBuffalo Bill Essay1488 Words   |  6 PagesBuffalo Bill One of the most colorful figures of the Old West became the best known spokesman for the New West. He was born William Frederick Cody in Iowa in 1846. At 22, in Kansas, he was rechristened Buffalo Bill. He had been a trapper, a bullwhacker, a Colorado Fifty-Niner, Pony Express rider (1860), wagonmaster, stagecoach driver, Civil War soldier, and even hotel manager. He earned his nickname for his skill while supplying Kansas Pacific Railroad workers with buffalo meat. He wasRead MoreSummarise and Compare the Evidence for the Development of Agriculture in South West Asia and North America.1623 Words   |  7 PagesPart 1 Summarise and compare the evidence for the development of agriculture in South West Asia and North America. The two continents provide a very different insight into the development of agriculture. America with its slow alterations, for example the gathering that continued and the consistency of crops remaining in their natural habitat until much later for example the May grass. South West Asia reveals a different approach where although still gradual development the use of tools and

Research Evaluation And Data Collection Methods - 932 Words

Healthy People program has existed for the last three decades to provide science-based, 10-year national objectives for improving the health of all Americans. Healthy People 2020 depict assessments of key risks to wellness and health. It has changed health priorities and issues related to preparedness and prevention of national’s health. The mission of Healthy People 2020 is to; identify nationwide health improvement priorities; increase public awareness and understanding of determinants of health, disease, disability, and opportunities for progress; provide measurable objectives and goals applicable at national, state, and local levels; engage multiple sectors to take actions to strengthen policies and improve practices that are driven by the best available evidence and knowledge; and identify critical research evaluation and data collection methods. The overarching goals of Healthy People 2020 are; attain high-quality, longer lives free of preventable disease; achieve health y equality, eliminate disparities; create social and physical environments that promote good health; promote quality of life, healthy development, and healthy behaviors across life stages (Committee on Leading Health Indicators for Healthy People 2020, 2011). One of the focus areas identified by Healthy People 2020 is diabetes. The goal of the program in this specific area is to â€Å"reduce the disease and economic burden of diabetes mellitus (DM) and improve the quality of life for all persons who have,Show MoreRelatedEvaluation Of Research Methods And Data Collection A Useful Acronym1032 Words   |  5 Pagestextbook’s evaluation of research methods and data collection a useful acronym referenced for remembering and evaluating research was LOTS of data (Cervone Pervin, 2013). The L stands for life record data that is obtained by looking at a person’s life history. A person’s life history can be accessed and assessed by looking up police, court, or public records. The O stands for observational data which is information given by knowledgeable observers of the person in question. This data is obtainedRead MoreThe Overall Evaluation / Research Strategy Or Design?1543 Words   |  7 PagesSection 1: Action Research What is the overall evaluation/research strategy or design? The article that was selected is, â€Å"Assessing the impact of a year-long faculty development program on faculty approaches to teaching†, by Light, Calkins, Luna, Drane (2009). The design is action research. Why is this type of strategy or design selected for this study? This design was selected because action research is a process and the seven-step process was initiated in the development of the design selectedRead MoreData Collection Strategy1253 Words   |  6 PagesData Collection Data Collection is an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. Data collection methods for impact evaluation vary along a continuum. At the one end of this continuum are quantatative methods and at the other end of the continuum are Qualitative methods for data collection . 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And data collection procedures for the mixed methods designs should based on concurrent and sequential forms of data collection, in order to make sure that the qualitative res ults can explain and interpret the findings of a quantitative study, and meanwhile, mixed methods are used to overcomeRead MoreThe Continuity Of Nursing Care1680 Words   |  7 Pagesenhances the continuity of nursing care through listing specific nursing action necessary to achieve the goals of care. CRITICAL EVALUATION Leadership and leadership style Personal life I have been able to influence the behaviours of other especially in my home in order to achieve my family’s members task and objective by employing a democratic style of leadership. I do not over manager or under-manage my family or personal affairs but have struck a balance towards doing that. One mustRead MoreThe Martial Arts School Program1608 Words   |  7 Pagesinterested to implementing an organizational program. 1 Many methods can be utilized to implement any program. In the case of the martial arts school, the program implementer can utilize the quantitative or qualitative methods, or both as mixed method for collecting data. The selection of quantitative methods would favorite the implementer to quantitatively collect data via a series of survey, quantification, close ended questions, data under form of check list, totality of year or simply the durationRead MoreResearch Methodology Used For Research1207 Words   |  5 PagesResearch Methodology Introduction This chapter discusses the methodology used for this research. Describing type of methodology in research study and define the chosen method and approach for this research. 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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

Corporations Law for Rule of Registration- myassignmenthelp.com

Question: Discuss about theCorporations Law for Rule and Impact of Registration. Answer: The Issue The issue is regarding steps and provisions of companys incorporations including, selection of name, office, and method of submitting application, rules, and impact of registration. Relevant Law The arguments, in this case, will revolve around the sections of incorporating a company provided under the Corporations Act 2001. The sections include various provisions which founders have to follow while establishing a corporation. Type of Companies As per the section 112 of Corporations Act 2001, there is two type of company, public, and proprietary (Act 2001). There are four types of public enterprises: No liability Unlimited share capital Limited by guarantee Limited by shares Proprietary corporations are divided into two parts: Unlimited by share Limited by share capital Name of a Company The provision relating to the name of a company provided under section 148 of the act. The name selected by a new corporation must be available along with Australian Company Number. While incorporating a public enterprise, it is necessary that word Limited is added at the end of the title. In case of a proprietary firm, the word Proprietary Limited is required to be added in the end. The name of unlimited proprietary firms must add Proprietary at the end of the title, and no liability organisations add No Liability word in their title (Barrett 2010). The section 148 of the act requires that the name of an enterprise must not be identical or confusingly similar to another organisations title. This article also provides the regulations regarding unacceptability of specific names which are rejected by ASIC or government departments. For example, a company cannot incorporate with the word Federal or Commonwealth in their title because it shows their connection to government, which can be confusing for the public. The words or titles rejected by ASIC cannot be used by organisations as their name (Lipton 2007). Section 152 of the act provides provision regarding reservation of a name; an individual can check the availability of a title in National Names Index which is provided over the online website of ASIC (ASIC n.d.). It is necessary that such party must reserve the name by submitting an application in prescribed format to ASIC. ASIC reserve such name for two months, which can be extended by providing a written form for an extension for next two months. Selection of Registered Office As per section 119A of the act, a company is required to select a registered office under its jurisdiction. The jurisdiction of corporations is situated in a particular state or territory. ASIC provides the name of company's registered office in its registration certificate. As per Cassidy (2006), the legal rights and abilities of a corporation did not change according to state or territory regulations. An enterprise adds its proposed registered office address in the application which became permanent address after the incorporations. Usually, corporations select a registration office near their place of working. As per section 144, it is compulsory for enterprises to write their name in front of the place of business. Details of Consent and Shareholding The corporations are required to provide their shareholding structure while applying for registration, which includes details regarding members and their shareholdings. The consent of each member is required for incorporation, whose name is written on the form or who has signed the application. This information must be correct and collected without any fraud by the company, and they must be submitted at the time of registration (McBurnie and Ziguras 2001). Constitution or Replaceable Rules As per section 136, a company can adopt their constitution before or after their incorporations. The constitution includes a contract of director and other members of the corporation. The constitution provides guidelines regarding power and duties of directors and other members. Section 141 of the act includes the provision of replaceable rules in an enterprise. The replaceable rules manage the function of the internal department of firms, which include maintaining of books of accounts, appointment disappointment of directors, the power of members and many more provisions. For No Liability and special purpose corporations it is compulsory to adopt constitution instead of replaceable rules. As compared to replaceable regulations, the constitution is a safer option because it covers a broader range of situations and it is easy to implement (Robinson 2011). Filing of Application and Fees As per section 117 of the act, a company can be registered by two methods, through a private service provider or directly through ASIC. Following items must be included in the application for registration: Details of the enterprise, including, name, address, authorised share capital, register office, type of business and timings Details regarding members such as name, address, personal information and the number of shareholdings Copy of corporations constitution or bylaws All aspects must be in a prescribed form All other regulation provided by ASIC must be fulfilled by the firm while applying for registration. ASIC apply fees over every paper or file submitted by any party. The fees for reserving a name of the enterprise is AU$48. The registration fee for a corporation with share capital is AU$479 and an AU$395 for a company without share capital (ASIC n.d.). Impact of Incorporation and Requirements The section 119 of the act provides the effect of incorporations; a company acquires various rights and responsibilities right after its registration. The separate legal entity of the enterprise formed right after its incorporation. As per Tomasic, Bottomley and McQueen (2002), after the incorporation, the organization is required to perform various on-going requirements such as maintaining necessary documents, displaying of name ACN over registered office and records. Applicability and Conclusion For the business of Richard and his sons, a proprietary organisation is a far better option than a public company. A proprietary company will provide them various benefits including more control on operations, less legal requirement, no personal liability and much more. Both the names suggested by Richard and his sons are available over the National Names Index, meaning they can select any one of them. Richard operates his business in Hunter Valley, which is where the register office of the company must be situated. For Richards business, the constitution is a better option those replaceable rules. The constitution covers broader situations, and it is more rigid, which provide safety in business operations. The procedure of applying for registration as mentioned above, along with the impact of incorporation. In conclusion, Proprietary Corporation is a beneficial option for Richards business because it will assist in its growth and expansion. The Issue The legal issue is Cosmo Mining Ltd liability for negligence, towards their former workers and society. Further, the issue is relating to the piercing of corporate veil in Cosmo Mining Services Pty Ltd case. Relevant Law The argument would include the interpretation of the principle of the lifting of corporate veil and provision of tortious liability for negligence by a business, as provided under section 5 of Civil Liability Act 2002. Main Legal Principle As per the Corporations Act 2001, every company has a different legal entity from its members. The directors or management of an enterprise cannot be held accountable for the activities of the business. Any party aggrieved due to actions of a corporation has right to file a suit against such firm, but not against the directors or members. The shield provided to the directors against the actions of a company is called corporate veil. In case of fraud or illegal activities of a firm, the court has right to lift such corporate veil and held directors liable for their decision. Argument on the Facts In this case, Terry has filed a suit against CMS corporations which has been wound up by the voluntary decision of its shareholder. The CMS Company was a subsidiary of CM enterprise; they controlled all the business activities of CMS. Terry is stating that due to the principle of corporate veil and liability of negligence, the shareholders of CM are responsible towards the responsibility of CMS Company. Supporting Case In CSR v Young (1998) Aust Tort Reports 81-468 case, Australian Blue Asbestos Ltd appointed its CSR Company as an agent to conduct a business transaction for them. This relationship provides the holding company full control over the operation of the subsidiary The decision of holding firms was behest upon the management of the subsidiary organisation. The actions of ABA caused cancer to a kid living near the town; the child filed a suit against both ABA and CSR Company. The court provided that both the holding and subsidiary corporation has a liability of care towards their employees as well as citizens (Warren 2016). In Smith, Stone Knight Ltd v Birmingham Corp (1939) 4 ALL ER 116 case, the holding corporation failed to transfer the ownership paper of a waste paper business to its subsidiary firm. After finding out this fact, the court provided that subsidiary is just an agent of the holding firms and the real owner of the business is holding enterprise. In its decision, the court held that the revenue, investment, workers and control of subsidiary firm should be determined as holding corporations business (Nyombi 2014). In Gilford Motor Co. v Horne (1993) Ch 935 case, an employee enters into a contract with his employer for not performing in related corporate job. The employee founded an organisation after quitting his work, and such corporation performs similar work for the first company. The employees family member was the shareholder in such enterprise, and the employee himself was the director. The employer sued the employee for breaching the contract; the court decided that employee formed the company as a sham and faade. The judge can ignore the provision of corporate veil if the corporations are created just as sham or faade (Grantham 2013). Form the decision of cases mentioned above; it can be concluded that Terry can file a suit against CM Corporation because they were acting as an agent for CMS and they were in complete control of their operations. The new company called Lazarus Pty Ltd is a sham corporation. Therefore, it can be held liable toward a former employee of CMS and society. Sham or Faade Corporation The Creasey v Breachwood Motors Ltd (1993) BCLC 480 case is an excellent example of the liability of a sham corporation. In this case, Breachwood Welwyn Ltd unlawfully discharged Creasey, who was their general manager. Creasey files a suit against the enterprise, but the company was wound up by its directors before the settlement of the claim. The assets were transferred to Breachwood Motors, and all the amount outstanding were settled by them, except for Creaseys claim. The court decided that Breachwood Welwyn Ltd breaches the provision of spate legal entity and the Breachwood Motor Company is a sham and faade (Saxena 2010). A similar principle applies over Lazarus Pty Ltd, the directors of CM uses these corporations to avoid the liability of CMS Company. Therefore, they shall be held liable towards the actions of CMS enterprise (Hameed 2012). CMS Wound Up Although, the CMS has been voluntary wound up by the unanimous decision of its shareholders, the liability of the corporation toward former worker and citizens did not dismiss. The motive of wound up was to avoid the accountability by the shareholders. Therefore, the court can hold the shareholders and directors of CMS personally accountable towards Terry and the residents of Gunbarrel. Conclusion In conclusion, CM was an agent of CMS, but they control the entire operation of the company which makes them liable towards the obligations of CMS. The reason for wound up was to avoid the responsibility of the company, and the new corporations were just a sham or faade to confuse the public. As per the provision of the lifting of the corporate veil, the court can hold directors and member of CM liable toward Terry and the residents of Gunbarrel. References Act, C., 2001. Corporations act 2001.Commonwealth of Australia. ASIC, n.d. Schedules of corporations fees. ASIC. Retrieved from https://asic.gov.au/for-business/payments-fees-and-invoices/asic-fees/schedules-of-corporations-fees/ ASIC, n.d. Search ASIC Registers. ASIC. Retrieved from https://connectonline.asic.gov.au/RegistrySearch/faces/landing/SearchRegisters.jspx?_adf.ctrl-state=h8lii3ryc_4 Barrett, R.I., 2010. 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