Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children Essay Gradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls over from front to back, from back to front. When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical position and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with mouth, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth. Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to, e. g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. 1 – 2 years Walks alone and stands on tiptoe Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes aware of his or her identity as a separate individual May become defiant Becomes interested in playing with other children Separation anxiety begins to fade Speaks about 50 words Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 – 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates small objects and turns book pages one at a time Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentences Uses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 – 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers simple questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 – 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own teeth and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses compound and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objects Copies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes Eager for fresh experiences More demanding and stubborn, less sociable Joining a ‘gang’ maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may use symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good balance Can execute simple gymnastic movements, such as somersaults Skills constantly improving More dexterity and precision in all areas Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions Understands the difference between right and wrong Takes direction well; needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to place blame Waits for her turn in activities Starts to feel guilt and shame Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Moving towards abstract thought Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well coordinated Physical skills improving Takes part in team games Drawings become more complex Friendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 – 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl; menstruates; breasts develop, hips broaden Boy; facial hair develops; voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals

Summary of Zheng- He :: essays research papers

Zheng He was a Muslim eunuch who served as a close confidant of the Yongle Emperor of China during the Ming Dynasty. He went on voyages to Southeast Asia, Sumatra, Java, Ceylon, India, Persia, Persian Gulf, Arabia, the red sea Egypt, and the Mozambique Channel. The number of his voyages vary depending on method of division, but he travelled at least seven times to The Western Ocean with his fleet. The fleet comprised 30,000 men and seventy ships at its height. He brought back to China many trophies and envoys from more than thirty kingdoms including King Alagonakkara of Ceylon, who came to China to apologize to the Emperor. Life magazine ranked Zheng He the 14th most important person of the last millennium. In 1405, Zheng was chosen to lead the biggest naval expedition in history up to that time. Over the next 28 years (1405-1433), he commanded seven fleets that visited 37 countries, through Southeast Asia to faraway Africa and Arabia. In those years, China had by far the biggest ships of the time. In 1420 the Ming navy dwarfed the combined navies of Europe. A great fleet of big ships, with nine masts and manned by 500 men, each set sail in July 1405, half a century before Columbus's voyage to America. There were great treasure ships over 300-feet long and 150-feet wide, the biggest being 440-feet long and 186-across, capable of carrying 1,000 passengers. Most of the ships were built at the Dragon Bay shipyard near Nanjing, the remains of which can still be seen today. Zheng He's first fleet included 27,870 men on 317 ships, including sailors, clerks, interpreters, soldiers, artisans, medical men and meteorologists. On board were large quantities of cargo including silk goods, porcelain, gold and silverware, copper utensils, iron implements and cotton goods. The fleet sailed along China's coast to Champa close to Vietnam and, after crossing the South China Sea, visited Java, Sumatra and reached Sri Lanka by passing through the Strait of Malacca. On the way back it sailed along the west coast of India and returned home in 1407. Envoys from Calicut in India and several countries in Asia and the Middle East also boarded the ships to pay visits to China. Zheng He's second and third voyages taken shortly after, followed roughly the same route. In the fall of 1413, Zheng He set out with 30,000 men to Arabia on his fourth and most ambitious voyage.

Influence of Reference Groups Essay

When you think about reference groups, there are a number of perspectives that one has to consider. According to Hawkins (2010), a reference group is a group whose presumed perspectives or values are being used by an individual as the basis for his or her current behavior. Thus, a reference group is simply a group that an individual uses as a guide for behavior in a specific situation (p. 227). Groups may be classified according to a number of variables. Four criteria are particularly useful: membership, strength of social tie, type of contact, and attraction. Delta Sigma Theta Sorority, Inc. is a private, non-profit organization whose purpose is to provide assistance and support through established programs in local communities throughout the world. A sisterhood of more than 200,000 predominately Black college educated women, the Sorority currently has over 900 chapters located in the United States, England, Japan (Tokyo and Okinawa), Germany, the Virgin Islands, Bermuda, the Bahamas and the Republic of Korea. The Sorority was founded in 1913 by 22 students at Howard University. These young women wanted to use their collective strength to promote academic excellence; to provide scholarships; to provide support to the underserved; educate and stimulate participation in the establishment of positive public policy; and to highlight issues and provide solutions for problems in their communities (Delta Sigma Theta, 2010). Delta Sigma Theta’s website is about heritage. This site speaks volumes about how these women wanted to be a part of an organization that consists of excellence. These women have a lifetime membership within the sorority. The influence that this organization has, as well as the site, is remarkable. The information on this site will allow younger women that have the desire to go to college and be a part of an organization that helps one excel, not only in school, but also in the workforce as well. This site has all the criteria of a basic reference group. The social ties that this organization has within the world are by far the best for young women that are willing to be a part of change. People that have â€Å"made it† when it comes to financial stability may feel that they are affluent in the society. There are people that have made millions and they do stand alone when it comes to affording â€Å"the better things† in life. Bentley’s website is attractive because the vehicle shows class. The influence that this vehicle has on a person’s financial status is undoubtedly the car of all cars. A Bentley is unmistakable – all it takes is a glance at the twin headlights, matrix grille or the high waistline to know one. The paradox of the car is that although it is instantly recognizable, it takes time and effort to hand-build each one. That’s the assured Bentley hallmark. A hand-built car using the finest quality natural materials takes time. Yet, while others may do things ‘meticulously’ or ‘painstakingly’, Bentley has always been about passion. In fact, our entire reputation rests on the experienced skills and passion of our people, handed down through generations. Many of our people say that they work on each Bentley as if it were going to be their car. They want to get it right. It’s no wonder that every machinist who creates a set of upholstery signs the back of it with his or her initials (Bentley, 2010). Once again Bentley’s website is about class and luxury. This site tells a story about smoothness when it comes to highway. There is nothing like being comfortable while traveling on highway or down the street to the mailbox. People that are attractive to the glitz and glamour will definitely enjoy riding either in the backseat of a spacious vehicle or driving behind the wheel. The six-time success at Le Mans has made Bentley more than a car – it has come to stand for a way of doing things: with spirit, flair, courage, instinctive intelligence and teamwork. Endurance racing has always been a way for us to test, strengthen and improve the cars.

Personal Relationships In The Disappearing Girl - 1359 Words

Addiction develops as an emotional crutch, impacting character development. This addiction could potentially be a result of three main factors: setting and age, key personal relationships and key tragic events. Each of these elements have a level of responsibility in the development and overcoming of the addiction for Kayla in The disappearing Girl and Rachel in The Girl on the Train. However some of the elements have more of a responsibility than the others. Kayla in The Disappearing Girl is a female adolescent living in the United States of America in the twenty first century. Much like The Disappearing girl, The Girl on the Train is also set in the twenty first century. However it is set in London and the main character, Rachel, is in†¦show more content†¦2015. p8). Subsequently Rachel uses alcohol to feel in control. She is unemployed and was left by her husband, Tom. She does not feel in control of her employment or relationships but feels that she can control how much she alcohol she consumes. Substance abuse is also used as an emotional crutch. In The Disappearing Girl, bulimia nervosa is used to relieve her of the emotions of mourning the death of her father and to comfort her from the constant criticisms of her mother, â€Å"the emotional release I felt brought an overpowering sense of relief† (Wood. 2015. p8). Much like Kayla, Rachel uses alcohol to help feel better about herself and to help her forget her pain, â€Å"Some days I feel so bad that I have to drink; some days I feel so bad I can’t.† (Hawkins. 2015. P31). Addictions develop as an emotional crutch often after one experiences a traumatic or tragic event. this seems to be the case when looking at both novels. In The Disappearing Girl, Kayla suffers the death of her father. The two had a very close bond therefore this tragedy took a deep emotional toll on Kayla. The death of her father left her at the mercy of her cruel mother and her own self-hatred â€Å"I never realised how much of a buffer he was until he was gone† (Wood. 2015. P6). After his death she became more weight conscious and her self-esteem worsened. Due to this she developed anorexia nervosa and then bulimia nervosa to cope with the loss of her father. Similarly to Kayla, Rachel also suffers the deathShow MoreRelatedThe Middle Child Named Edward Jimenez948 Words   |  4 PagesMr. and Mrs. Jimenez have three kids, two boys and one girl. Oldest one named Edwin Jimenez, Youngest one named Emely Jimenez. There goes me the middle child named Edward Jimenez. My brother and sister were born here in America where my parents had to travel all the way from Dominican Republic. I consider myself being more Dominican than American due to the fact my whole family speaks Spanish and share many things about our culture. 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