Influences on Child Stages of Development

Influences on Child Stages of Development Samra Saleem Unit 2: Understanding and Promoting Children’s Development In this assessment I will be describing the expected pattern of children’s development. I will be analysing how personal and external factors can influence a child’s development, the reasons why children’s development may not follow the expected patter and why early intervention is important when delays in development are suspected. Children’s development will usually follow an expected pattern; however children will develop at their own rate and in their own time. Understanding the pattern of child development can help to identify children who may have delays in their development and require additional support. I will be looking at child development and will be looking into Physical Development Cognitive Development Communication Development Social and Emotional Development Moral Development Physical development: physical development looks at how children attain physical movements. Physical movements are split into three different skills. Gross Motor Skills is the movement of larger limbs, for example using your arms or legs. Fine Motor Skills is when smaller movements are obtained such as using your hands to hold things and Locomotive Skill is when there are full body movements such as walking or running which requires the whole body to move. The following the expected stages of development in physical development for children: 0-6 months: at this stage babies are able to lift and turn their heads and growth and height from their time of birth. Baby’s weight may drop after birth will be gained quickly. 12-18 months: during this stage most children will develop strength in their legs and will begin to stand up without the help of another person and start walking. 3-5 years: at this stage children will be able to co-ordinate their movements. They are also gaining more control of their fine manipulative skills and are more competent in using material and scissors. 7-9 years: at this age children’s fine and gross motor skills are now well developed and they are continuing to grow in height. You will begin to notice that the child is able to write better and neater and have the ability of stability in their hands. 11-13 years: at this stage children will most likely go through puberty. This is when the child’s body will go through different stages of sexual maturation. Cognitive Development: this area of development looks at a child’s intellectual development, the way in which the brain processes information. Cognitive skills include memory, problem solving and imagination. 0-6 months: at this stage babies can recognise the sounds and smells of their mother and will be aware of their surroundings. 12-18 months: at this stage babies are becoming more aware of their routine for the day. At this age babies are able to play with more complex toys. 3-5 years: at this stage children’s concentration is growing in activities they enjoy and show a like into the activities which they would prefer. 7-9 years: at this stage children’s academic skills are developing and writing and reading become easier. At this age children will be able to take tasks such as problems solving and putting their skills into practice. 11-13 years: children are able to reason more and can solve more complex problems. Communication Development: this area of development looks at the way that children learn to communicate. Communication development includes reading and writing, verbal communication and non-verbal communication, such as gestures and body language. Even before children can say their first words, they are already capable of understanding a great deal of language. 0-6 months: at this stage new born babies communicate their needs by crying. Babies will start getting your attention when needed my makes sounds and acknowledge others by smiling. Babies at this age will also be able to differentiate between their parents and others voices. 12-18 months: by this age babies will be able to replace their blabbering with some simple vocabulary. 3-5 years: at this stage children’s vocabulary is continuing to increase and their speech will now be recognisable to most adult’s. at this age you will find that children are much more aware of their surroundings and how things happen, therefore they will start asking questions regarding incidents. 7-9 years: by this age children are able to communicate properly and hold full conversations and also the skills of writing and reading has also extended by this age. 11-13 years: at this stage children now have developed good reading and writing skills, with grammar becoming more accurate in written communication; therefore they will have the ability to write out sentences in the right structure. Social and Emotional Development: this area of development looks at children’s development of feelings and self-identity as well as the formation of relationships. This area of development also covers behaviour a child understanding what behaviour is acceptable and social skills such as feeding themselves. From when a baby is born and to their early childhood there are many changes which they undergo. 0-6 months: at these early years the babies will be able to establish a close relationship with their main carer and will settle in for feeding and for comfort from that individual. As the baby gets a little older he/she will begin to smile and show enjoyment in activities 12-18 months: at this stage the babies are likely to experience anxiety when separated from their carer and have fear of any strangers. Children in this age group start showing significant amount of interest in other children. 3-5 years: at this age children will begin to take more interest in other children around them and also engage themselves into play activities with them. 7-9 years: by this age children are going through the stage of making good friends which is a very important factor in a child’s life stage. 11-13 years: there will be a lot more changes in a child’s life at this stage as they are getting ready to move to high school. This could be a tough time for a child as they may need to leave old friends whom they may have a good relationship with and the thought of going into a new environment may stress them out as they will need to make new friends. Moral Development: this area of development is strongly linked to social an emotional development and covers the choices and decisions that children and young people make. The development of morality also covers how children react and behave towards other people and the principles and attitudes they adopt. 3-5 years: at this stage of development children are most likely to have difficulty in understanding what is considered as right and wrong choices and actions. 7-9 years: by this stage children will appreciate if they are given duties and responsibilities as by now they know what is expected of them. 11-13 years: at this age children will have an expanded understanding about the importance of why rules and boundaries are set and how to effectively follow them. A child’s development is shaped by both personal and external factors. The following are some of the factors which influence a child’s development. Personal factors Problems during pregnancy and birth: a child’s development occurs as soon as conception is taken place as soon as the egg and sperm meet. This is when the generic information for that child is determined. A well-known condition known as down syndrome is a condition caused when there is an extra chromosome present. This condition causes delays in a child’s development through learning difficulties and heart problems. babies can also be effected by their mother behaviour and attitude during pregnancy. For mothers who smoke, take drugs and consume alcohol during their pregnancy can have a high risk and harm their baby. Birth experiences can also have an influence on a child’s development. Babies who are born prematurely may have delays in their development process as well as babies who do not breathe instantly at birth could suffer from lack of oxygen to their brain and body. Health: a child’s health can also be determined by their generic factors. Factors su ch as poor health can effect a child’s development and strain physical strength. Disabilities: generic factors at birth could also lead to babies having disabilities and health conditions which they are born with. These disabilities and health issues will affect their development process. External factors Poverty: there is increasing numbers of children who are experiencing poverty. 1 in 4 children is experiencing poverty in the UK and is said to be increasing my 2020. This number relates to the relative poverty than the absolute poverty. Relative poverty is a comparison of income compared to the average income off households. These are requirements needed to live a daily life from the materialistic things and the personal possessions. Absolute poverty is a lack of basic human needs including food, shelter, warmth, sanitation, health care and education. A balanced diet in a child’s growth is very crucial for their development. Families who may not be able to afford much may end up buying cheap food which contains harmful substances for a child’s diet. These foods are often full of saturated fats, salt and sugar and consuming large amounts of these foods can lead obesity and malnutrition in children. Consumptions of such foods can result in the children being hyperactive and lethargic. Those who live in poor housing conditions may suffer from conditions such as asthma due to cold and damp housing conditions. Family backgrounds and ethics have a really important part in a child’s development as children will watch and learn from their parents and other family’s members whom they are around. As children grow older they will find themselves in situations where they will need to make decisions on their own. Negative pressure from friends could lead to a negative decision and action taken by the child. Emotional influences: children will succeed when their emotional needs are met and when they feel happy and secure. Physical reasons: a child’s physical growth can affect its overall development. If a child is suffering from difficulties in their growth this could lead to their physical development being affected too. Environmental factors: external influences such as their family structure and the education which they receive could also have an impact on a child’s development. Cultural reasons: all cultures hold different beliefs and values about their children’s upbringing. The difference in being treated due to your sex could play a part on a child’s development negatively. Social influences: family structures and lifestyle has been seen to influence a lot on a child’s development. For those children who see their parents going through a separation or divorce may be effected negatively and undergo stress. Disability: there are many disabilities a nd conditions that a child can be born with or develop. Each of these will affect a child in a different way and will impact to changing levels on their learning and development. Early intervention If a child has been suspected of having a delay in their development, at this stage it is very important to identify exactly what support is needed and receive appropriate help and support for the overall development of the child. Identifying these delays early enables the child to overcome the difficulties and develop in the area where support is needed. If conditions and development factors are identified within a child then there is an opportunity to get receiving support from the Early years childcare settings. Children attending these settings will be assigned to a key worker who is responsible for that child. The child will closely be observed and any areas of concern will be highlighted.

Majority-Minority Question in the Writings of Gandhi and Jinnah Essay

Two major political leaders stand out in early twentieth century history of India. These two men are Mahatma Gandhi and Mohammed Ali Jinnah. In the lead up to the demand of Indian political leaders for independence from British colonial rule, a major political party was formed, and named ‘The Indian Congress Party’. All areas of British colonial India was represented in the Congress party. British colonial India was made up of people of many religions; the two major ones being Hinduism and Islam. Hindus were in the majority, while Muslims were in the minority, though a sizable minority. Both Gandhi and Jinnah were members of Congress Party. The initial push for independence from British colonialism was supported by people of all religions and from all regions. Of the main actors in the Indian independence movement, Mahatma Gandhi advocated a single united India composed of people of all religions in a secular constitutional democracy. Mohammad Ali Jinnah on the other hand, wanted an India made up of two states of equal parity, Pakistan and Hindustan. Hindustan would be ruled by the majority Hindus while Pakistan would be ruled by the minority Muslims, not as a democracy, but as an Islamic state. His difference of opinion with other Congress Party leaders like Gandhi, led Jinnah to leave Congress Party and to join ‘The Muslim League’. The inability of the two different and extreme positions to reach a consensus, eventually led to the division of British colonial India into two different countries at independence in 1947: India and Pakistan. Gandhi’s Position on Indian Independence Mahatma Gandhi was first and foremost a Hindu. When Gandhi entered Indian politics by joining the Indian Congress Party, he had three major objectives in view. The first was to unite all the people from diverse regions and religions into one united, indivisible India. The second was to awaken in all Indians a sense of nationalism and moral rearmament. The third was to use non-violent civil disobedience to force the British colonialists to grant India both political and economic independence. His speeches and writings were tailored towards these three objectives. Prior to Gandhi’s entry into Indian politics, there had been agitations for political autonomy by Indians. Many of these agitations had turned violent. The British on their part forcefully put down these violent protests, with consequent heavy loss of life of protesting Indians. Gandhi institutionalized non-violent protests as an effective method of forcing British colonialists to grant, first economic concessions and later political self determination to Indians. One of Gandhi’s most quoted famous speeches is one address to all Britons and given in 1942. â€Å"Leave India to God. If that is too much, then leave her to anarchy. † (Gandhi, May 1942) ‘†During the struggle for freedom, Gandhi had written this speech as an appeal â€Å"To Every Briton† to free their possessions in Asia and Africa, especially India†Ã¢â‚¬â„¢ (Philips and Wainwright, 567). In order for both Gandhi’s Indian Congress Party and the Muslim League to present a common front to the British for a unified Indian independence, Gandhi had meeting with Jinnah on many occasions. However, because of their diametrically opposed positions on the majority/minority issue, their talks yielded no positive results. While Gandhi and his Congress party wanted a unified India with a secular constitutional democracy, Jinnah and his Muslim League wanted a two state structure with the Muslim minority being granted political parity with the Hindu majority. Thus the stage was set for division of India into two separate political entities, one secular and the other religious. Jinnah’s Position on Hindu/Muslim Parity The stance of the Muslim minority of British colonial India was articulated by Jinnah in his speeches and talks with British colonial administrators and Gandhi. ‘In 1940 Jinnah said â€Å"So far as I have understood Islam, it does not advocate a democracy which would allow the majority of non-Muslims to decide the fate of the Muslims†Ã¢â‚¬â„¢ (Quaid-e-Azam, Vol II) ‘†Also in 1940 Jinnah spoke of how the Muslims constituted not a mere minority, but a nation and must have their own homeland. (Gwyer and Appadorai, 1957) Hence from his speeches and writings, Ali Jinnah left no room for meaningful compromise with those like Gandhi, who wanted a unified independent India, with a secular democratic constitution. Jinnah and the Muslim minority in India feared that the Hindu majority would dominate them and subjugate them in reprisal for the way the Muslim rulers of pre-colonial India had subjugated the Hindu populace which they ruled. In the words of Burke, ‘†At best, Jinnah and his colleagues were apprehensive of the intentions of the Hindu-dominated Congress towards the Muslims, and its ability and willingness to provide for and facilitate the progress and well-being of the minorities. In short, they were seeking to â€Å"escape the yoke of the more numerous Hindus. †Ã¢â‚¬â„¢ (Burke, 1973) NOTES 1. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 2. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 3. Speech at Lahore Session of the All India Muslim League, March 22, 1940,’Speeches and Documents on the Indian Constitution 1921-47†²,Vol II, Gwyer and Appadorai, 1957 4. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p. 65. Bibliography 1. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p.65. 2. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 3. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 4. Speech at Lahore Session of the All India Muslim League, March 22, 1940,’Speeches and Documents on the Indian Constitution 1921-47†²,Vol II, Gwyer and Appadorai, 1957 Internet Sources 5. Gandhi, May 1942, quoted in â€Å"The Partition of India† http://www. english. emory. edu/Bahri/Part. html

“Not My Best Side” U A Fanthorpe Essay

In â€Å"Not My Best Side† U A Fanthorpe challenges the traditional, stereotypical characters in the legend Of St George and the dragon only to replace them with another equally stereotypical set In the poem â€Å"Not my best side† U A Fanthorpe has challenged the orthodox images of the characters in Uccello’s painting of St George and the Dragon. She has successfully manipulated them into modern day caricatures. Through traditional stereotypical views and legends, Uccello has portrayed the fire-breathing dragon as grotesque and beastly. Yet this is the dragon whom a boy no older than a teenager, can tame. The poem contrasts any stereotypical view the reader may have taken and reveals that the dragon is no more innocent than the other characters. In the first sentence of the first stanza, the reader is confronted by a dress conscientious victim of fashion; this is hardly a fire-breathing monster. The dragon criticises all but himself, from the painter Uccello who, â€Å"didn’t give me a chance to pose properly† to the, â€Å"horse with a deformed neck†. Fanthorpe has given such a beast a pitiful personality the painter is described as a, â€Å"poor chap† however this is not an obvious reaction expected from such a beast. The phrases used by the dragon portray how the poem is the inverse of the painting itself. The fact that the angle of the picture was not in his favour has proven to disappoint the dragon deeply but he forgets the fact that he is about to be defeated and overcomes this with an answer; â€Å"I always rise again†. The character is quick to point out such supposed absurdities as, â€Å"what, after all are two feet to a monster?† and how his conqueror travels on a horse, â€Å"with a deformed neck†. His questions convey his unhappiness of being mocked, from his point of view his killers and victims appear to be blind, juvenile or ugly. Not taking things, as seriously as he should, the dragon tends to ask rhetorical questions: â€Å"should my conqueror be so ostentatiously beardless?† and, â€Å"Why should my victim be so unattractive as to be inedible?† The character does not think why they should take him anymore seriously than he is prepared to take them. Two diametrically opposed personalities, one from Uccello’s painting of St George and the Dragon, the other from U A Fanthorpe’s poem of â€Å"Not My Best Side† are never the less the same person. Painted unnaturally white and almost glowing, the young woman in the painting could be described as a symbol of virginity. She would be insulted to be given such a personality to the one in the poem where her casual sexual attitude is most noticeable in the double entendres: â€Å"wearing machinery† and, â€Å"see all his equipment† throughout the stanza. How these phrases are interpreted, is up to the reader. Half way through the second stanza the reader infers that she would have focused her attention on another issue but instead she is now talking of how she would â€Å"enjoy† being eaten by the dragon and assumes that all girls would like the same. Fanthorpe has prescribed to the girl a rather a modern woman’s personality rather than the image of a more biblical girl. Her language and her sentences are modern and appear slightly immature. One would usually associate phrases like, â€Å"And the way he looked at me† with a teenager. One would not assume a religious orthodox figure to be using phrases such as, â€Å"he might have acne, blackheads or even bad breath†. As well as being critical she also insults her hero’s manhood, â€Å"when this boy turns up†. Indeed her declaration† I didn’t much fancy him† shows her first thought that apparently ran through her mind when she was about to be rescued from death by the very same boy. Fanthorpe has created a similarity between the two characters of the dragon and the young woman. Both are far more concerned with their image and what others think of them than the reality of the situation. It could be said that her second stanza creates a less than glamorous image of today’s new woman. St George. The legendary character who is said to be the fearless slayer of the almighty dragon. However in this stanza, St George shatters our illusions as Fanthorpe allows St George to speak for himself. He is boastful about his, â€Å"machinery† and brags how he is educated to a degree in â€Å"Dragon management† and so-called â€Å"Virgin Reclamation†. Even his horse now sounds more like a car as he mentions it has, â€Å"Automatic transmission†. The first five lines of the stanza show how the traditional story has been put into a modern context. They also show how his own stupidity can make a mockery of him. His words, â€Å"Virgin Reclamation† are an example of his arrogance because he hopes to impress by using words longer than two syllables. Also he thinks that killing is a form of â€Å"management.† Such euphemisms and vocabulary choices not only make him look ignorant and boastful but also are not the words that should be coming out of the mouth of a true hero. His, â€Å"custom built spear† makes him sound like a modern day hero, a James Bond, type but as he is only a boy he has a good few years remaining before he takes on the role. By giving St George elaborate twentieth Century technical vocabulary Fanthorpe has escaped from the biblical sense of the picture to a stereotypical and has equalled him to a modern day Essex man. He attention seeking makes him appear snobbish, â€Å"You can’t do better than me†¦I’m qualified and equipped†. The reader would expect that it would be highly discomforting to be rescued by a hero with this bragging persona. Fanthorpe has created a complete inverse of the legendary character. St George’s more chauvinist qualities leak through when he intimidates the woman by asking her how or if she would like to be rescued. He is expecting her to take on the role of Sleeping Beauty waiting for the strong and handsome prince. St George’s expectations are worked when he tells her that she could be, â€Å"endangering job prospects† if she does not wish to cooperate. Here, he has taken on a very sexist attitude, and although it seems as if he would like to save the lives of others, once again he shows his ignorance by telling her, â€Å"What†¦does it matter what You want? You’re in my way†. He is only thinking of himself. Here in the third stanza is the third vision of a selfish personality. Fanthorpe’s modern day caricatures are not complementary! The three characters in this poem hold quite different opinions yet are extremely similar in the way that each character is as different as the other. They do not like being criticised but do not think how their insults to others are even more critical, â€Å"Unattractive as to be inedible.† In each of the stanzas the characters start off with good-natured comments but as they progress to the end of the stanza the points they have made appear ruder and their egotism reveals itself. The last lines all end with a sarcastic comment. All the characters are not too worried about anyone but them self. Over all they are looking after the image of number one, which seems to be the only thing that matters. Fanthorpe’s images of three types have little of the spiritual among them. As I read about thoughts, which are materialistic, vain or lustful, I learn that Fanthorpe seems concerned with showing us not our best sides.

Meaning and End of Religion Essay - 934 Words

Justin Luvshis September 17, 2011 Intro to Phil of Religion Professor Skorobogatov-Gray Banner ID: 800494043 The Meaning and End Of Religion Wilfred Cantwell Smith In the article, The Meaning and End of Religion, by Wilfred Cantwell Smith writes about his idea of the concept of religion explaining it to be a universally valid category as it is theorized but is truly a European creation. Throughout the article Smith conveys his ideas of religion. In his piece, there are several interesting ideas and most important thoughts that he tries to communicate to the reader. In response, the reader can respond to some of the important questions posited by Smith. In his best known and most controversial†¦show more content†¦There are several important ideas and most interesting thoughts that are poised by Smith that communicated to me directly. Some of the most important ideas that Smith depicted were a result of events that he experienced. He was able to observe traits from others who believed they â€Å"knew† a religion and he was actually able to explain to them the difference in sentences and phrases that one was able to understand a nd comprehend. It is important for one to not only study a religion and practice it but for one to be devoted to the religion. Religion is a part of life, and to live you must have religion in your life. In his article he continuously states that he is not defining the religion although he may not realize that he actually is. He is defining the religion as a concept in which an outside reader is able to understand. â€Å"The man of religious faith lives in this world. He is subject to its pressures, limited within its imperfections, particularized within one or another of its always-varying Luvshis, 3 contexts of time and place, and he is observable. At the same time and because of his faith or through it, he is or claims to be in touch with another world transcending this. 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