Millennium Development Goals (MDGs)

Millennium Development Goals (MDGs) The Millennium Development Goals (MDG’s) This lesson deals with the Millennium Development Goals (MDGs). MDGs are derived from earlier development targets. The MDG’s originated from the United Nations Millennium Declaration, was the main outcome of the Millennium Summit. The Declaration asserted that every individual has dignity; therefore, the right to freedom, equality, a basic standard of living. MDG’s emphasized the role of developed countries in aiding developing countries, as outlined in Goal Eight, which sets objectives and targets for developed countries to achieve a global partnership for development ________________________________________________________________________________ Objectives After going through this lesson, you should be able to: describe the millennium development goals-(MDGs) Focus on three major areas for improvement. ________________________________________________________________________________________ 7.1Â  Introduction It is not the United Nations that has to achieve millennium development goals; they have to be achieved by every country, by the joint efforts of government and people. The millennium declaration promises people from the dehumanising conditions of extreme poverty, make the right to development a success and reality for everyone. Each goal is easy to understand and implement. The Millennium Development Goals (MDG’s) are the world’s biggest promise – a global agreement through collaborative action. Any happening in one country undoubtedly affects those who live in other countries. We need to have a safe and secure world unless we react all against poverty, injustice and inequality. We can eradicate poverty, since we have the resources, and know how. Let us make best of opportunity. One World One Hope: to achieve our global commitments and vision of the Millennium Development Goals targets by 2015. ________________________________________________________________________________________ 7.3 THE MILLENNIUM DEVELOPMENT GOALS-(MDG’s) The Millennium Development Goals (MDG’s) are the most broadly supported, comprehensive and specific development goals the world has ever agreed upon. These eight time-bound goals provide concrete, numerical benchmarks for tackling extreme poverty in its many dimensions. They include goals and targets on income, poverty, hunger, maternal and child mortality, disease, inadequate shelter, gender inequality, environmental degradation and the Global Partnership for Development. Goal 1: Eradicate extreme poverty and hunger Targets Target 1a: Reduce by half the proportion of people living on less than a dollar a day Target 1b: Achieve full and productive employment and decent work for all, including women and young people Target 1c: Reduce by half the proportion of people who suffer from hunger Goal 2: Achieve universal primary education Targets Target 2a: Ensure that all boys and girls complete a full course of primary schooling Goal 3: Promote gender equality and empower women Target 3a: Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015 Goal 4: Reduce child mortality Targets Target 4a: Reduce by two thirds the mortality rate among children under five Goal 5: Improve maternal health Indicators Target 5a: Reduce by three quarters the maternal mortality ratio Target 5b: Achieve, by 2015, universal access to reproductive health Goal 6: Combat HIV/AIDS, malaria and other diseases Targets Target 6a: Halt and begin to reverse the spread of HIV/AIDS Target 6b: Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it Goal 7: Ensure environmental sustainability Targets Target 7a: Integrate the principles of sustainable development into country policies and programmes; reverse loss of environmental resources. Target 7b: Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss. Target 7a and 7b Indicators: Target 7c: Reduce by half the proportion of people without sustainable access to safe drinking water and basic sanitation Goal 8: A global partnership for developments Target 8a: Develop further an open, rule-based, predictable, non-discriminatory trading and financial system Includes a commitment to good governance, development and poverty reduction; both nationally and internationally. Target 8b: Address the special needs of the least developed countries Includes tariff and quota free access for the least developed countries exports; enhanced programme of debt relief for heavily indebted poor countries (HIPC) and cancellation of official bilateral debt; and more generous ODA for countries committed to poverty reduction. Target 8c: Address the special needs of landlocked developing countries and Small Island developing States through the Programme of Action for the Sustainable Development of Small Island Developing States and the outcome of the twenty-second special session of the General Assembly. Target 8d: Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term. _______________________________________________________________________________________ Summing Up: The Millennium Development Goals (MDGs), endorsed by governments at the United Nations in September 2000, aimed to improve human well-being by reducing poverty, hunger, child and maternal mortality, ensuring education for all, controlling and managing diseases, tackling gender disparity, ensuring sustainable development and pursuing global partnerships. This would help to bring underdeveloped and developing nations on the next level of progress.

Technology Used In Mobile Wallet Computer Science Essay

Technology Used In Mobile Wallet Computer Science Essay Mobile wallet system is an innovative and revolutionary breakthrough mobile commerce solution that offers the conveniences of cash-less shopping, as well as making remote payments via any mobile phone, where financial and merchandising transactions are done at the touch of the fingertips. Technology used in mobile wallet is known as Near Field Communication (NFC). Near Field Communication is a short range high frequency which enables the exchange of data between devices over about a 10 centimeter distance. Keywords: Mobile wallet, Near Field Communication, mobile commerce, intelliwal, DORIS i.e. Digital online registration and identification system. , RFID i.e. Radio Frequency Identification I. Introduction Mobile wallet also known as wallet phone is a mobile enabled application that will replace a device from your pocket i.e. your wallet. The emerging wireless and mobile networks have extended electronic commerce to another research and application subject i.e. mobile commerce. This creates new opportunities for customers to conduct business from any location at any point of time. One of the significant application of mobile applications is transforming the mobile phone into a mobile wallet with digital cash that supports both as real cash and security [1]. It is a type of mobile payment technology in which instead of paying with cash, checks or credit cards, a consumer can use a mobile phone to pay for wide range of services and digital or goods such as: Music, videos, ringtones, online game purchase, wallpapers and other goods. Transportation fare of bus, train etc Books, magazines, tickets and other goods There are four primary models for mobile payments: Direct Mobile Billing SMS based transactional payments Mobile web payments (WAP) NFC (Near Field Communication) So in the payment models, mobile wallet uses NFC technology II. System Requirement A. Hardware requirement: Mobile Phone that should be NFC enabled. Touch point i.e. NFC enabled machine Doris SD card token for security purpose. B. Software requirement: Intelliwal DORIS Operating system Programming language Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet [8]. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose [8]. Operating system for mobiles should be symbian. Programming language used is C++. III. Technology Used Near Field Communication (NFC) Near Field Communication, for short NFC is a technology for short range communication. It uses magnetic field induction to enable communication between electronic devices based on Radio Frequency Identification (RFID). We have to just bring two NFC enabled devices in close contact for communication .Some examples of what a user can do with an NFC mobile phone in an NFC-enabled environment: Download music or video from a smart poster. Exchange business cards with another NFC enabled phone. Print an image on a printer using your phone. Use a point-of-sale terminal to pay for a purchase, the same way as with a standard contactless credit card. Can pay train or bus fare using your phone. Communication Modes of NFC Active mode Passive mode In active mode devices can communicate with each other. Each device has to generate its own RF field, if it wants to send data. The RF field is alternately generated by one of the two devices. In passive mode a device has to use inductive coupling to transmit data. For battery powered devices, like mobile phone it is better to use in passive mode. In this mode communication takes place between active device and passive device. OPERATING MODES OF NFC NFC devices work in three different operating modes [8]: PEER-TO-PEER MODE READER/WRITER MODE TAG EMULATION MODE IV. System Description While using mobile wallet we should have a mobile phone with NFC enabled in it and one touch point NFC enabled machine. If we want to buy anything just bring our mobile in contact of touch point and we can simply do the transaction using our mobile phone by entering the product code in an application called intelliwal which is present in NFC enabled handset. Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose. DORIS works as tri interface chip is attached to NFC enabled mobile phone which provides authentication. V. Applications Mobile wallet application can be used by anyone having NFC enables handset. Currently nokia is giving this facility in some of its handset. It is more secure than keeping a wallet [9]. Using NFC technology we can exchange data between two devices, pay bus or train fare, print image on printer and lots of other applications. VI. Advantages Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere you want. NFC has many advantages such as mobile ticketing in public transport, exchange of data etc. VII. Future Application Mobile wallet can be used as : Electronic ticketing à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ airline tickets, concert/event tickets, and others. Electronic money. Travel cards. Identity documents. Mobile commerce. Electronic keys à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ car keys, house/office keys, hotel room keys, etc [3]. Currently it is in use in some countries such as US. Forging a tie-up with ICICI Bank and Bharti Airtel it is expected that nearly half of present Indian population will use this by 2010 [4]. VIII. Conclusion Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere. Near Field Communication is an efficient technology for communications with short ranges. It offers an intuitive and simple way to transfer data between electronic devices. A significant advantage of this technique is the compatibility with existing RFID infrastructures.

Affirmative Action :: essays research papers

The first website, http://www.infoplease.com/spot/affirmative1.html, discussed the history and timeline of affirmative action. The first discussion of affirmative action was in Executive Order 10925 on March 6, 1961. President Johnson introduced this policy as a method of redressing discrimination that continued even with the civil rights laws and constitutional guarantees. Affirmative action was enforced for the first time on September 24, 1965. The focus of this policy was to make sure active measures were being taken to give blacks and other minorities the same opportunities for promotions, raises, scholarships, school admissions and financial aid that whites enjoyed. Initially, this policy was to be temporary until the playing field was level for all Americans.   Ã‚  Ã‚  Ã‚  Ã‚  In the late 70s, flaws of the policy were becoming evident in the course of its good intentions. Reverse discrimination was becoming an issue, such as the Bakke case. A medical school rejected Allan Bakke, a white male, two years in a row. The school had accepted less qualified minority applicants instead. They had a separate admissions policy for minorities, reserving 16 out of 100 places. The Supreme Court banned inflexible quota systems in connection with affirmative action programs.   Ã‚  Ã‚  Ã‚  Ã‚  A backlash by angry white men began to mount against affirmative action. To conservatives, the system opened doors for jobs, promotions or education for minorities while shutting it for whites. Needless to say, the debate over affirmative action has grown more cloudy and difficult, as society has come to realize its complexity.   Ã‚  Ã‚  Ã‚  Ã‚  The second website, http://www.washingtonpost.com/wp-srv/politics/special/affirm/affirm.htm, discussed what affirmative action is. It was put into law three decades ago to give minorities and women special consideration in employment and education. Generally, goals and timetables are set within the institution for increased diversity. With today’s form of affirmative action, an admissions officer faced with two equally qualified applications can choose the minority over the white or a manager can hire a women instead of a man. These decisions are not to be made based on quotas, give preferential treatment to unqualified candidates, nor harm anyone due to reverse discrimination.

Hackers :: essays research papers fc

Hacking: "Slang word for a computer enthusiast. One who breaks into the computer system of a company or government." 1 Most hackers break into computers not to wreak havoc, but simply to explore and share information with one another. A small minority, however, do wish to create mischief. These individuals are the ones who have the public fearing hackers. They are genuinely responsible for the Media calling hackers criminals. These individuals and gangs purposely break into computers for personal financial gain, or to turn your six thousand dollar state of the art computer into a six thousand dollar paperweight. A hacker via RoadRunner can easily glide into an unprotected PC.2 There; they can potentially get credit card numbers and other valuable goodies. â€Å"Instead of thinking 'criminal' or 'vandal' when hearing the word hacker, we want the public to think of 'knowledge seekers' and 'curious wanderers'.† 3 â€Å"Destruction and unethical ignorance has plagued the underground too long, let's bring back the old school ways of creation and system penetrating for the knowledge that it is holding, not for the destruction of that knowledge nor the possessors of it.† 3 -www.hackers.com A stereotype that is casually applied to a hacker, is that they are geeks, doofs and nerds. They have few or no friends and spend the majority of their time in front of their computers. In actuality a hacker could be a CEO of a multinational, or the person sitting next to you on the subway. Obviously there are some things all hackers have in common. All are able to do advanced calculations in math, are well versed in computer languages, and have a good grasp of their Native language. They must have a state of the art computer that they know inside and out. They also have access to, or knowledge of secret codes and computer languages. Hackers have many tools in their â€Å"toolbox† for breaking into computers. An example of this is a Password Sniffer. This is a program, which is secretly hidden on a network. The sniffer is programmed to record, in a secret file, logos and passwords. In the span of a week, these tiny, planted programs can record hundreds of user names and code words and their associated passwords. This information is then sent back to the hacker. Last year an advisory from Carnegie Mellon University's Computer Emergency Response Team warned that, because of a rash of sniffing attacks, tens of thousands of passwords had been stolen and were presumed to be compromised.

Educational Preparation in Nursing Essay

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses. An associate-degree nursing program usually takes place over the course of a two year period, providing the nurse with the confidence in skills and knowledge to be placed in an entry-level position upon graduation. These types of programs focus on preparing nurses for care settings including community hospitals and long-term care facilities—and were traditionally designed to compensate for the nursing shortage. A bachelor-degree nursing program typically takes place over a period of four academic years; and is intended to prepare its graduates to practice nursing in leadership and management positions in a number of care settings (Creasia & Friberg, 2011, pp 25-27). A bachelor-degree program in nursing provides a further understand of not only the scientific and clinical nursing education, but also a more in-depth overview of specialized skills including: critical thinking, decision-making, communication, leadership, case management, and health promotion (The Impact of Educati on on Nursing Practice, 2012, para. 1). The American Association of Colleges of Nursing describes evidenced-based recommendations that explain that in order to â€Å"respond to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 5).† The professional nurse holding a baccalaureate-level degree is prepared for a broader role in patient care with a higher understanding of holistic treatment, community health, clinical research, and nursing leadership and management. The added course work provided in a baccalaureate program is designed to prepare the nurse for a broader scope of practice and a better understand of issues that affect patients and their health care, including: cultural, economic, political, and social issues. â€Å"Nurses with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse (The Impa ct of Education on Nursing Practice, 2012, para 1).† Patient outcome are the principal for continuing education. The level of educational preparation required by a baccalaureate-degree nurse allows for more equip decision-making in approach to patient care situations. According to the American Association of Colleges of Nursing, In the October 2012 edition of Medical Care researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 9) With â€Å"Magnet† indicating a higher portion of baccalaureate nursing staff, it is determined that the nurse prepared at a bachelore-degree level is better prepared to approach a patient care situation with the capability of taking immediate action to provide better patient outcomes, than that of a nurse prepared at the associate-degree level. This goes to show that higher education has a strong impact on nursing practice. According to the American Association of Colleges of Nursing, a better educated nursing workforce will improve patient safety and enhance nursing care, decreasing mortality rate—as there is a significant correlation between nurses educated at a bachelor-degree level and lower patient death rates (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012). Through this research it is apparent that there is a significant connection between patient health care outcomes and the educational preparation of nurses. It is now established that the nurse prepared at a baccalaureate level is more readily capable of caring for critically ill patients; working in situations requiring critical thinking, leadership, and decision-making; and also taking roles in clinical aspects relevant to non-hospital settings. â€Å"Researchers have identified improved patient safety and lower rates of patient morbidity and mortality; lower levels of medication errors and procedural violations; and fewer disciplinary actions for BSNs (Altmann, 2012, para 4).† The need to continue education in nursing is on-going in order to continue to keep up with the changes in technology, advances in medicine, and to provide the best patient care. The Grand Canyon University Philosophy for nursing education explains: Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. (Philosophy, n.d., para. 8) It is essential to maintain competency in nursing practice through the pursuit of continuing education. The difference between educational levels involves clinical competencies in a variety of settings, decision-making skills, leadership roles, job opportunities, and most importantly overall patient outcomes. In order to provide the best care for patients, a higher education, and continuing increase in knowledge is essential. References Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-4. Retrieved from http://search.proquest.com/docview/1009642651?accountid=7374 Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100029_p0150 Fact sheet: Creating a more highly qualified nursing workforce. (2012, October 24). Retrieved November 8, 2012, from American Association of Colleges of Nursing:

Trouble in Paradise: Stakeholder Conflict in the Paseo Caribe Project

Trouble in Paradise The government of the Commonwealth of Puerto Rico, a territory of the United States, acquired from the U. S federal government a piece of land at the entrance of the San Juan Islet. This land was located in the Golden Triangle of San Juan, the island s capital, the Condado, and the Old San Juan. The government of Puerto Rico developed a Special Land Use Plan and regulation for the entrance of the San Juan Islet in 1993. The Plan also known as Regulation 23, coincided with Commonwealth of Puerto Rico s economic development plans and could not be altered unless an amendment was made. In 1999, the government sold the land to Hilton International in order to develop the land.. Further the opposition to the project also came from the local residents in the area. Who opposed the change of the zoning from residential to tourist area and further to the proximity to the project; they were also opposed to the increase in residential and the visitor density. Later it was found that there were many irregularities in the approval process that was undertaken to approve the projects as there were many laws that were not taken care of. Further there were also certain studies conducted by various government organizations whose results were not consulted before the passing of the project. Later a investigation was proposed for the whole approval process of the paseocribe. The issue turned in to a conflict and many violent protests were planned. There were series of protest organized by various organizations and people. Later the government intervened and stopped the project from going ahead. This also lead to protest from the industries sector as the industrialist in the real state sector said that issues like this would deter the foreign investors to invest in the country in the real estate sector. Later the company took the government to the court against its decision to hold up the development of the property. The company won the battle and was allowed to complete the project. Further the project was successful despite various protests from general public and various organizations. The case tells us about the irregularities in the approval process and its effect to whole projects as well as the common people of Puerto Rico. In 2000, Hilton International sold the land to a private developer named Arturo Madero, a developer with a long time experience in the real estate development sector in Puerto Rico. This project was called the Paseo Caribe and was organized as a public private partnership (PPP). The project developers had to contend with large demonstrations, civil disobedience, government intervention, legal proceedings and costly delays as a result of allegations that there had been multiple irregularities in the permitgranting processes and that the project had been built on public domain lands. The fact that Paseo Caribe was located in San Juan's prime tourist and convention area, as well as in a historically and culturally important zone, added significance and visibility to the debates. The key issue was whether the lands used to develop the Paseo Caribe project were in the public domain, and that the stakeholders on both the sides had a conflict during the development of the Project. The other issues are as follows: The Planning Board s approval of the Paseo Caribe Land Use Consultation had the net effect of redefining the parameters for land use, rezoning all the surrounding land and thus overriding Regulation 23. This resulted in violating the law and internal regulations of the agency itself. The Planning Board had authorized the Paseo Caribe Land Use Consultation while a number of required studies and permits were still pending such as the ICP, Transportation and Public Works Agency, the local Municipality, DRNA, etc. ICP approved the project despite concerns that there would be a threat to the preservation of the San Jeronimo Fort and to surrounding beach areas with the development of Paseo Caribe. The residents association of San Luis Condominium were strongly opposed to the change in zoning and to the proximity of the project to their building. There were apprehensions about the accuracy of the original appraisal by the First Bank as the bank had modified the mortgage several times. Several NGO s protested because of the illegal rezoning of the maritime-land that the project had caused. Despite, the San Juan County Development Commission suggesting a number of recommendations, the regulatory agencies ignored those suggestions. The future of the investment sector was in deep trouble as there were less private investments, and thus increasing unemployment. The initial investigation by the Planning commission should be more transparent and discrete and take into account all the permits from the various departments before giving the green signal for any project. The rezoning of the land should be accounted for as it is dangerous to construct any infrastructure on the coastline. The local people s concern should be taken into account as they would be the one s paying the consequence for any controversies in the project. Measures should be adopted to gain back confidence in the Justice System as well as any government agency granting any kind of permits.

Development from Conception to 16 Years

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