How the Introduction of the Individual into a Non-traditional Sport for

How the Introduction of the Individual into a Non-traditional Sport for His or Her Gender Affects that Individual and the Sport Itself A high school age boy makes the papers when he joins the girls' varsity field hockey team at his high school. A woman is judged according to femininity rather than muscle mass in a body building competition. An African American is thought inferior to his white counterparts on the sports field. A woman is discouraged from playing contact sports under the pretext of being too delicate. All of these events have one thing in common: they, in their own context, involve individuals entering a non-traditional sport for their gender or race. Over the years, events such as these continually arise causing either promotion of the evolution of this sport, or the destruction or discouragement of similar events occurring in the future. For the most part, such events are initially held in a negative light, only to become accepted over time, nevertheless showing the scars of damage and/or the reaped benefits. The most immediate and perhaps most obvious cost of such an entrance into the untraditional is the questioning of the participant's sexuality. This inquiry is most common to women as they enter fields such as boxing and basketball. Men, however, undergo the same scrutiny as they enter traditionally feminine sports such as figure skating and synchronized swimming. The appearance of new genders in sport does however take a step in the right direction. Every opportunity seized to create some sort of equality between the sexes in athletics is a step forward for that individual, for his or her gender, and for the sport into which he or she enters. This idea is best shown through the actions of a high scho... ...al sports for their gender. This gender battle is deep, sports being merely one of the many fronts on which these differences appear. On most occasions, this experience is difficult for the athlete. They are analyzed, questioned, and observed, all of which makes life very difficult. It is however, for the benefit of their gender, race, and for sport itself that such modifications are made, that such alterations in sport are evolved. Works Cited "The American Dream and Sport." ESS 200 Course Reader. 1-54 Banet-Weiser, Sarah. "Hoop Dreams: Professional Basketball and the Politics of Race and Gender." Journal of Sport and Social Issues. Volume 23, Number 4 (November 1999): 403-420 Holmlund, Christine Anne. "Visible Difference and Flex Appeal: The Body, Sex, Sexuality, and Race in the Pumping Iron Films." Cinema Journal. Volume 28 (Summer 1989): 299-310

English and International Integration Essay

International integration is a process by which countries remove barriers to trade freely and absorb new technology, new culture†¦ outside national borders. In the integration period, English is considered a bridge linking countries together. Nowadays, nearly 4 billion people all over the world use English as their first or second languages. Fluency in English has become an indispensable skill in the context of economic integration today. In my opinion, English not only helps you to extend the scope of communication but it also brings you many other benefits. Firstly, mastering English allows people to be kept informed of the latest news about fashion , sports, science or politics. For example; 80% of the Websites on the Internet in English and popular Newsletters on TV like BBC or CNN in English. You can update the newest fashion style of the week, the hottest news about a football match at the World Cup or the latest information of the upcoming Iphone. That’s why you easily become fashionable as long as you use English. Secondly, English offers you great chances for career promotion. Thanks to the International integration, many foreign companies have invested in our countries. They also join Vietnamese companies to do business. So English competence is the priority for big companies to hire staffs as well as considering employees for higher positions. Although there’s no official statistics on the correlation between English proficiency and wages, it’s pretty clear that the oppotunities always open wider for English candidates. Therefore, learning English is very important in the age of integration .And I don’t hesitate to share some tips on English learning with you . 1. Spend at least one hour everyday listening to news or discussion programs such as CNN news or BBC news. It’s hard to understand what they are saying when you first begin to listen to them, but gradually you’ll get used to the speed and tone. Then you can get a brief idea of what they are talking about, although you can’t get all the details. 2. Watch some English TV and listen to some English radio. TV and radio are the best and most inexpensive teachers to learn real English. Not only you can learn formal English from  news or debate TV programs, but you can also learn everyday English from soap operas, cartoons or comedies. 3. Spend more than two hours every day on reading English news or articles. Reading builds up your vocabulary, idioms, phrases, and the concepts of English structures. If you do enough reading, it will save you a lot of time since you won’t need to spend more time on building your vocabulary or grammar. Read out loud when you do your reading to improve your pronunciation at the same time. 4. Make some pen pals or native-English friends and write to them at least once everyday. The best way to improve your writing is to practice writing as much as you can. The more you write the more you know how to use what you’ve learned from reading and listening. 5. Make friends with speakers. This is the most difficult task because of the difference in culture, but you can’t really master English unless you can have good conversations with an American or Briton. Remember to ask a lot of questions to keep the conversation going. When someone asks you a question, give more than just basic information. For example, if someone asks you â€Å"Do you like living here?† don’t just answer â€Å"Yes† or â€Å"No,† but tell them why, too. 6. Think in English. Getting used to using English all the time will make it easier to listen and react with it. Follow these small tips can make it easier for you to learn English. In conclusion, eventhough English has already played an important role in our lives since Viet Nam was a full member of the WTO. This, may somehow, affect Vietnamese. But to catch up with the speed of the world’s development, we need to take the risk, learning English as much as we can, and not forgetting to keep the beauty of Vietnamese.

Major General Joseph Hooker in the Civil War

Born November 13, 1814, at Hadley, MA, Joseph Hooker was the son of local store owner Joseph Hooker and Mary Seymour Hooker. Raised locally, his family came from old New England stock and his grandfather had served as a captain during the American Revolution. After receiving his early education at Hopkins Academy, he decided to pursue a military career. With the assistance of his mother and his teacher, Hooker was able to gain the attention of Representative George Grennell who provided an appointment to the United State Military Academy. Arriving at West Point in 1833, Hookers classmates included Braxton Bragg, Jubal A. Early, John Sedgwick, and John C. Pemberton. Advancing through the curriculum, he proved an average student and graduated four years later ranked 29th in a class of 50. Commissioned as a second lieutenant in the 1st US Artillery, he was sent to Florida to fight in the Second Seminole War. While there, the regiment took part in several minor engagements and had to endure challenges from the climate and environment. Mexico With the beginning of the Mexican-American War in 1846, Hooker was assigned to the staff of Brigadier General Zachary Taylor. Taking part in the invasion of northeast Mexico, he received a brevet promotion to captain for his performance at the Battle of Monterrey. Transferred to the army of Major General Winfield Scott, he took part in the siege of Veracruz and the campaign against Mexico City. Again serving as a staff officer, he consistently displayed coolness under fire. In the course of the advance, he received additional brevet promotions to major and lieutenant colonel. A handsome young officer, Hooker began to develop a reputation as a ladies man while in Mexico and was often referred to as the Handsome Captain by the locals. Between the Wars In the months after the war, Hooker had a falling out with Scott. This was the result of Hooker supporting Major General Gideon Pillow against Scott at the formers court-martial. The case saw Pillow accused of insubordination following refusal to revise exaggerated after-action reports and then sending letters to the New Orleans Delta. As Scott was the US Armys senior general, Hookers actions had long-term negative consequences for his career and he left the service in 1853. Settling in Sonoma, CA, he began working as a developer and farmer. Overseeing 550-acre farm, Hooker grew cordwood with limited success. Increasingly unhappy with these pursuits, Hooker turned to drinking and gambling. He also tried his hand at politics but was defeated in an attempt to run for the state legislature. Tired of civilian life, Hooker applied to Secretary of War John B. Floyd in 1858 and asked to be reinstated as a lieutenant colonel. This request was denied and his military activities were limited to a colonelcy in the California militia. An outlet for his military aspirations, he oversaw its first encampment in Yuba County. The Civil War Begins With the outbreak of the Civil War, Hooker found himself lacking the money to travel east. Staked by a friend, he made the trip and immediately offered his services to the Union. His initial efforts were rebuffed and he was forced to watch the First Battle of Bull Run as a spectator. In the wake of the defeat, he wrote an impassioned letter to President Abraham Lincoln and was appointed as a brigadier general of volunteers in August 1861. Quickly moving from brigade to division command, he aided Major General George B. McClellan in organizing the new Army of the Potomac. With the beginning of the Peninsula Campaign in early 1862, he commanded the 2nd Division, III Corps. Advancing up the Peninsula, Hookers division took part in the Siege of Yorktown in April and May. During the siege, he earned a reputation for looking after his men and seeing to their welfare. Performing well at the Battle of Williamsburg on May 5, Hooker was promoted to major general effective that date though he felt slighted by his superiors after action report.   Fighting Joe It was during his time on the Peninsula that Hooker earned the nickname Fighting Joe. Disliked by Hooker who thought it made him sound like a common bandit, the name was the result of a typographical error in a Northern newspaper. Despite the Union reverses during the Seven Days Battles in June and July, Hooker continued shine on the battlefield. Transferred north to Major General John Popes Army of Virginia, his men took part in the Union defeat at Second Manassas in late August. On September 6, he was given command of III Corps, which was redesignated I Corps six days later. As General Robert E. Lees Army of Northern Virginia moved north into Maryland, it was pursued by Union troops under McClellan. Hooker first led his corps in battle on September 14 when it fought well at South Mountain. Three days later, his men opened the fighting at the Battle of Antietam and engaged Confederate troops under Major General Thomas Stonewall Jackson. In the course of the fighting, Hooker was wounded in the foot and had to be taken from the field. Recovering from his wound, he returned to the army to find that Major General Ambrose Burnside had replaced McClellan. Given command of a Grand Division consisting of III and V Corps, his men took heavy losses that December at the Battle of Fredericksburg. Long a vocal critic of his superiors, Hooker relentlessly attacked Burnside in the press and in the wake of the latters failed Mud March in January 1863 these intensified. Though Burnside intended to remove his adversary, he was prevented from doing so when he himself was relieved by Lincoln on January 26. In Command To replace Burnside, Lincoln turned to Hooker due to his reputation for aggressive fighting and chose to overlook the generals history of outspokenness and hard living. Assuming command of the Army of the Potomac, Hooker worked tirelessly to improve the conditions for his men and improve morale. These were largely successful and he was well-liked by his soldiers. Hookers plan for the spring called for a large-scale cavalry raid to disrupt the Confederate supply lines while he took the army on a sweeping flanking march to strike Lees position at Fredericksburg in the rear. While the cavalry raid was largely a failure, Hooker succeeded in surprising Lee and gained an early advantage in the Battle of Chancellorsville. Though successful, Hooker began to lose his nerve as the battle continued and assumed an increasingly defensive posture. Taken in the flank by an audacious attack by Jackson on May 2, Hooker was forced back. The next day, at the height of the fighting, he was injured when the pillar he was leaning against was struck by a cannonball. Initially knocked unconscious, he was incapacitated most of the day but refused to cede command. Recovering, he was compelled to retreat back across the Rappahannock River. Having defeated Hooker, Lee began moving north to invade Pennsylvania. Directed to screen Washington and Baltimore, Hooker followed though he first suggested a strike on Richmond. Moving north, he got into a dispute over defensive arrangements at Harpers Ferry with Washington and impulsively offered his resignation in protest. Having increasingly lost confidence in Hooker, Lincoln accepted and appointed Major General George G. Meade to replace him. Meade would lead the army to victory at Gettysburg a few days later. Goes West In the wake of Gettysburg, Hooker was transferred west to the Army of the Cumberland along with the XI and XII Corps. Serving under Major General Ulysses S. Grant, he quickly regained his reputation as an effective commander at the Battle of Chattanooga. During these operations, his men won the Battle of Lookout Mountain on November 23 and took part in the larger fighting two days later. In April 1864, XI and XII Corps were consolidated into XX Corps under Hookers command. Serving in the Army of the Cumberland, XX Corps performed well during Major General William T. Shermans drive against Atlanta. On July 22, the commander of the Army of the Tennessee, Major General James McPherson, was killed at the Battle of Atlanta and replaced by Major General Oliver O. Howard. This incensed Hooker as he was senior and blamed Howard for the defeat at Chancellorsville. Appeals to Sherman were in vain and Hooker asked to be relieved. Departing Georgia, he was given command of the Northern Department for the remainder of the war. Later Life Following the war, Hooker remained in the army. He retired in 1868 as a major general after suffering a stroke that left him partially paralyzed. After spending much of his retired life around New York City, he died on October 31, 1879, while visiting Garden City, NY. He was buried at Spring Grove Cemetery in his wifes, Olivia Groesbeck, hometown of Cincinnati, OH. Though known for his hard drinking and wild lifestyle, the magnitude of Hookers personal escapades is a subject of much debate among his biographers.

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.