Purple Prose - Definition and Examples

A generally pejorative term for writing or speech characterized by ornate, flowery, or hyperbolic language  is known as purple prose. Contrast it with plain style. The double meaning of the term purple is useful, says  Stephen H. Webb. [I]t is both imperial and regal, demanding attention, and overly ornate, ostentatious, even marked by profanity (Blessed Excess, 1993).Bryan Garner notes that purple prose derives from the Latin phrase purpureus pannus, which appears in the Ars Poetica of Horace (65-68 B.C.) (Garners Modern American Usage, 2009). Examples and Observations: Once in the hands of Duncan Nicol it was translated, as by consecration in the name of a divinity more benevolent than all others, into pisco punch, the wonder and glory of San Francisco’s heady youth, the balm and solace of fevered generations, a drink so endearing and inspired that although its prototype has vanished, its legend lingers on, one with the Grail, the unicorn, and the music of the spheres.†(Columnist Lucius Beebe, Gourmet magazine, 1957; quoted by M. Carrie Allan in Spirits: Pisco Punch, a San Francisco Classic Cocktail With Official Aspirations. The Washington Post, October 3, 2014)Outside pockets of euphoria in Burnley, Hull and Sunderland, fans have been wallowing in liquor-soaked self-pity as the chill hand of failure gripped them by the neck and flung them mercilessly onto the scrap heap of broken dreams. (Please forgive my purple prose here: as a red of the Stretford variety I am perhaps inappropriately using this weeks digest as catharsis, but Ill m ove on, I promise.)(Mark Smith, The Northerner: United in Grief. The Guardian, May 28, 2009)Uncle Toms Cabin suffers from padding (what the French call remplissage), from improbable plot contrivances, mawkish sentimentality, unevenness in prose quality, and purple prose--sentences like, Even so, beloved Eva! fair star of thy dwelling! Thou art passing away; but they that love thee dearest know it not.(Charles Johnson, Ethics and Literature. Ethics, Literature, and Theory: An Introductory Reader, 2nd ed., edited by Stephen K. George. Rowman Littlefield, 2005)Characteristics of Purple ProseThe culprits of purple prose are usually modifiers that make your writing wordy, overwrought, distracting, and even silly. . . .In purple prose, skin is always creamy, eyelashes always glistening, heroes always brooding, and sunrises always magical. Purple prose also features an abundance of metaphors and figurative language, long sentences, and abstractions.(Jessica Page Morrell, Between the Lines . Writers Digest Books, 2006)In Defense of Purple ProseCertain producers of plain prose have conned the reading public into believing that only in prose plain, humdrum or flat can you articulate the mind of inarticulate ordinary Joe. Even to begin to do that you need to be more articulate than Joe, or you might as well tape-record him and leave it at that. This minimalist vogue depends on the premise that only an almost invisible style can be sincere, honest, moving, sensitive and so forth, whereas prose that draws attention to itself by being revved up, ample, intense, incandescent or flamboyant turns its back on something almost holy--the human bond with ordinariness. . . .It takes a certain amount of sass to speak up for prose thats rich, succulent and full of novelty. Purple is immoral, undemocratic and insincere; at best artsy, at worst the exterminating angel of depravity. So long as originality and lexical precision prevail, the sentient writer has a right to immerse himself or herself in phenomena and come up with as personal a version as can be. A writer who cant do purple is missing a trick. A writer who does purple all the time ought to have more tricks.(Paul West, In Defense of Purple Prose. The New York Times, Dec. 15, 1985)The Pejoration of Purple ProseThe idiom was originally a purple passage or purple patch, and the earliest citation in the Oxford English Dictionary is from 1598. The rhetorical sense in English comes from the Ars Poetica of Horace, specifically from the phrase purpureus pannus, a purple garment or raiment, the color purple symbolizing royalty, grandeur, power.Purple prose doesnt seem to have become wholly pejorative until the twentieth century when steep declines in the vocabulary and reading comprehension of college-educated Americans caused a panic in the education establishment and the newspaper industry, which together launched a campaign against prose that displayed royalty, grandeur, and power. This led to the disappearan ce of the semicolon, the invention of the sentence fragment, and a marked increase in the use of words like methodological.(Charles Harrington Elster, What in the Word? Harcourt, 2005) See also: AdjectivitisBaroqueBomphiologiaCacozeliaEloquenceEuphuismGongorismGrand StyleOverwritingPadding (Composition)ProseSamuel Johnson on the Bugbear StyleSkotisonTall TalkVerbiageVerbosity

Reflection On The Inclusion Improvement Plan - 856 Words

Reflection is an important part of the planning process. â€Å"Ongoing learning and reflective practice is one of the five principles of the early years learning Framework† (DEEWR, 2010. p. 7). It gives the educators an opportunity to look at the planning process, the successful areas of planning, the areas of improvement and progress and to get motivated to work better for the learning of children. The following reflection will highlight the merits of implementing the inclusion improvement plan, some of the issues that impact on educators’ capacity to provide an inclusive care environment and how can the educators manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children. The inclusion improvement plan for Joshua caters to his special needs to a large extent. For example, Joshua is a child with autism. â€Å"The term autism loosely groups a range of spectrums that share the characteristics of difficulties in socialisation, communication and repetitive and restricted behaviour† (EDU 30005, 2016). Children with special needs were not considered to be a part of the education system and were being labeled as gifted or handicapped. However, with the change in the societies, the concept of disability has also changed. As Winzer (2007) argues, â€Å"although there have always been differences in a society, the construct and implications of what it means to be normal vary as the society changes andShow MoreRelatedQuantitative and Qualitative Research Questions and Hypothesis1050 Words   |  5 Pagesdisabilities, plus their teachers will become empowered . The problem is the need for more collaborative training for inclusion teachers in an effort to effectively plan curriculum and increase their levels of confidence with the use of AT devices. The specific problem is the need to develop a program to train inclusion teachers on the use of AT devices needed to effectively plan for students with disabilities. This study will use a quantitative method and a Participatory Action Research (PAR)Read MorePlanning, Tracking, And Maintaining The Individual Evaluation Plan874 Words   |  4 PagesSchool afforded me the opportunity to interview her for this assignment. I have come to know Ms. Varela during the planning period in the teacher’s lounge. Most times when I see Ms Varela, she is often busy preparing materials and organizing lesson plans. Ms. Varela has a warm disposition and speaks of the students in a respectful manner and has a genuine concern for the education. The day before the interview, I reviewed the questions with Ms. Varela to give her the opportunity to think about herRead MorePrinciples, Policies Frameworks of Inclusive Schooling Essay1176 Words   |  5 Pagesfrom Anti-Discrimination Acts, Child Protection, Disability Services and Privacy Legislation. Examples of a few of the most recent approaches designed to promote and support Inclusive Education include: †¢ School Improvement and Accountability Framework – Destination 2010 Action Plan, 2006 – 2008 †¢ Disability Standards for Education, 2005 †¢ Framework for Gifted Education, 2009 All policies and legislation have been designed to ensure every child, regardless of difference, is included in theRead MoreElementary School Reflection890 Words   |  4 PagesRunning Head: JOURNAL REFLECTION 1: A CASE STUDY OF A HIGHLY EFFECTIVE, INCLUSIVE ELEMENTARY SCHOOL Journal Reflection 1 Reflection of: A case study of a highly effective, inclusive elementary school. Connell Reddick Jr. Augusta University Summary: A case study of a highly effective, inclusive elementary school The study conducted at Creekside Elementary School (CES) in Florida was aimed to investigate the contributing factors which led to the success of their highlyRead MoreNational Youth Sports Program Evaluation Paper1269 Words   |  6 Pageswas not appropriated, causing only thirty universities to provide the program in 2008. One of the universities that still offered the program in 2008 was the Ohio State University (OSU). Without federal funding, OSU started to make incremental improvements to their overall program model. This included changing the role of counselors to a mentoring and behavior management position and with athletes teaching the sport. Additionally, a one-hour enrichment session was added each day. Purpose The purposeRead MoreAnalysis Of Wood Thompson ( 1980 )1297 Words   |  6 Pageslearning with others that builds on personal contexts. The underlying message for facilitators of adult learning is that â€Å"if something can be learned, it can be learned in a motivating way (p. 156) and that in fact, every instructional plan must also include a motivational plan as well. Effective instructors of adult learners are characterized as exhibiting â€Å"expertise, enthusiasm, clarity, and cultural responsiveness† (p. 156) which means they must know the context and perspectives of those they are instructingRead MoreDoes Teaching The Benefits Of Skin To Skin Contact And1349 Words   |  6 PagesDoes teaching the benefits of skin to skin contact and breastfeeding at prenatal visits increase the practice of skin to skin contact post-delivery and have an improvement in breastfeeding practices? 2. Choose a study design that you feel would work to answer your research question and answer the following below: a. State and describe the design you will be using (*hint – this needs to be more specific than â€Å"quantitative†) My research design is Pre-Experimental Qualitative and is also ProspectiveRead MoreIdentify the Current Legislation and Codes of Practice to the Promotion of Equality and Valuing of Diversity.1402 Words   |  6 PagesEvery school must produce a range of policies which formally set out guidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life. All work with children should be underpinnedRead MoreThe Organizational Structure Of Schools, School Districts, States, And The Federal Government976 Words   |  4 Pagespay with the inclusion of how well their students’ test scores are. SII (Strengths, Improvement, and Insights): 1. Strength: What were the main strengths in completing the chapter learning objective as questions, and why was it a strength? My strength in completing these learning objectives was small. I was able to complete the in one setting. It usually takes me a couple days to complete the Chapter Journals. Overall this chapter easy to understand and comprehend. 2. Improvement: What do I needRead MoreThe Ohio Legislative Black Caucus Is Writing To You To1367 Words   |  6 Pagescontent of Ohio’s Every Student Succeeds Act (ESSA) Plan and the proposed submission date of the plan on April 3, 2017. The purpose of ESSA is to fully prepare all students for success in college and careers, which consists of rigorous and comprehensive state developed plans designed to close achievement gaps, increase equity, improve the quality of instruction, and increase outcomes for all students. Ohio is currently creating an ESSA State Plan for how our local, state and federal programs are

Night Women free essay sample

Perhaps it is a mosquito that has learned the gift of lighting itself. † (pg. 196) â€Å"We have never talked about love. What would he need to know? Love is one of those lessons that you grow to learn, the way one learns that one shoe is made to fit a certain foot, lest it cause discomfort. † (pg. 196) â€Å"There is a place in Ville Rose where ghost women ride the crests of waves while brushing the stars out of their hair. There they woo strollers and leave the stars on the path for them. There are nights that I believe that those ghost women are with me. † (pg. 197) â€Å"Sometimes I see in the folds of his eyes a longing for something that’s bigger than myself. We are like faraway lovers, lying to one another, under different moons† (pg. 197) â€Å"I tell him of the deadly snakes lying at one end of a rainbow and the hat full of gold lying at the other end. We will write a custom essay sample on Night Women or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † (pg. 197) â€Å"I want him to forget that we live in a place where nothing lasts. † (pg. 197) â€Å"No more, no more, or your teeth will turn black. (pg. 197) â€Å" Tonight he brings me bougainvillea. Its always a surprise†. (pg. 198) â€Å"I see his wife’s face in the beads of sweat marching down his chin. † (pg. 198) â€Å"I watch the piece-worker women march one another to the open market half a day’s walk from where they live. I thank the stars that at least I have the days to myself. † (pg. 198) â€Å"Darling, the angels have themselves a lifetime to come to us. † (pg. 198) 1) If, according to the character, there are two types of women: day and night, why is the story called Night Women? )What is the significance of the mosquitos and firefly? What do they represent? Why does they go to her son and not her? 3) Why doesn’t the character talk to her son about love? Why does she feel that it is something he must learn on his own? 4) What is the significance of the ghost women? 5) When the doctor arrives with bougainvillea, why does she say its always a surprise? Does she mean it? 6) What is going through her mind when she see’s the doctors wife in beads of sweat? ) When she see’s the piece-working women in the morning, why is she thankful she has this time to herself? 8) The last sentence of â€Å"darling the angels have themselves a lifetime to come to us† leaves the reader moved. What do you think about this ending and what it means to this character and her son? 9) While she clearly doesn’t enjoy her line of work, what is her motivation to continue doing it? 10) Her fantasies and fabrications to her son: do you feel that they beneficial or detrimental in his development?

Young Person Development free essay sample

AgePhysical developmentCommunication and intellectual developmentSocial, emotional and Behavioural development Birth to 3 monthsLooks at hands. Plays with fingers. Clasps hands. Holds a rattle. Lifts head and chest up. Brings hands together over body. Waves arms. Can lift head and turn when on front. Cries when basic needs require attention. Vocalises when spoken to and when alone. Watches primary carers face. Coos and smiles. Enjoys cuddles and being handled. 3 to 6 monthsReaches for a toys. Moves a toy from one hand to another. Put objects into mouth. Waves arms to show that they wish to be lifted. Rolls onto front. Uses arms for support when lying on stomach. Sits with support. Is starting to eat and sleep more regularly. Gets first teeth. Can take solid foods from around six months. Babies try to communicate making eye contact and babbling. They may imitate sounds or repeat them. Watches adults closely. Explore using their mouths. Explore using touch. We will write a custom essay sample on Young Person Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Play alone with toys such as rattles. Makes singsong vowel sounds e. g. ‘aah-aah’, ‘goo’. Laughs and squeals during play. Responds differently to different tones of voice. Laughs. Enjoys being played with. Uses comfort object e. g. a blanket. Seeks attention. 6 to 9 monthsGrasps using index finger and thumb. Can sit up unsupported. Deliberately drops objects. Starts to be mobile e. g. rolling, crawling.. Reaches out for toys when sitting. Watching and copying what adults do. Repeating movements such as dropping toys. Enjoy simple games such as peek-a-boo. Explore toys and objects alone. Shouts for attention. Babbles loudly. Uses double syllables such as ‘’Da-da’’. Imitate adult vocal sounds such as coughing. Understands ‘’no’’ and ‘’bye’’. Responds when he/she hears name. Fear of strangers. Enjoys games such as peek-a-boo. Can discriminate between familiar people and strangers. 9 to 12 monthsUse pincer grasp (index finger and thumb) to pick up objects. Stands alone briefly. Points using index finger. Walks holding onto furniture. Enjoys self-feeding and holds cup with help. Starts showing hand preference. Repeat actions that they have enjoyed. Knows own name. Understands around 20 words in concept. Understands simple messages such as ‘’where are your shoes? ’ Likes being read to. Affectionate towards own family and primary carers. May become unhappy at changes in routine. Expresses anger at being told ‘’no’’. 12 to 18 monthsUses a spoon to eat. Walks unaided. Scribbles. Begins to build using bricks. Squats to pick up objects. Climbs onto objects. Pushes and pulls toys when walking. Tries to kick a ball, rolls and throws a ball. May assist with dressing and undressing. Holds crayons in a tripod grasp. Can turn handles. Learn through trial and error. Beginning to play with adults. Playing and ‘talking’ alone. First words. Echoes prominent and last words in sentences. May try to join in with songs and nursery rhymes. Responds to simple instructions such as ‘’shut the door’’. Enjoys picture books and will point to a named object. Points to parts of the body. Begin to communicate using words. Language begins to increase. Has a stronger feeling of being an individual. Points to objects to show a familiar adult. Shows some independence in exploring environment but still needs a familiar adult. Repeats actions to gain attention. No understanding that objects may belong to others. 18 months to 2 yearsUses a spoon effectively to eat. Climbs onto furniture. Runs. Can use sit-and-ride toys. Walks up and down stairs with both feet on one step. Imitate other children and adults. Carrying out repetitive actions e. g. putting things in and out of boxes. Watching other children but not joining in. Enjoy playing with adults. Uses two words linked together. Uses more than 200 words by two years old. Makes simple two word sentences. Refers to own name, talk to self during play. Uses key essential words but misses out connecting words (telegraphic speech). Develops an awareness of number names through rhymes and songs that relate to numbers. May say some counting words randomly. Attempt, sometimes successfully, to fit shapes into spaces such as jigsaw puzzles. Can use blocks to create simple structures. Enjoys filling and emptying containers. Parallel play (plays near other children). Begins to talk while playing (pretend play). Will imitate adults actions. Strong emotions such as fear, joy and anger are shown. Imitates adults in simple tasks. May alternate between independence and clingy behaviour. Enjoys other children’s company but still reluctant to share. 2 years to 2 ? years May have established a hand preference (right-handed/ left handed). Can kick a large ball. Can do simple jigsaw puzzles. Begins to ride tricycles. May move out of nappies and begin toilet training. Show some reasoning skills. Begin to ask questions such as ‘’why? ’’. Play imaginatively such as role playing. Notices simple shapes. May move out of nappies and begin toilet training. Start taking interest in other children. Begin playing with other children. Start to wait for their own needs to be met. May have tantrums and become easily frustrated. May dislike adult attention being shown to other children. Finds sharing difficult. Be happy leaving primary carer for short periods of time. 2 ? years to 3 yearsTurn pages in a book one by one. Pedals and steers a tricycle. Washes hands with help. Runs forwards and backwards. Can hold a crayon. May be able to draw a face. Can throw large balls. Walk upstairs on alternate feet and walk on tiptoe. Can kick a ball with some skill. Jumps from low steps. Can concentrate for longer at activities which interest them. Begin recognising shapes and letters. Can solve puzzles through reasoning and trial and error. Play co-operatively with other children and can take turns. Expanding vocabulary. Use of plurals. Can hold a simple conversation. Enjoys repetition of favourite stories and songs. Can count to ten. Knows most primary colours. Use some number language such as ‘’more’’ and ‘’a lot’’. May be able to recite some number names in sequence. Begin to make comparisons between quantities. Begin to categorize objects according to properties such as size and shape. Beginning to understand variations in size. Have a sense of identity including gender and age. Show concern for other children. Tries to be independent. Less anxious about separation. 3 years to 4 yearsCan button and unbutton clothing. Walks in a line. Can cut out a simple shape. Can aim and throw a ball. Can draw a person with head, body and legs. Can hop on one foot. Can brush own teeth. Use reasoning based on their own experiences. Begin to use and understand symbols such as writing and beginning to read. Start to understand simple rules in games. Play co-operatively and take turns. Talk clearly so anyone can understand them. Asks many questions: who? What? Where? When? And why? Knows body parts. Know simple animal names and sounds. Can question why things happen and give explanations. Sometimes matches number and quantity correctly. Are beginning to understand ‘’bigger than’’ and ‘’enough’’. Uses shapes appropriately for tasks. Begins to talk about the shapes of objects. Begin to make friends. Show social skills, for example turn taking, sharing and oncern for others. Be affectionate towards others such as family and friends. Want to help and please familiar adults. During play children may imitate actions seen in their own experience e. g. put teddy to bed. Share toys. Play with other children. Show care and concern for others e. g. hugging a crying child. Follows rules by imitating other children e. g. washing hands before a meal. Able to communicate own wants and needs. Enjoys being with other children. Enjoy helping adults. Use the toilet independently. Can tell the difference between boys and girls and use language such as ‘her’ and ;him’ correctly. May test rules. Show increasing confidence in selecting and carrying out activities. Begin to talk more about their home and community. 4 years to 5 yearsCan form letters when writing. Can skip with a rope. Colours in pictures. Runs very quickly and is able to manoeuvre around and avoid obstacles. Can complete a 20 piece puzzle. Can throw a large ball to a partner and is able to catch it. Easily dresses and undresses. Hit’s a ball with a racket or bat. Has a finer control of blocks, construction toys and puzzles. Enjoy table top games. Can count up to 20. Ability to write developing, is able to write some words/letters and copy others. May read simple words and books. Can predict next events. Knows half and whole. Can consistently develop a story, explanation or line of questioning. Begin to represent numbers using fingers and marks on paper etc. May be able to select the right numeral to represent numbers 1 to 9. May talk about how shapes are similar/different. Begin to use mathematical names for ‘solid’ 3d shapes and ‘flat’ 2d shapes. Order objects according to height, weight or length. Use language such as ‘greater’ ‘smaller’ ‘heavier’ etc. Talk about, recognise and recreate simple patterns. Gain increased confidence. Express themselves. Feel proud of own achievements. Children begin to make close friendships. Plays with other children without guidance from adults. Is able to communicate feelings. Understand the need for rules. Develops fears of fictional things such as ghosts. Develop a respect for their own and others beliefs and cultures. Enjoys joining in with family customs. Understand hat people have different needs, cultures and beliefs that need to be respected. Understand that they can expect others to treat their culture and beliefs with respect. 5 years to 8 yearsIs able to join handwriting. Has confidence when hopping, skipping and jumping. Accurately cuts out shapes. Can balance on a beam. Can produce detailed drawings. Dodges and chases others. Can tie and untie shoe laces. Can use a bicycle and other wheeled toys such as roller-skates. Understand the need for rules and enjoy using them. Show increased reasoning skills but still using some trial and error. Play co-operatively in groups. Speech is fluent. Uses descriptive language. Can give full name, age, birthday and address. Enjoys singing, jokes, rhymes and stories. Recognises a new word and asks the meaning of them. Can accurately copy accents heard. Can count up to one hundred. Understands the use of symbols in writing and maths. Are able to engage in verbal arguments, persuasion and negotiation. May read books to themselves silently. Gain a sense of justice and fairness which means sharing is more frequent and easier. Become more self aware and may be critical of their own efforts. Begin to be influenced by people who are not family members. Having friends becomes more important to the child. Children start to compare themselves to their peers. Have strong friendships. May argue back. Copies behaviour from other children possibly swearing or spitting. Understands the difference between right and wrong. Has increased self-care skills e. g. getting dressed, toileting independently. Enjoy competitive games but may not always cope well with losing. Tend to play more with children of their own sex. Make up their own games which tend to have rules. 8 years to 12 yearsIncreased fine motor skills allowing for more intricate work such as making models, typing, threading and knitting. Less concentration is needed allowing children to talk as they use their hands. Coordination and perceptual skills are increased allowing children to concentrate on strategies during games such as football. Solve problems using reasoning and logic. Show imagination and creativity in activities such as role play, writing and drawing. Begin to use information in one situation and transfer it to another. Most children are fluent speakers, readers and writers of own language. Increasing preferences for subjects. Children become more aware of what others think of them. Children begin to compare themselves with others. Children usually have an established group of friends usually mainly of the same gender as themselves. Some children may be keen to show appropriate behaviour, other children may have learned that they can gain attention from others through inappropriate behaviour. Enjoy responsibility. May have a keen interest in hobbies. Can tell you what they are good at. Enjoys learning about different people and places. Enjoys group projects. Are likely to argue with parents/carers as young people start to become independent. 12 years to 16 years Hardening of the bones in hands and wrists is complete allowing for increased strength in hands enabling movements such as twisting lids off jars. Lungs and heart develop allowing for an increased stamina allowing young people to be able to walk for longer distances and to take part in more energetic sports. Girls bodies will start to show signs of puberty. Outward signs that a girl’s body is maturing includes developing breasts and widening of the hips. Most girls will begin to menstruate (start having their periods) between the ages of 12 and 15 years, although this may vary. For boys, puberty may begin around 12 or 13 years and for most will end at about 17 years, although many boys will continue to grow until they are 18 years old. Outward signs that boys are going through puberty include a sudden growth in height, the voice becoming deeper and facial hair growth. At the end of this process, most boys will be stronger than girls because the ratio of fat to muscles is higher in girls than in boys. On average, boys will also be taller. Brains developing with increase in reaction times and co-ordination. Can read and write confidently. Skilled at transferring information from one situation to another. May be competent in using abstract information, e. g. chemistry, maths. Questions sources of information such as parents, teachers, books etc. Growing awareness of important issues such as poverty and politics. Developing the ability to think abstractly. They can think bout things that can’t be seen such as spiritual ideas and things like love, respect and justice. High levels of skill (such as computing). Brains developing which increases reaction times and co-ordination. Tend to have strong friendships and form groups. Time spent with friends increases. May become more independent from family. Hormones may be affecting young people of this ages moods and emotions. Young people will be making a transition between dependence on family to independence. Develop own identity and tastes in things such as music, fashion etc. Body changes can upset self esteem. Peer pressure can be a significant influence. They want to be like their friends, to be normal. They fear being different. They enjoy being with friends, and they like one-on-one time with adults. They begin to doubt their parents’ beliefs. May rebel against rules. They may try alcohol, drugs or tobacco. Describe with examples how different aspects of development can affect one another: The different aspects of child development can easily affect each other. If a child is having difficulties in one aspect of their development this could begin to cause difficulties in another area of that childs development. For example if a child has difficulties communicating with others this could also affect their social development as they will be unable to talk to others, join in conversations, songs and games etc. This could then have further affects on the childs emotional development as their lack of social interaction may lead them to feel left-out and lonely which could lead to sadness or frustration and even anger. This could then have an affect on their behavioural development as their anger and frustration teamed with their inability to communicate effectively could led to tantrums, fighting with others etc.