Business Ethics and Starbucks Essay Example for Free

Business Ethics and Starbucks Essay 1. Starbucks demonstrates a new focus on business ethics and social responsibility by providing health care benefits to their employees, giving to the welfare of the needy, and also by packaging their goods in recycling materials along with any other practices that are beneficial to the company. Starbucks has also demonstrated by improving their dealings with their customers as well as their suppliers. Although this may not bring in additional revenues, the ethical businesses are better recognized and there durability is greater. As long as Starbucks can continue to gain trust in the customers, it will allow them to have a strong bond with them also. 2. I feel that Starbucks has been concerned with social responsibility in its overall corporate strategy because for one reason it is a popular business and it helps the image of the company to care about the community and the environment. Other reasons Starbucks were so concerned was because of the negative impact on the company. Starbucks has always been engaged in responsible business practice since they first started their operation and they have always spent a lot of time defending their image as well. Several small coffee shops were put out of business due to the clustering strategy. Starbucks decided to refocus their strategy after the 2009-2009 recession. Several locations were closed because of the lack of performance due to the economic depression. Because of Starbucks dedication to their employees and suppliers, they were able to earn their loyalty. However Starbucks were also concerned with social responsibility because it affected all parties involved. The company did achieve social responsibility by taking steps to follow certain guidelines and being involved in the community, which is very important to the company since ethical companies tend to do better in the long run. 3. I think Starbucks has both grown rapidly and mainly because it does provide products and an environment that customers want. Most people don’t know anything about the ethical and social responsibility that Starbucks engage in unless they research their websites. I feel that Starbucks success was due to its strong brand image that had been built over the years. Consumers purchased these products from Starbucks because of the good taste. However people were concerned about being ethical and social responsible when running a business, especially when consumers wanted to enjoy what they were consuming without having to worry about how the products are labored. This company also grew large due to several charity campaigns; such as the partnership between Starbucks and the project Red to raise money for different events. By being a large buyer of Fair Trade certified coffee, in spite of the high cost, they continued to grow as the purpose of fair trades that promotes a better working condition and greater incentives for the mmanufacturers. Starbucks does not only offer quality coffee to its customers, they also have a great atmosphere of the coffee shop. They have given back to the community and earned their trust as well as respect from their customers.

Effect of Learning Environment on Child Arithmetic Skills

Effect of Learning Environment on Child Arithmetic Skills Abstract The main aim of this experiment is to find out whether learning environments will affect children’s arithmetic skills. The hypothesis is children in kindergarten will performed better in arithmetic skills than children receiving home-schooling (N=40). These 40 children will be categorize into 2 groups, Boys and Girls and according to their learning environments, they are sub-grouped into kindergarten and home learning environments. Two different arithmetic tasks were carried out to assess the children skills. The experiment lasted for 12 weeks and at the end of the last week, all the scores were tabulated for the groups. A factorial between design was used in this experiment The statistical analysis yielded support for the hypothesis that children who study in kindergarten score better than children who study at home. However, due to lack of generalisation to population, further replication of the study is recommended with adequate sample size. How Learning Environments Affect Children Arithmetic Skills Acquiring basic literacy skills bring about a significant change to the advances in  research and educational practices. The preschooler years are viewed as the point whereby those kids are at their crucial point to learn the basic abilities of learning in how to read and write. So there is a dilemma for parents whether they should send their child to kindergarten or they should go along with homeschooling. Children tend to learn numbers counting before language acquisition and formal education (Lipton Spelke, 2003; Xu, Spelke, Goddard, 2005). As the child progress, his numerical accuracy gradually refined throughout his childhood until he gained more insightful knowledge in later year. (Halberda Feigenson, 2008). Subsequently, with language acquisition, children will understand the numbers in words and break them in smaller groups (Wynn, 1996), that are within their counting range and gradually move outside of the range to know more numbers (Lipton Spelke, 2006). Talking about cognitive development in children, Jean Piaget (1896) had devoted all his life to study how children think and not to just what children know. Piaget believes that children are able to seek understanding of the world through the process of assimilation and accommodation. Therefore, Piaget placed great emphasize on cognitive development associated with the experience and not social interaction. Another perspective of cognitive development is a Russian psychologist Lev  Vygosky(1896). Vygosky focused on culture and society when it comes to cognitive learning ability. He believed that children learn differently when they are learning independent as compared to learning under the guidance of a more capable partner. This is what he called ‘zone of proximal development†. In conclusion, Vygosky believed that cognitive development is affected by social interaction as compared to be independent. The difference in how Piaget and Vygotsky’s approaches to children cognitive development are the concept of individualistic and social processes. On a research study by Rea and Reys (1970), before children start to enrol in formal education, they are equipped with little of mathematical understanding .Children from early age is constantly practicing their counting skill. Geary (2004)stated that childrens counting abilities could be seen as a combination of inherent constraints and inductions based on counting experiences Seo and Ginsburg (2004) studied the types of informal mathematical activities which four- and five-year-old children express in natural settings during free play. Children demonstrated five mathematical categories; classification activities, magnitude activities, enumeration activities, dynamics and pattern and shape activities. According to Sarama and Clements (2009), children construct mathematics notions as they get actively engaged in the following sorts of play: sensorimotor or manipulative play, symbolic constructive play, symbolic dramatic play and games with rules. Children getting involved in play use it as a means to get them in problem solving situations to develop their thinking on mathematical ideas and procedures. Informal mathematical knowledge undergoes considerable development during the  preschool years and provides a basis for the later acquisition of formal mathematics in the school context (Clements and Sarama 2007). In this sense, successful early childhood instruction builds on children’s informal knowledge and supports the linkage of this prior thinking to more analytical mathematical representations, while taking into account diversity in terms of language, culture, needs and interests. Children possess informal knowledge of many complex mathematical ideas, enjoy the challenges of playing with these complex ideas and, with adult or peer guidance, they can achieve greater understanding than previously expected (Ginsburg, Greenes and Balfanz 2003). It was hypothesized in this study that children who receive education in kindergarten performed better in their arithmetic skills as to children who are receiving their education at home. Another hypothesis in this study is that boys in both school and home will score higher than girls in home and school environment in the assessment test. Methods Participants There will be a total of 40 toddlers involve in this experiment and they are staying at the same community area. They will be divided into 10 male and 10 female toddlers will attend the designated kindergarten while the remaining toddlers will be receiving home schooling at their own respective homes.The age of the toddler will be 5 years old for both genders to ensure fairness of their learning capability. The two different teaching environments that are set for this experiment will be at a kindergarten or at the toddlers’ homes Materials Math ability task. Math ability was measured using the Early Number Concepts component of the British Ability Scales II (Elliot et al., 1996). This math test comprises 24 items that assess various basic numerical competencies through four items (Recognizing numbers names and numerals, identifying quantitative relationships and matching corresponding Number estimation task Three number lines were used: 0 –10, 0 –20 and 0 –100. Each line was 25-cm long, with 0 on the left end and 10, 20, or 100 on the right end, depending on the scale. Procedure The 20 children will be divided into 2 groups according to their genders and in each group, they will be further split in another two groups, based on their learning environments kindergarten or home schooling. The children were instructed to follow the instructions in accordance to each task. The children are shown pictures and they were told to use pencil to circle the correct answer in the given questions. Next, they were told to match the same shapes from a group of mixed shapes of all sizes. Lastly, they were given simple basic addition and subtraction problems to solve and verbally voice out the answer. The total scores for the worksheet will be 20 marks. Results A factorial between groups analysis of variance (ANOVA) was used to investigate the effects of gender and learning environments on children’s arithmetic skills. Shapiro-Wilk and Levene’s test were used to evaluate the assumptions of normality and homogeneity of variance respectively. Neither was violated. Levene’s statistics for the test of equality is non-significant with F (3, 36) = .679, p=.571. The results for ANOVA was statically significant with children who attend kindergarten performed better than children who did not attend kindergarten with F (1, 36) = 8.112, p=.001, Õ ²2= .184, as well as statistically significant main effect for practice, F( 1, 36) = 1.073, p=.307, Õ ²2= .029. However, there is no significant interaction indicated that the effect of different learning environments on children’s arithmetic skills are associated with gender differences, F(1,36)= 1.00,p=0.01. The nature of the interaction is shown in Figure 1. Discussion This study aims to find out whether 5-year old children who attend kindergarten tend to have better arithmetic skills than children who have home schooling. This is a double blind experiment whereby both experimenter and children are unaware of what are there being tested, this is to protect the experiment from having the observer-expectancy effect. It was hypothesized that children who attend kindergarten tend to have higher scores than those children who have home schooling, and it was supported by the data using two-way analysis of variances (ANOVA). The data showed that there is a significant difference of the scores between the two learning environments. The two approaches that Piaget and Vygotsky had come across with are closely associated with the type of learning environments which children learn their cognitive skills in both kindergarten and home schooling. Children who attend kindergarten tend to be following Vygotsky’s concept of ‘zone of proximal development whereby children are able to learn under an adult’s supervision while children who receive educations at home from their parents, the home-schoolers are moving towards Piaget’s teaching as the children depend on themselves to gain knowledge about what is happening around them. As the child progresses from infants, his/her ability to learn also progresses along with the growth. Infants demonstrated word segmentation ability when adults were talking to them. When they reach the preschool age, environment play a significant role in their learning ability. At this age group, they are prone to pick up new information quickly even though it is an adult conversation (Whitehurst Valdez-Menchaca, 1988). So, the new information that the child had picked up, if the learning environment and the caregivers reinforces them to gain a better understanding of the things around them, the child will be more advanced in learning new skills. Therefore, in order for child to acquire good arithmetic skills, they can be exposed to more numbers-related information and problems and a positive reinforcement learning environment to gain better understanding of arithmetic problems. However, despite the fact children at the early onset toddlers’ age they are constantly using their arithmetic skills during their playtime with other children such as counting the numbers in their group and dividing themselves up for their games, but parents’ are always looking for educational videos to stimulate those children’s intellectual development at home(McCormick, 1998),which indeed raises the children’s academic achievement but it lowers their expectancies of success and pride in accomplishments in their future (Deborah.,et,al., 1995). Studies are consistent with the hypothesis that children tend to gain better cognitive development in kindergarten as children are exposed to active interaction conservations, feedbacks and corrections are given to them so they are able to understand the concept better to avoid future mistakes. There are some limitations in this experiment. First limitations is generalization of the population, the sample size of this children was taken at one community area and the conclusions are based on the responses of those pre-schoolers children that have yet to have better understanding of the world. Therefore it does not generate enough data to prove that this experiment is reliable. This greatly reduces the external validity of this experiment. Second limitation is the history effect whereby some children are enrolled in other arithmetic classes that could possibly allow them to score higher than the others and eventually lead them to become outliers in the groups. This is one of the confound variable which this experiment had failed to control. Therefore, further studies are needed to eliminate this variable and including a control group will eliminate this confound. In conclusion, there are some improvements that need to make for this experiment to have better reliability and usefulness to the population. Researchers who are curious about how children acquire higher level of arithmetic abilities or cognitive development should conduct more studies and analyse how different age groups solve problems or question with increasing difficulty under different learning environments, what are some of the tools that they use to assist them in the process of learning, and last of all, the interaction between gender and learning environment should be further analyse and require further research.

the waste land :: essays research papers

The Waste Land by T.S. Eliot Part 1 - Burial of the Dead April is the cruellest month, breeding Lilacs out of the dead land, mixing Memory and desire, stirring Dull roots with spring rain. Winter kept us warm, covering Earth in forgetful snow, feeding A little life with dried tubers. Summer surprised us, coming over the Starnbergersee With a shower of rain; we stopped in the colonnade, And went on in sunlight, into the Hofgarten And drank coffee, and talked for an hour. Bin gar keine Russin, stamm' aus Litauen, echt deutsch. And when we were children, staying at the arch-duke's, My cousin's, he took me out on a sled, And I was frightened. He said, Marie, Marie, hold on tight. And down we went. In the mountains, there you feel free. I read, much of the night, and go south in the winter. What are the roots that clutch, what branches grow Out of this stony rubbish? Son of man, You canot say, or guess, for you know only A heap of broken images, where the sun beats, And the dead tree gives no shelter, the cricket no relief, And the dry stone no sound of water. Only There is shadow under this red rock, (Come in under the shadow of this red rock), And I will show you something different from either Your shadow at evening rising to meet you; I will show you fear in a handfull of dust.   Ã‚  Ã‚  Ã‚  Ã‚  Frish weht der Wind   Ã‚  Ã‚  Ã‚  Ã‚  Der Heimat zu   Ã‚  Ã‚  Ã‚  Ã‚  Mein Irisch Kind,   Ã‚  Ã‚  Ã‚  Ã‚  Wo weilest du? 'You gave me hyacinths first a year ago; They called me the hyacinth girl.' --Yet when we came back, late, from the hyacinth garden, Your arms full and your hair wet, I could not Speak, and my eyes failed, I was neither Living nor dead, and I knew nothing, Looking into the heart of light, the silence. Oed'und leer das Meer. Madame Sosostris, famous clairvoyante, Had a bad cold, nevertheless Is known to be the wisest woman in Europe, With a wicked pack of cards. Here, said she, Is your card, the drowned Phoenician Sailor, (Those are pearls that were his eyes. Look!) Here is Belladonna, the Lady of the Rocks, The lady of situations. Here is the man with three staves, and here the Wheel, And here is the one-eyed merchant, and this card, Which is blank, is something he carries on his back, Which I am forbidden to see. I do not find The Hanged Man. Fear death by water. I see crowds of people, walking round in a ring. Thank you. If you see dear Mrs. Equitone, Tell her I bring the horoscope myself: One must be so careful these days. Unreal City, Under the brown fog of a winter dawn,

The Choosing Of A Landfill Site Essay -- essays research papers

The Choosing of a Landfill Site There is currently much debate on the desirability of landfilling particular wastes, the practicability of alternatives such as waste minimisation or pre- treatment, the extent of waste pre-treatment required, and of the most appropriate landfilling strategies for the final residues. This debate is likely to stimulate significant developments in landfilling methods during the next decade. Current and proposed landfill techniques are described in this information sheet. Types of landfill Landfill techniques are dependent upon both the type of waste and the landfill management strategy. A commonly used classification of landfills, according to waste type only, is described below, together with a classification according to landfill strategy. The EU Draft Landfill Directive recognises three main types of landfill: Hazardous waste landfill Municipal waste landfill Inert waste landfill Similar categories are used in many other parts of the world. In practice, these categories are not clear-cut. The Draft Directive recognises variants, such as mono-disposal - where only a single waste type (which may or may not be hazardous) is deposited - and joint-disposal - where municipal and hazardous wastes may be co-deposited in order to gain benefit from municipal waste decomposition processes. The landfilling of hazardous wastes is a contentious issue and one on which there is not international consensus. Further complications arise from the difficulty of classifying wastes accurately, particularly the distinction between 'hazardous'/'non-hazardous' and of ensuring that 'inert' wastes are genuinely inert. In practice, many wastes described as 'inert' undergo degradation reactions similar to those of municipal solid waste (MSW), albeit at lower rates, with consequent environmental risks from gas and leachate. Alternatively, landfills can be categorised according to their management strategy. Four distinct strategies have evolved for the management of landfills (Hjelmar et al, 1995), their selection being dependent upon attitudes, economic factors, and geographical location, as well as the nature of the wastes. They are Total containment; Containment and collection of leachate; Controlled contaminant release and Unrestricted contaminant release. A) Total containment All movement of water into or out of the landfill is prevented. Th... ...eatment, and the most appropriate methods, are site-specific. The timescale required for active leachate management is dependent on the rate at which pollutants are flushed from the landfill. With conventional low- permeability top covers and containment strategies, it is likely that the timescale will be several centuries, for wastes with a high pollution potential, such as MSW. There is currently a great deal of interest in shortening this period by high- rate recirculation and partial treatment. As yet, these accelerated flushing techniques have not been proven at full-scale. Until they are, or until waste minimisation and pre-treatment reduce the pollution potential of the wastes that are landfilled, the long time-scales for pollution control arising from current landfill techniques will remain. References: 1.Hjelmar O, Johannessen LM, Knox K & Ehrig HJ, Composition and management of leachate from landfills the EU. To be presented at 5th International Landfill Symposium, Sardinia, October 1995 [return to text] within 2.Dept of the Environment, A review of water balance methods and their application to landfill in the UK, UK Dept of the Environment Report No. CWM 031/91.

Improving homeland security: challenges and improvement Essay

The United States of America had its share of enemies since it was considered as the new military superpower. But with regards to intelligence work and the ability to thwart an attack by an external army nothing was as dramatic as the Pearl Harbor attack in 1941. It was a painful lesson in intelligence failure and past presidents vowed it will never happen again. But when 9/11 shook the nation, with an attack closer to home, many are wondering who dropped the ball in terms of intelligence work. This paper will look at the major challenges faced by the US intelligence community and the subsequent changes and transformation initiated by government officials to bring upon a marked improvement when it comes to information gathering and preventing future attacks in the US homeland. Before going any further it is important to examine the historical background of US intelligence and how it was shaped by global events especially during World War II and the Cold War with the former Union Soviet Socialists Republic of Russia. The discussion will then come in sharp focus to the events surrounding the infamous September 11, 2001 attacks. Background At the turn of the century, the American government, buoyed by the economic progress from the Industrial Age began to rise as a superpower. It was considered by many in the global arena as a force to contend with. Yet it took an unprovoked attack from an Imperial Army of Japan to finally force into everyone’s consciousness that indeed America is both feared and respected. So, one Sunday morning, more than sixty years ago, Hawaii – part of the Union yet situated far away in the Pacific – was mercilessly bombed by Japanese planes. The former President Franklin D. Roosevelt was right in denouncing the surprise attack as a day of infamy. There was no doubt that it was a day of ill repute as America was rudely made aware of their fast rising status. And with it comes enemies who perceive America as a threat or a country guilty of exploiting others. Whatever the perception, the US government will have to defend itself from enemies both foreign and domestic. Intelligence Failure In the aftermath of the Pearl Harbor attack, the U. S. intelligence community was severely criticized for failing to warn the nation of an impending attack from the Japanese aggressors. It was found out late that there was enough intelligence gathered to have alerted the army base there, but it was largely ignored. This is a classic example of intelligence failure and the consequence of which lingers on for a long time. The Pearl Harbor incident was the catalyst that transformed the US Intelligence community. From then on the intelligence gathering capability of the United States of America was forced to improve. And then again, complacency is the predictable effect of success. When America’s chief nemesis the USSR was toppled down, America finds itself in unfamiliar territory, a world where there is no one to challenge and serve as a counter-balance to America’s military superiority. When everything was quiet no one was able to anticipate that it was merely the calm before the storm so to speak. History eerily repeated itself, the infamy of Pearl Harbor was relived again and this time it was not a thousand miles away from the center of America but the enemy struck the economic nerve center of the nation. It was the same cowardly attack that stunned an unprepared government and its people. Predictably, just as it was in Pearl Harbor, there were also a great number of casualties. In spite of the previous changes and improvements, the US Intelligence community was again caught flat footed. Intelligent Work According to Michael Turner intelligence gathering can have a variety of definitions but for the professional it is encapsulated in the following statements: †¦intelligence is a particular kind of information that helps to inform, instruct, and educate the policy world. To consumers of intelligence – the policy makers – intelligence is that and more. To political leaders [†¦] a political liability, depending on whether intelligence information helps or hinders the fulfillment of political goals (2005, p. 3). Intelligence gathering is therefore a tool that helps create certainty in a very uncertain world. It follows therefore that intelligence gathering is not merely the action of collecting data but would also mean the interpretation of the same. This aspect of intelligence gathering requires attention and the neglect of which is the root of many intelligence failures. It is simply not enough to have data but there must also be an equally effective means of interpreting the said information. Adapting to Change For thousands of years the nature of warfare remained constant. Thus, two opposing camps fight it out in the battlefield. There was the effective use of troop movement and the use of military hardware. The commander who can utilize men and resources effectively wins the battle and ultimately the war. But since 9/11 the world has been rudely awakened to a different type of warfare. It is guerilla tactics brought into urban centers and far away from the traditional fields of war. If this is the new face of war then intelligence gathering must also be transformed to adapt to it. Intelligence gathering must now be geared towards an enemy led not by a traditional army but extremists who will fight for a cause that sometimes transcend national boundaries. Rendered Ineffective Aside from the guerilla tactics used by the members of the Al-Qaeda and other terrorist groups another reason for the failure of the US response were the laws that prevented for a more thorough investigation of suspicious characters. The strength of America which is the significant number of civil liberties enjoyed by its citizens became the liability that was exploited by the terrorists. In fact the 9/11 Commission pointed out that there were laws that were enacted to curtail some of the investigative powers of the FBI. According to the 9/11 Commission, â€Å"The FBI was criticized, rightly, for the overzealous domestic intelligence investigations disclosed during the 1970s. The pendulum swung away from those types of investigations during the 1980s and 1990s† (see 9/11 Commission Report). The FBI was then forced to take on kids gloves when treating suspected terrorists. Al-Qaeda on the other hand perceived these new developments as weaknesses they can exploit. Aside from ineffective laws the US Intelligence community has to deal with a host of other problems that includes 1) the improper analysis of information and intelligence; 2) the lack of coordination between government agencies; and 3) the absence of system where law enforcement agencies as well as counter-terror groups can share information. Human Intelligence But the most significant intelligence source with regards to the topic is â€Å"HUMINT† or human intelligence. And the reason is easy to understand – there are a lot of problematic factors related to this type of intelligence. First of all most information gathered through this method can be considered as secondary. There must be a way of processing raw data in order to determine its accuracy. In this regard there is now a move to develop technical and human resources that will be able to fully analyze â€Å"humint† as expounded in the following statements: The very nature of the transnational threat demands that we have analysts with language capabilities and are knowledge to understand local situations in relationship to global, transnational, and international trends and impacts. Analysts need a professional network that transcends territorial borders, and they need to be comfortable turning to local as well as global information (Sands, 2005, p. 75).

Race Class Gender

Chapter 8 worksheet Race, class, Gender 1. the alienated labor is when† private property and its owners hires and controls others and defines labor for them† Instead of results of one’s labor benefiting one’s self, the labor becomes a function that benefits the property owners (184). Therefore, capitalist get to hold on to their money by the â€Å"means of production†(184). In a capitalist society Owners vs. non-owners, conflict the rises between the â€Å"haves† and the â€Å"have not’s† are inevitable.Class structure is maintained by 3 mechanisms; State (ruling class asserting their common interest 185), Ideology (Ideas that support and legitimizes the position of capitalist 185) and the capitalist structure itself due to custom an training views the condition of capitalism a normal process and creates a dependency of workers on the system which makes it hard to resist or rebel. For Ma0rx the important issues structure of econom ic relations that drives everything else(185, 186. His ideology correlates with contemporary society because of the overabundance of productions which then leads to bankruptcy (2009 housing crisis)(188). . There are several factors that contribute to the development of capitalism, accumulation of capital as a result of increased trade and the opening up of the new world. Freed labour power, raw materials, means of production and a new market became available to capitalist. Systems of trade protection and taxes advanced the power of capitalism. There are 3 stages of capitalism: 1. Cooperation is when large numbers of laborers work together productively and efficiently to produce a given product under the mastership of one capitalist (187) 2.Manufacture is a detailed division of labor among workers who have been brought together to cooperate in the production of the capitalists products (187). L No one performs all tasks and each has a specific task to perform (187). 3. Modern (machin e) industry is the development and use of machines and replaces labor power which then increases surplus value for labor. 4. Durkheim’s viewed equality as the movement of society from â€Å"mechanical† to organic solidarity. Mechanical solidarity societies are homogenous and are based on the similarity of individual in it.Organic (modern) societies are distinguished as more complex and advanced. People perform roles so different they become interdependent in order for society to be effective. Durkheim viewed division of labor as central basis for integration in modern societies (202). In contrast Marx viewed vision of labor as the source of basic problems in capitalist society (202). Marx saw regulation in capitalist society as stifling human initiative whereas Durkheim saw moral regulation as necessary for individual liberty and happiness.

Development from Conception to 16 Years

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