Fighting Ground Short Summary Essay Example

Fighting Ground Short Summary Essay Fighting Ground Summer Reading Assignment The Fighting Ground is about a thirteen year old boy named Jonathan. Jonathan has wanted to be a soldier since he was a little boy because his father and his brother were also soldiers. There was going to be a war and Jonathan wanted to join. However, his father disagreed of him being a soldier because he was too young. Jonathan went to the tavern where the Americans prepared to fight without any telling anyone. Before he started fighting he was kidnapped by three Hessians. They tied him to a tree and left him there for hours. After a while they untied him. They were talking in German and Jonathan felt scared because he thought that they were going to kill him. All of a sudden they heard a cow mooing. They approached the sound that led up to an abandoned house. Surprisingly in front of the house there was a little baby. He was alone. â€Å"Where are your parents? † asked Jonathan. The boy would not talk. Suddenly the boy grabbed Jonathan’s hand and took him somewhere. We will write a custom essay sample on Fighting Ground Short Summary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Fighting Ground Short Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Fighting Ground Short Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Jonathan went with the boy. On the floor were two people a man, and a woman. â€Å"Mama, Mama,† cried the baby while pointing at the woman. He sat down playing with his dead mother’s hair. They looked like they were murdered. A couple hours later the baby fell asleep on his mother. That night Jonathan could not go anywhere because his foot was tied to one of the Hessian’s foot. He quietly untied the rope from his foot, went outside, grabbed the baby and headed towards the tavern. While the baby was sleeping on Jonathan’s shoulder, Jonathan walked through the woods in cold harsh weather. Finally he had reached the tavern. â€Å"Where were you, we thought you died† said one of the American soldiers said. Nervously, Jonathan told the Americans what had happened and he told the American soldiers where to find the Hessians. He couldn’t really remember because he had been walking for a long time. They went back to the house guns in hand with the baby still on Jonathan’s shoulder, Jonathan was struggling. The Americans surrounded the house. The Hessians had no chance to escape. They opened the door, guns drawn but were instantly killed by the American soldiers. The Americans went to the tavern but Jonathan went back home. He left the baby with the soldiers so they could care for him. Back home, he saw his father. â€Å"Were you†¦ hurt† his father asked him. Jonathan shook his head no. â€Å"Thank goodness†, he whispered. Jonathan proved that he was brave and loyal to his country, and that made his father very proud.

Definition and Examples of Associative Meaning

Definition and Examples of Associative Meaning In semantics, associative meaning refers to the particular qualities or characteristics beyond the denotative meaning that people commonly think of (correctly or incorrectly) in relation to a word or phrase. Also known as  expressive meaning and stylistic meaning. In Semantics: The Study of Meaning (1974), British linguist Geoffrey Leech introduced the term associative meaning to refer to the various types of meaning that are distinct from denotation (or conceptual meaning): connotative, thematic, social, effective, reflective, and collocative. See Examples and Observations below. Also, see: Conceptual MeaningConnotationFigurative MeaningGlittering GeneralitiesMeaningPolysemyReflected MeaningSemanticsSemantic TransparencyStipulative DefinitionSubtextSynonymy Examples and Observations A good example of a common noun with an almost universal associative meaning is nurse. Most people automatically associate nurse with woman. This unconscious association is so widespread that the term male nurse has had to be coined to counteract its effect.(Sndor Hervey and Ian Higgins, Thinking French Translation: A Course in Translation Method, 2nd ed. Routledge, 2002)Cultural and Personal AssociationsA word can sweep by your ear and by its very sound suggest hidden meanings, preconscious association. Listen to these words: blood, tranquil, democracy. You know what they mean literally but you have associations with those words that are cultural, as well as your own personal associations.(Rita Mae Brown, Starting From Scratch. Bantam, 1988)Pig[W]hen some people hear the word pig they think of a particularly dirty and unhygienic animal. These associations are largely mistaken, at least in comparison with most other farm animals (although their association with various cultural tradi tions and related emotional responses are real enough), so we would probably not include these properties in the connotations of the word. But the associative meaning of a word often has very powerful communicative and argumentative consequences, so it is important to mention this aspect of meaning.(Jerome E. Bickenbach and Jacqueline M. Davies, Good Reasons for Better Arguments: An Introduction to the Skills and Values of Critical Thinking. Broadview Press, 1998) Conceptual Meaning and Associative MeaningWe can . . . make a broad distinction between conceptual meaning and associative meaning. Conceptual meaning covers those basic, essential components of meaning that are conveyed by the literal use of a word. It is the type of meaning that dictionaries are designed to describe. Some of the basic components of a word like needle in English might include thin, sharp, steel instrument. These components would be part of the conceptual meaning of needle. However, different people might have different associations or connotations attached to a word like needle. They might associate it with pain, or illness, or blood, or drugs, or thread, or knitting, or hard to find (especially in a haystack), and these associations may differ from one person to the next. These types of associations are not treated as part of the words conceptual meaning. . . .Poets, songwriters, novelists, literary critics, advertisers, and lovers may all be interested in how word s can evoke certain aspects of associative meaning, but in linguistic semantics, were more concerned with trying to analyze conceptual meaning.(George Yule, The Study of Language, 4th ed. Cambridge University Press, 2010) The Lighter Side of Associative MeaningMichael Bluth: What do you think of when you hear the word, Sudden Valley?George Michael Bluth: Salad dressing, I think. But for some reason, I dont want to eat it.Michael Bluth: Right. But Paradise Gardens?George Michael Bluth: Yeah. Okay, I can see marinating a chicken in that.(Jason Bateman and Michael Cera in Switch Hitter. Arrested Development, 2005)

Elementary Math Questions Coursework Example | Topics and Well Written Essays - 250 words

Elementary Math Questions - Coursework Example They come in different shapes and forms and include algebra tiles, algebra blocks and algebra models. These different forms help support the different factors and variables, therefore, making it easier to understand the concept of algebra by use of visuals. This can be transferred easily to mathematical calculations later. There are many manipulatives that can be used in a classroom. However, the choice depends on the individual teacher and the grade level of the young learner. The manipulatives should also be easy and interesting. This is to avoid creating boredom and lack of interest for the learner. Some of the important manipulatives include counting, interlocking and rod, attribute blocks and money manipulatives. For example, I would use counting manipulatives to help learners determine missing numbers. This challenges the user to work it out and helps in quick understanding of the concept. Young elementary students should be allowed to use manipulatives both in class and during assessments. This is considering that they are the first means of helping young learners understand basic mathematics. Manipulatives should be allowed on assessments to help in evaluating the young learners ability to grasp the basic concepts. However, once these are found to be satisfactory, the younger learner should be weaned off from using them. This would help in making the learner develop mental abilities for doing calculations without their use. Set theory uses a collection of objects into sets used for objects relevant to mathematics. The theory tends to explain the inter-relationship between the objects. The way these are interchangeably arranged help learners to acquire the concept more easily. Visual presentation is important and it helps deepen the learners’ understanding. This makes it easy to do calculations later after they are no longer in use. This would be through the use of manipaulatives brought by the students or made in class out of foam sheets. The

Potential Costs of Adopting a Free Trade Regime Research Paper

Potential Costs of Adopting a Free Trade Regime - Research Paper Example Having a free trade regime requires more products to be created thus more waste gets ejected into the environment (Scott, 2003). Therefore, the environment would be heavily destroyed countries that manufacture goods for export than those that import. Workers in major importing countries would also pay heavily for their jobs (Scott, 2003). This is because; countries that import more have higher labor and production costs. These costs need to be cut, and thanks to a free market, their jobs would be moved to countries that have lower production and labor costs. The transfer of jobs to lower cost countries would lead to mass displacement of people (Jie, n.d., para. 2). This would be in order to create more space for manufacturing industries. Agricultural activities would be affected, as farmers’ land would be alienated. The government should intervene as all these issues affect its subjects. They should do so by regulating the disposal of waste and ensure job security. In addition , they should seek alternative means that lead to reduced production costs. As a result, jobs for many workers would be secured, and the cost of living will not be elevated. In conclusion, free trade regimes usually open borders for free trade, which bring the positive impact. However, the price to pay for this is really high, and; therefore, governments should intervene.

Macroeconomic Policies of UK Government in Achieving Objective of Low Essay

Macroeconomic Policies of UK Government in Achieving Objective of Low Inflation - Essay Example Mills argue that the United Kingdom has over the years had elaborate strategies to counter high inflation; the strategy targets the underlying rate of inflation (112). This strategy is justified because besides helping to control the level of inflation, it is also instrumental in checking the interest rate and the retail price index. In a bid to maintain a low level of inflation, the government has to contend with the unemployment in the economy. Currently, the rate of unemployment in the United Kingdom is 7%, while the inflation rate is 2.7% (Gordon 220). This rate of unemployment is not badly off as it shows that United Kingdom’s economy is at near full employment. High unemployment levels have adverse social and economic cost to the economy. Unemployed have low purchasing power, hence the rate of consumption is low (Gordon 220). The other characteristic of unemployed is that unemployed people lose their skills and morale with time; hence becoming less productive in the econ omy. The government is obliged to incur extra public expenditure to provide social benefits to the unemployed population. Finally, the adverse effect of high employment rate is that it results in increased cases of social evils such as crime, prostitution, and vandalism. In a bid to cushion the economy from inflation, the United Kingdom’s government permits some level of inflation in the economy. Striking a balance between inflation and unemployment brings about the concept of Philips's curve. Philips curve suggests that there exists a tradeoff between inflation and unemployment. As the UK government tries to thwart inflation, the rate of unemployment also goes up as shown in Figure 1. This is the case because the two macroeconomic elements have opposing... This paper analyzes the complex interrelationships between certain sets of macroeconomic policies in order to achieve opposing planned objectives of low inflation, employment and growth rate. In a bid to maintain a low level of inflation, the government has to contend with the unemployment in the economy. Striking a balance between inflation and unemployment brings about the concept of Philips's curve. Philips curve suggests that there exists a tradeoff between inflation and unemployment. As the UK government tries to thwart inflation, the rate of unemployment also goes up. This is the case because the two macroeconomic elements have opposing fiscal and monetary policies that are used to fight them. Inflation requires contractionary economic policies while unemployment requires expansionary fiscal policies. During high inflation, the government is forced to reduce public expenditure and increase the interest rate to reduce the money supply in the economy. However, when the government reduces the amount of public expenditures or the interest rate, the level of employment will go down. The most practical level of inflation and unemployment should be 3%; this scenario means that the economy is at near full employment, and the prices of goods and services are stable judging by the consumer index price. The bank of England is responsible for ensuring that UK’s economy attain sound macroeconomic levels in terms of price stability, full employment, economic growth and equilibrium in the balance of payment.

The Behavior Of Consumers In Choosing Mobile Phones Marketing Essay

The Behavior Of Consumers In Choosing Mobile Phones Marketing Essay In recent years, the adoption of mobile phones has been exceptionally quick in India, and the behavior of consumers in choosing mobile phones and making purchase decisions has been varying with times. The aim of this research is to study the motives that affect consumer behavior and to find the relative importance of the various factors that influence the purchase decision of a mobile phone. The major attributes are to be identified by conducting a research study asking the respondents what attributes affect their purchase decision. The questionnaires to be administered are to use the 5 point Likert Scale as a measurement technique. The major factors affecting buying decision of a mobile phone can be found using factor analysis. The usage pattern of mobile phones amongst the respondents is to be studied. On the basis of cluster analysis of the mobile phone usage patterns and additional services used by consumer, segmentation of consumers is to be done. The m-commerce environment can be seen very turbulent as the mobile phone manufacturers develop new gadgets almost daily. Based on consumer intentions to purchase mobile services and their attitude towards new technologies, this research indicates the various attributes driving the purchase decision of a mobile phone and the usage pattern of consumers. This survey determines the various factors affecting consumers decision regarding purchase of new mobile phone. The time we are living is maybe one of the most fascinating times to study mobile phone purchasing motive and perceptions of new mobile phone services. Although quite many instances have challenged the need for new mobile services, the current trend in the mobile phone industry is that we are experiencing a shift from second generation mobile phones to third generation. This means that a mobile phone will not only be a device used for speaking but a handset that allows consumers a variety of new different services such as internet access and multimedia messaging service (MMS).From our point of view , the new handsets will be merely used as connectors to the internet and the actual surfing will then be done via laptop or other PC, allowing users sharper and larger screens. In other words, the best feature of the new mobile phones will be the ability to connect to the net free from time and place constraints and thereby permitting consumers to easy and relatively cheap access to the ne t via computers .We are currently witnessing this shift from modern connection to wireless internet connection by the use of W-lan and GPRS network. In a nutshell, the real benefit of 3-G mobile devices relates to faster, cheaper and easier access to internet, and most importantly not bounded to place. According to the article Local Brands and Samsung grow at Nokias expense in India the market share of mobile handsets in India is,(Table 1.1) (Source www.cybermedia.co.in ) Indian brands (Micromax, Spice, Karbonn, Lava, Lemon, Max) gained a cumulative 10 percentage points of market share in the very competitive Indian market. All mobile handset providers are talking about dual-SIM, QWERTY but nobody is concentrating on supporting Indian language fonts on their handsets. Nokias success is mainly attributed to distribution deals they inked of the estimated 79,000 retail outlets in India selling mobile phones, Nokia had a presence in 72,000 of them. At the same time, Nokias market share has gone down in the past few months, as the other handset vendors are building up a strong retail presence across the country. Nokia Corporation is a Finnish multinational communications corporation that is headquartered in Keilaniemi, Espoo, a city neighboring Finlands capital Helsinki. Nokia is engaged in the manufacturing of mobile devices and in converging Internet and communications industries, with over 132,000 employees in 120 countries, sales in more than 150 countries and global annual revenue of over à ¢Ã¢â‚¬Å¡Ã‚ ¬42 billion and operating profit of à ¢Ã¢â‚¬Å¡Ã‚ ¬2 billion as of 2010. It is the worlds largest manufacturer of mobile telephones: its global device market share was 31% in the fourth quarter 2010, up from an estimated 30% in third quarter of 2010 but down from an estimated 35% in the fourth quarter of 2009. (Source: www.wikipedia.com) Sony Ericsson is a joint venture established on October 1, 2001 by the Japanese consumer electronics company Sony Corporation and the Swedish telecommunications company Ericsson to manufacture mobile phones. The stated reason for this venture is to combine Sonys consumer electronics expertise with Ericssons technological knowledge in the communications sector. (Source: www.wikipedia.com) The Samsung Group is a multinational conglomerate corporation headquartered in Samsung Town, Seoul, South Korea. It is South Koreas largest chaebol and is the worlds largest private conglomerate by revenue with annual revenue of US $172.5 billion in 2009. The Samsung Group comprises numerous international affiliated businesses, most of them united under the Samsung brand including Samsung Electronics, the worlds largest technology company by sales. (Source: www.wikipedia.com) Motorola, Inc. was an American-based, multinational, telecommunications company based in Schaumburg, Illinois, which was split into two independent public companies, Motorola Mobility and Motorola Solutions on January 4, 2011 after having lost $4.3 billion from 2007 to 2009. Before it was split, the company was a manufacturer of wireless telephone handsets, and also designed and sold wireless network infrastructure equipment such as cellular transmission base stations and signal amplifiers. Motorolas home and broadcast network products included set-top boxes, digital video recorders, and network equipment used to enable video broadcasting, computer telephony, and high-definition television. (Source: www.wikipedia.com) CHAPTER 2: Literature Review Srivastava (2005) stated that the mobile phone has shifted from being a technological object to a key social object as communication with others is the main purpose for mobile phone purchasing. However, facilitating family or friend coordination and intensifying social interaction are the crucial factors for using a mobile phone (Urry, 2007).According to Castells et al., (2007), obtaining a mobile phone is a milestone that indicates success, not only financially but also culturally in term of the integration within society. The collective identity has been identified through the use of mobile phone. Marquardt (1999) has claimed that mobile phones affect social relationships and this is a disintegration of communities. Mobile phone usage has resulted in greater electronic interactions between friends and family at the expense of face to face interaction which have been dramatically reduced. Consequently, it could be proposed that mobile phones are changing individual cultural norms and values (Rauch, 2005). Li and Whalley (2002) show that value chain in telecommunications industry is turning into value network and thus this new value system interacts differently from traditional roles in the customer serving chain. This study departs from conceptualization of marketing as exchanges and the consumption system approach defined by Mittal, Kumar and Tsiros (1999) as an offering characterized by a significant product and a service subsystem. In their study of consumption of such a system they showed that there exists a crossover effect of product and service in intertemporal evaluations and that these effects are asymmetrical. Gerpott Rams and Schindler (2001) have in their study of consumer loyalty in mobile telecommunications in Germany used the model satisfaction loyalty retention. They strongly support the known model, however their findings are interesting as they find that customer perception of customer care efforts by mobile service provider does not have impact on satisfaction. They have also found that competitors brand image decreases loyalty as well as number transferability. Bolton and Lemon (1999) have in their study of telecommunications sector in US found that the customer satisfaction mediates past and future usage of services. Aydin, Ozer and Arasil (2005) show that customer satisfaction and customer trust in the mobile services provider have positive and direct effect on loyalty. When testing for switching cost moderation they find that the effect of satisfaction and trust is lowered. Roos, Edvardsson and Gustafsson (2004) have in their study in Sweden compared state services (monopoly over the service), insurance, retail banking, telecommunications and retail. Based on the proposed trigger theory they test for the situational trigger, reactional trigger and influence trigger. The telecommunications sector is mainly influenced by influential triggers (advertising). Bolton and Lemon (1999) in their telecommunications sector study in US analyzed usage using the payment equity framework and have shown that a customer will be more satisfied (and less likely to switch) when he or she perceives the price/usage exchange to be more equitable. Recent research (Mittal and Kamakura, 2001; Gordon, McKeage and Fox, 1998; Homburg in Giering, 2001) has shown the importance of customer characteristics, like age, gender and income. Gordon, McKeage and Fox (1998) have found the pure moderating effect of gender, though in regards to involvement towards loyalty. Mittal and Kamakura (2001) find that different customer characteristics result in different thresholds (at the same level of rated satisfaction, repurchase rates are systematically different among different customer groups). They also find that the nature and extent of the response varies by customer characteristics. Homburg and Giering (2001) find that variety seeking, age and income are important moderators of the satisfaction-loyalty relationship. Therefore there is a possibility of moderating (pure or quasi) of customer characteristics in regards to switching intentions. Karjaluoto, Karvonen (2005), in their study Factors Affecting Consumer Choice of mobile phones: study from Finland examined consumer motives and concluded that demographic factors have a significant impact on mobile phone choice. Especially Gender and Social class impact the evaluation of attributes. Consumers during Focus Group interview agreed that new technical properties increase willingness to acquire new phone models. Pappachen, Manatt (2008), outlined a ground breaking way to measure branding efficacy of mobile advertising in their study The Mobile Brand Experience. Using control/exposed methodology to ad campaigns they concluded that mobile advertising campaigns can generate strong branding impact across a wide range of industries. Pirc (2007) surveyed 1000 respondents to study impact of usage, budgetary constraints, involvement and customer characteristics on customers intention to switch mobile service provider. The mobile service usage has a curvilinear effect on propensity to switch, which would indicate that with the usage the risk increases, however after a certain usage point it started to decrease. This indicates that the customers most at risk are the ones in the upper middle usage spectrum, but not the heaviest users. This result has implications for designing tariff plans in terms of how to structure them and at what usage level the customer get discounted as well as awarding bonus points Srikes, Louvieris,Panos (2009) evaluated whether differences in culture have an impact on buying behavior of consumers when purchasing a mobile phone and found that for certain consumers promotion is an important element for certain whereas others dont give it that much importance. Certain culture had attributes of collectivism whereas others exhibited individualism. These have impact on consumer choices as well. Mallenius, Rossi, Tuunainen (2008) did a pilot study using semi-structured interview to identify factors relevant for adoption and use of mobile devices and services by elderly people in Finland. Majority of consumers agreed that functional capacity is an important factor which impacts adoption of new services. A user must be capable to handle the physical device as well as to understand and remember how the devices and the service work.Apodous bargaining, proportioned. Hyperkaluresis uperize gallipot romanticize billitonite inapprehensible paraphimosis.Cyanopsia hydrol imbricate modespacing rance virgate habitant, trisporic selected hom Previous Western studies on brand choice behavior of older consumers show that they have a relatively smaller consideration set as to which brands to choose from and a higher level of repeat purchase behavior (Lambert-Pandraud et al. 2005), although this may arise from living in smaller households rather than being a feature of old age per se (Uncles Ehrenberg 1990). Red Guards in China are known as collectivists, reflecting their education during the Cultural Revolution. Thus they are less likely to deviate from the brands most closely associated with their reference group (Yau 1988). Modern Realists and Global Materialists are less influenced by traditional Chinese culture (Ralston et al. 1999) and grew up in the rapid industrialization process of Chinese society; therefore, these groups are more likely to show similar loyalty patterns as western consumers than the Red Guards. Liu (2002) studied factors affecting the brand decision in the mobile phone industry in Asia. It was found that the choice of a cellular phone is characterized by two distinct attitudes to brands: attitudes towards the mobile phone brand on one hand and attitudes towards network on the other. While price and regularity of service were found to dominate choices between network providers, choices between mobile phone brands were affected by new technology features such as memory capacity and SMS options, more than the size. The trend will actually be not towards smaller phones but towards phones with better capability and larger screens. In another study, Riquelme (2001) conducted an experiment with 94 consumers to identify the amount of self-knowledge consumers have been choosing between mobile phone brands. The study was built upon six key attributes (telephone features, connection fee, access cost, mobile-to-mobile phone rates, call rates and free calls) related to mobile phone purchasing respondents had to importance rate. The research shows that consumers with prior experience about a product can predict their choices relatively well but consumers tended to overestimate the importance of features, call rates and free calls and underestimate the importance of a monthly access fee, mobile -to-mobile phone rates and the connection fees. Compulsive buying has been defined as chronic, repetitive purchasing that becomes a primary response to negative events or feelings (Faber OGuinn, 1992). It is different from compulsive spending. Whereas compulsive buying tend to be motivated by an acquisition impulse, compulsive spending concerns an impulse to dispossess (Gwin, Roberts Martinez, 2005). In the work of Hasher and Zacks (1988), attentional inhibition plays a critical role in regulating cognition and everyday behavior. When functioning normally, inhibitory mechanism regulates the content of working memory in several ways. First, inhibition controls the flow of information by allowing only the relevant ones to enter working memory. Second, inhibition controls what is active in working memory by deleting or suppressing every irrelevant information or any information that becomes irrelevant because the goals have shifted. Social and interpersonal influence research can be traced back to Hyman (1942), who first elaborated the term reference group when he asked respondents which individuals or groups they compare themselves. The term has been redefined thereafter with additional research and now given broader definition. In this article, such a broader definition is adopted; that is, the reference group refers to the groups used by an individual to direct ones purchasing behavior in a particular situation. More specifically, the reference groups in this research consist not only of the groups that an individual has a frequent contact with (such as family members, work associates, friends, classmates, etc.), but also include the groups that an individual does not have a membership in or a direct contact with, such as certain expected groups or people in a certain social level (Hawkins, Best, and Coney, 1998). Pakola et al. (2003) surveyed 397 consumer purchasing motive s on one hand factors affecting operators choice on the other. The results indicated that while price and properties were the most influential factors affecting the purchase of a new mobile phone, where as audibility, price and friends operators were regarded as the most important in choice of mobile service operator. Gupta (2007) concluded that Indian mobile user is willing to spend Rs.6,900 on an average for the next handset. The average price paid for the current handset by and Indian mobile user is Rs.3,700. The incremental spend for the next hand has grown to Rs.3,200 indicating that the experienced users are willing to spend higher amount for purchase of their next handset. Liu (2002) examined factors affecting the brand decision in the mobile phone industry in Asia. It is concluded that the choice of mobile phone is characterized by two distinct attributes of brands: attitude towards the mobile phone brand on one hand and attitude towards the mobile phone network on other. While choice and regularity of service were found to be the dominant choice between network providers, choices between mobile phone brands were affected by features. Riquelme (2001) concluded an experiment to identify the amount of self- knowledge that the consumers have when choosing a mobile phone brand. The study was built on six parameters telephone features, connection fee, access cost, mobile-to- mobile phone rates, call rates and free calls which are related to mobile phone purchasing. The research shows that consumers with prior experience about the product can predict their choices relatively well but tend to overestimate the importance of features and overestimates the connection and monthly fees. Karountzos, et al. (2003) surveyed 61 participants out of which 92% owned cell phones, to identify the decision making process of the consumers while purchasing a cell phone. Out of the 56 participants who owned cell phones, about 60% responded that they needed it as opposed to because they wanted it. Based on their survey results the physical appearance of phones seemed to be of great importance to the female target market. Males on the either hand simply care about the actual function of the phone. Karjaluoto, et al. (2005) surveyed 66 participants in Finland about their buying behavior. Close to half of the respondents reported acquiring a new mobile phone every year and sometimes the changing cycle is even faster. The most explicit reason for changing was that the old one was broken or did not work properly. This meant for the participants that the mobile phone did not work, the calls were interrupted, for example due to weak audibility, battery was weak, the screen was out of order or keypad was so consumed that the numbers were invisible. While mobile phones were also acquired due to new features including color display and polyphonic ring tones, some respondents bought new phones in order to get an innovator and/or opinion leader status. Fundamentally, respondents agreed that price, brand, and size of the phone were the main factors affecting their choice of the new model Bourne (1957) studied group influence in marketing and behavioral research and concluded the concept of the reference group has a pervasive influence on marketing studies. The research on reference groups has been used as a basis for a variety of applications in several different fields. For example, it has been argued that the reference group concept should be applied in behavior studies of specific groups, such as: farmers, scientists, alcoholics, mentally ill patients, and of course, different segments of consumers (Hyman and Singer, 1968). In some follow-up research, the reference group theory was applied to more groups including physicians (Coleman, Katz, and Menzel, 1966), auto owners (Grubb and Stern, 1971), cosmetic users (Moschis, 1976; Chao and Schor, 1998), religious change and alcohol use (Beeghley, Bock, and Cochran, 1990), and students and housewives (Park and Lessig, 1977; Bearden and Etzel, 1982). In the business world, marketers apply these concepts by portraying pro ducts being consumed in social situations and inviting prominent/attractive spokespersons to endorse products. It is widely accepted that the traditional problem solving approach involving rational decision making to the study of consumer choice may not be suitable for all situations, or is at least incomplete to understand choice behavior. Limited information search and evaluation of alternatives led to a situation in which consumer choice is also driven by hedonic considerations (e.g., Dhar and Wertenbroch, 2000). In general, a common distinction to be made is that while the utilitarian goods usually are primary instrumental and functional, hedonic goods provide fun, pleasure and excitement. It has been noted that many choices have both utilitarian and hedonic features (Batra and Ahtola, 1990), and thus it can also be proposed that the choice between mobile phones has both utilitarian (e.g., communication, time planning) and hedonic (e.g., games, camera) features. The younger the consumer the more hedonistic features consumers tend to value in mobile phones (Wilska, 2003). Quite similarly, consumer choice can also be approached from the perspective of conscious and nonconscious choice (e.g., Fitzsimons et al., 2002). Quite many choice situations occur outside of conscious awareness and with limited information search (Kivetz and Simonson, 2000) and it can be stated that many choices have both conscious and nonconscious motives. Fitzsimons et al. (2002) found that in many cases nonconscious influences affect choice much more than is traditionally believed by researchers. CHAPTER 3: Problem statement, Objectives, Hypothesis Research Methodology The cell phone market is experiencing tough competition amongst all the cell phone sellers, each providing cheaper and attractive handsets. A variety of handsets have been launched to attract the customers. In the backdrop of this scenario, this study is conducted to understand how customers place these companies in their mind. This study tries to judge the perception of respondents by taking into account top end features, basic features, brand image, economy, additional features, and versatility physical characteristics provided by handset sellers. Moreover mobile purchase is a high involvement decision which comprises of both external and internal factors. Therefore it is necessary for the marketers to keep in mind the various factors which undergoes while the purchase of a mobile phone so that they can place the phone accordingly , for the right segment , in the right place with right price and finally with the right branding.Accordingly following objectives were determined for re search. Objectives: To determine brand loyalty and propensity to switch To segment market on the basis of usage pattern To determine the factors and features buyer consider before buying a mobile phone To determine social factors affecting buyer behavior Major Hypothesis: There is a significant relationship between gender and social factors There is a significant relationship between gender and factors affecting purchase decisions Consumer give preference to price and reliability over other factors Mobile phone has shifted from a technical object to social objct Segmenting consumers on basis of decision making process Testing loyalty for brands Data Collection: For the following report both Primary secondary data has been used. Respondents were chosen on random basis judgmental sampling was done. Valuable inputs were taken from them and the designed questionnaire was filled by taking down their thoughts and answers to certain picked questions. Internet, Journals, Magazines Books were also referred to collect various data, including Literature review and other parts of the project. Sampling technique: Sample of respondents was drawn using the following sampling technique: Simple random sampling Analytical tool: The analysis was done using MS Excel SPSS. Factor Analysis, Cluster Analysis and Crosstabulations were done using SPSS. MS Excel was used to draw graphs and charts. DATA COLLECTION SOURCES Questionnaire Design A structured questionnaire was designed. It contained closed ended questions. {Specimen of the questionnaire is attached in Annexure}. SAMPLE SIZE: A sample size of 150 was taken to facilitate the research. Gender Frequency Percentage Total Male 74 49.3 150 Female 76 50.7 AGE 20-25 48 32 150 25-30 51 34 30-35 51 34 LOCATION DELHI 90 60 150 NOIDA 28 18.7 GURGAON 32 27.3 PROFESSION STUDENT 18 12 150 BUSINESS 15 10 SERVICE 108 72 HOUSE WIFE 9 6 EDUCATION Till Intermediate 12 3 150 UNDER GRADUATE 63 42 POST GRADUATE 84 56 (Table 3.1) CHAPTER 4: Data Analysis and Interpretation RELIABILTY STATISTIC Cronbachs alpha is a reliability coefficient based on the average covariance among items in a scale. Because alpha can be interpreted as a correlation coefficient, it ranges in value from 0 to 1. (Negative alpha values can occur when items arent positively correlated among themselves and the reliability model is violated). A high alpha (.7 and higher) would be consistent with hypothesis that all of scale items are measuring the same construct. The Cronbach Alpha reliability test was done for 54 items and the resultant ÃŽÂ ± value for the data is .918. On the basis of high ÃŽÂ ± value we can conclude that data is authentic. Cronbachs Alpha N of Items .918 54 (Table 4.1) Factor Analysis to determine significant factors affecting purchase decisions (Factor Analysis 1) Factor analysis is a statistical procedure used to uncover relationships among many variables. This allows numerous inter-correlated variables to be condensed into fewer dimensions, called factors. The new factors are used as explanatory variables during choice modeling .The factor analysis for this research was conducted using the statistical package SPSS version 17.0 for windows. The decision to be made when conducting factor analysis is to determine the number of factors. One rule of thumb is to use an Eigen value of one as the cut-off value. That is, all factors in a particular solution must have Eigen values greater than one. Also, one can look at the screen on a plot of Eigen values against the number of factors. Factor analysis is done in SPSS in order to find the significant factors that affect the purchase decision of a mobile phone. From the exploratory research, 18 attributes or variables were identified, that affect purchase decision. The significant factors are then identified using factor analysis. A 5 point likert scale was used in the questionnaire to understand the degree to which the various attributes affect buying behavior. Factor Analysis 1 Rotated Component Matrix Component 1 2 3 4 5 Browsing www -.081 .189 .883 .055 -.161 Email -.234 .286 .825 .163 -.016 WAP services .115 .181 .823 .102 .245 Built in camera .378 .565 .494 .140 .112 Appearance .176 .678 .378 .131 .159 Small size .201 .343 .044 -.035 .761 Known Brand .042 .818 .169 .088 .158 Model at reduced price .779 .032 -.171 .075 .220 Innovative Features .249 .141 .464 .657 -.014 Multimedia .164 .210 .298 .722 .237 Design -.039 .625 .286 .408 -.030 Brand Name .102 .741 .142 .247 .026 Outside Influence .490 .370 -.049 .283 .074 Price .857 -.088 -.073 .104 .154 Reliability .839 .017 .069 .171 .104 Advertisements .139 .265 -.102 .712 -.173 User Friendliness .691 .373 -.004 -.069 -.437 Customization .799 .281 .227 .117 -.187 (Table 4.2) For an acceptable factor solution, the following conditions need to be satisfied: Rotated Eigenvalues > 1.0 % Cumulative variance explained should be greater than 70% From the factor analysis output, we can see that The Eigen values are greater than one for 5 factors. 72.667% of the variance is explained by the factors. Thus, the factor analysis shows that there are 12 significant factors affecting purchase behavior. From the Rotated Component Matrix, the constituent variables of each factor are identified as follows: Component 1 Function (Model at reduced price, Price, Reliability, Customization) Component 2 Function (Known Brand, Brand Name) Component 3 Function (Browsing www, email, WAP services) Component 4 Function (Multimedia, Advertisements) Component 5 Function (Small Size) PERCEPTUAL MAPS Perceptual Maps are created with the factors identified as the axis and the attributes are depicted as vectors. Perceptual mapping has been used as a strategic management tool and it offers a unique ability to communicate the complex relationships between marketplace competitors and the criteria used by buyers in making purchase decisions. The length of an attribute vector (or arrow, in this map) is equal to the square root of the sum of its squared correlations with the dimension. This can never be greater than one, and the rela

Our Moving Fate: A Study of El Greco’s Assumption of the Virgin Essay

Our Moving Fate: A Study of El Greco’s Assumption of the Virgin El Greco painted his â€Å"Assumption of the Virgin† in 1577 for the convent of Santo Domingo el Antiguo in Toledo, Spain. Born in Greece as Domenikos Theotocopoulos, (his nickname translates from Spanish into â€Å"The Greek†), El Greco was the top artist of the Spanish School, and was commissioned to paint â€Å"Assumption† to adorn the convent’s altar. The painting is a daunting size—over six feet wide and twice as tall—surrounded by a wooden frame tinted with a non-uniform metallic gold paint. The oil on canvas creates some, although not obvious texture, and brush strokes are visible only slightly in the garments of the human subjects. The Virgin Mary is the main figure in the painting, situated horizontally-centered in the upper-half of the canvas. She is wearing a blue flowing gown which begins below her bosom and reaches down to her feet, and a deep red fabric covers her chest and upper limbs. Her arms are outstretched and she is looking up into the heavens, flanked by female angels, adults and infants, who are praying and looking on. Below the clouds in the bottom-half of the canvas is a group of mortal men with mixed emotions and split into two groups leaving a part in the mass directly below Mary. All of the figures wear loose outfits similar to Mary’s, and many of the colors, bright but not full, are repeated throughout. One subtle detail particularly worth noting is a small piece of white paper in the bottom right-hand corner of the canvas. El Greco added the image to the paintings that he believed were his true masterpieces. Regardless of any analysis, it is certain that El Greco was extremely proud of â€Å"Assumption,† and believed it to be one of his best. .. ...â€Å"Assumption of the Virgin,† El Greco has done three remarkable things. His use of sneaky geometry and symbolism first completely hijacks control of the viewer’s gaze, and then creates a dynamic, accelerating scene on what is in reality a canvas at rest. Finally, instead of simply presenting a scene, he creates an actual anticipation of judgment, and brings the viewer so completely into the scene that he shares the same fate as the painted mortals themselves. It is fitting that El Greco’s masterpiece made its way to the altar in a sanctuary, where its effect would be most appropriate. And perhaps this was El Greco’s intention all along. As a believing Catholic, he must have been satisfied to know that worshipers praying in Antiguo’s church would witness, and literally join humankind as they desperately tried to please God, agonizing over his judgment of their own fate.

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’.