Mental and Emotional Development Essay

Going to school marks a new horizon of a child’s life at a time when he/she thinks they are ready for the greater challenges. Children are curious about the use of letters and words to convey meaning, and have the manual dexterity to hold a pen or pencil and begin to write. Together reading and writing broadens the child’s experience enabling him/her to learn more about the world he/she lives in. Their mental ability allows him/her to understand the symbols of letters and numbers and by manipulating these new experiences develop. The vocabulary of a five year old should be 2000 words and with exposure to new ideas and other children this will rapidly increase. The English language, for example are hard to learn, children can use increasingly complex sentences and make fewer grammar errors as they progress through school. One of the key tasks involves in metal development at this age is logical and consistent thinking. The school aged child also learns to create more and more sophisticated classication systems, such as the characteristics of reptiles and mammals, or the differences between towns and cities. They often involve these new skills in their play such as playing cards. Relational concepts such as left and right are tackled during this phase of childhood, although this is difficult for the child to learn. When number skills are developing, concepts such as clock time can be introduced and also the use of money. The mental developments: Five year olds: 2,000 word vocabulary talks consistently, know primary colours; yellow, red and blue, can count to ten, names days of the week, asks for definitions. Six year olds: Learns to read with understanding, knows some streets in local neighbourhood, and knows difference between morning and afternoon. Seven year olds: Begins to show interest in cause and effect, knows the value of coins, gains satisfaction in conclusions and logical endings, understanding past, present and future time concepts. Eight years old: begins to understand logical reasoning and implications, aware of time, can begin to plan activities for a day, develops understanding of left and right, and appreciates degrees of concepts such as light and pain. Nine years old: Likes to have secrets, can break down difficult skills into manageable component parts, focuses on details. Ten years old: enjoys learning, likes to memorise, and identifies facts concrete and specific thinking. Eleven years old: likes action in learning, concentrates well when working, able to identify and discuss problems. Twelve years old: motivated more by inner drive then competition, able to classify, arrange and generalise; can be critical of own work. Emotional Development: During school years the child learns from the peer group and from friends. By comparing themselves with others in their class, children can adjust their behaviour to meet the society’s expectations. They can also gain more insight into themselves. They also learn to identify which situations require co-operation and which are more competitive. Emotions such as anger and aggression can be seen in a variety of expressions physical shoving and swearing. Many will be aware of the child’s enjoyment of jokes and use of humour. Schools can also provide the child with opportunities for self evaluation, developing self confidence and doubt. Being picked by other children to join a team game, or being sent to a remedial group for reading, will give the child messages about how others perceive them this can differ to the perceptions at home. It is important for those caring for children that they are aware of the attitudes of others and offer opportunities to the child to talk about this. Praise means a lot to a child of this age as it would to a lot of other people. Efforts should be made to recognise each child’s special attributes. Summary of Major Developments: For 5 to 11 year olds: 1. Decreasing dependence on family and developing relationships with other adults and children. 2. Becoming an active, contributing member of the family. 3. Learning how to deal with strong feelings appropriately. 4. Learning how to reason and solve problems logically. 5. Developing understandings of concepts such as number, time and money. 6. Adjusting to changing body image and coming to terms with sex role identity. Adolescence Mental and Emotional Development: Adolescence has been charactised as a time of storm and stress, but many adolescents make the transition from child to adult with relative ease and with little trauma either to themselves or to their parents. It is not surprising that, while their bodies are so rapidly changing, youngsters become quite preoccupied with them and wonder what they will become. Girls see their first period as a positive achievement towards adulthood or a dreadful event which signifies the end of childhood. Boys fear to speak as their voice breaks or they are delighted as their facial hair becomes obviously present. The attitudes displayed will often reflect the attitudes and values held by those close to them, the family or the peer group. Friendships with peers become increasingly close during adolescence as young person seeks acceptance and also friends with who to share the new feelings and experience. It is important that the adult determines the best way to cope with this. Each child is an individual, so the problem will have dealt with taking the child’s particular personality, needs etc into account. The older child also needs to think about their diet school children grow and develop rapidly and expend vast amount of energy. This calls for a diet which is high in protein, iron, calcium and essential vitamins. Studies have shown that there is a difference in the eating pattern between adults and children. Children tend to want to eat more frequently, at any time of the day and prefer foods which they can eat with their hands. Eating habits are established early in the childhood and in societies where television and advertising play a large part in family life it is difficult for parents and carers to insist that the child adheres in a healthy diet. Exercise: All children need to make sure they are getting enough exercise. It is important to encourage activities such as: swimming, walking and cycling. Children should also be encouraged to participate in exercises which they enjoy and which makes them feel good about themselves. They should also make sure that they get plenty of rest and sleep the amount of sleep differs from one person to the next. The amount of sleep for the average child is 8 to 10 hours sleep a night.

Into the Wild/as You Like It

Texts may show us that a sense of belonging can emerge from connections made with people, places and the larger world. To what extent do the texts you have studied support this idea? ‘Happiness is only real if shared’. This insightful quote from Sean Penn’s 2007 film Into the Wild shows that any sense of belonging must arise through connection we make with others and the wider world. Shakespeare’s play As You Like It also demonstrates this, and shows that belonging is a natural instinct and one fundamental to a meaningful life. The setting of As You Like It plays a crucial role in shaping the idea of belonging in the play. Like the typical pastoral, the beginning of the play is set in court, a place established as a hub of corruption and political tension. Orlando’s house is described as a ‘butchery’ as his brother plots to kill him, ‘[Rosalind] is banish’d’, and Duke Senior calls courtly life ‘painted pomp’. The combination of images suggests estrangement and not belonging. By contrast, Arden is a free, untainted setting where characters are able to develop relationships without conforming to rigid social constraints. Also, the transition from the high density of formal verse in the opening scenes to the more frequent use of prose, signifying acceptance and familiarity, towards the end reinforces this transition from tension and not belonging to unity. This harmonious ending is epitomized in the final scene in which ‘these eight†¦take hands’. That the characters do form relationships there in which they belong is a clear indication that belonging is an innate part of the human condition. In essence, through the natural setting of the play, Shakespeare emphasises that belonging is a natural state of humanity. Similarly, Into the Wild contains pastoral elements that contribute to belonging in the film. Like the ‘painted pomp’ of the court in As You Like It, Penn portrays society as ‘oppressive’, employing dark metaphors of warfare to reinforce this; fence-posts are ‘black sword-tips’ and red tiles ‘hardened blood’. The dinner scene is muted, with the use of shaky hand-held camera emphasizing the tension and estrangement. By contrast, the wilderness acts as a catalyst for belonging in which he realizes the significance of onnections with people to happiness. All scenes of him in the wild are shot in rich natural light, as opposed to the exaggerated florescent lighting used in the civilized scenes. This contrast in lighting suggests that both Arden and the wild are places of healing where characters learn about the nature of belonging and the importance of connections. As You Like It shows that belonging can arise through connections with o thers. There are many ways to be accepted and Shakespeare reflects this in his use of diverse characters. Rosalind takes a more sensible, realistic approach than Orlando, stating that ‘men have died from time to time†¦but not for love’. Orlando is much more the petrachan lover, vowing to ‘live and die’ her slave. Celia and Oliver’s relationship is a more spontaneous connection, ‘whoever loved that loved not at first sight? ’ whereas Touchstone and Audrey simply see marriage as a natural part of life ‘as the ox has his bow, so wedlock does come nibbling’. The contrast between these couples combined with the comedic ending shows that belonging can arise through variety of relationships and connections. The Rainbow Fish similarly demonstrates that belonging can arise from a variety of relationships. The fish depicted in the book are of different shapes and sizes, and are even joined intermittently by other creatures; a starfish, an octopus, a shark, suggesting implying a diversity of connections that can lead to belonging. Also, the Rainbow fish’s scales are a combination of all the colours of the other monochromatic fish. Through this Pfiser is implying that we have something in common with everyone, and so connections with others are not limited to a certain type. The correlation between connections with people and belonging is perhaps seen most clearly in As You like It through the contrast between Rosalind and Jacques, the brooding melancholic. Shakespeare juxtaposes the two characters to make the point that belonging arises primarily from connections. Where Rosalind has many friends such as her ‘dear coz’ Celia, Orlando and Touchstone, Jacques is alone and friendless, reveling in his melancholy which he ‘loves better than laughing’. He chooses not to belong, symbolized in his refusal to partake in the final dance, despite being beseeched by the Duke to ‘stay, Jacques, stay! ’ Where Jacques rejects connections in favor of ‘matter to be heard and learned’, Rosalind embraces them, and as a result is the happier, more fulfilled character. Shakespeare’s use of contrast clearly shows that belonging, and hence happiness, is an intrapersonal phenomenon. In many ways, Chris of Into The Wild mirrors Jacques. He refuses to belong, striving after Platonic ideals similarly to how Jacques seeks learning. He explicitly says that ‘rather than love†¦give me truth’, paralleling Jacques preference for knowledge over belonging. Unlike Jacques however, he regrets his decisions towards the end, seen through the director’s use of the diary to convey his thoughts. In an extreme close up, he writes ‘lonely’ slowly and deliberately, and underlines it to highlight the intensity of his feeling of isolation. The music is sad and haunting, emphasizing his regret over his alienation. Further to this, the final scene consists of a series of rapid flashbacks depicting characters with which he formed relationships. The voiceover is in second person ‘what if I were smiling and running you’re your arms? ’, with the use of the conditional tense highlighting his regret at his rejection of connections. This use of voice over combined with positive cumulative images ending in a still shot of Chris, suggests that our sense of belonging is important to both happiness and a sense of self. Like Chris, the Rainbow Fish ultimately realizes the value of belonging. Initially he was a character like Jacques; when offered by the others to ‘come join in’ he would glide past, ‘proud and silent’. However, in the end he chooses to share his ‘shimmering scales’, a recurring motif symbolizing love and friendship. This transition from isolation to belonging is further emphasised by the positioning of the fish in the book. On the first page, he is depicted alone in the centre, with his back to the other fish. As he learns to belong, he begins to turn towards others, eventually ending face to face as he gives away the first scale. His change of attitude is also reflected in the shift in colour scheme, from cooler hues of blue to warmer purples. This suggests happiness and love, again implying that a sense of belonging is vital to happiness. Both As You Like It and Into the Wild show that belonging may, and does, arise out of the connections we make with other people. These connections are a natural part of the human condition and can take many shapes and forms, but they are essential to happiness as it is a shared phenomenon.

Humanities Essay Example | Topics and Well Written Essays - 500 words - 5

Humanities - Essay Example The passage itself is situated almost directly after Anna finishes speaking to Dido and is relayed by the narrator. The passage is highly complex as multitudes of competing meanings are occurring. The narrator begins, â€Å"Across the city/ She wanders in her frenzy–even as a heedless hind hit by an arrow when a shepherd drives for game.† Here the narrator is comparing Dido to a sheep that has been struck by an arrow. This is significant as one of the major themes of the Aeneid is the force of the god’s on human existence, and by using the arrow as a element of love, Virgil is showing that Dido’s ‘frenzy’ isn’t necessarily of her own doing. Indeed, Juno has conspired to bring Aeneas and Dido together to forestall Aeneas’ journey to Italy, and has made Dido an unknowing volunteer in the ploy. However, the passage continues, â€Å"with darts among the Cretan woods and, unawares, from far leaves the winging steel inside her flesh.† In this regard, one must consider that Aeneas, rather than Juno or Cupid, is the shepherd that has wounded Dido, as Aeneas is the most ‘unaware(s)’ of the lasting effect has had on Dido. In this sense, one must consider a passage from book two when Aeneas is watching the Greek’s ravage Troy and compares himself to a shepherd, When among standing corn a spark falls with a fierce south wind to fan it, or the impetuous stream of a mountain torrent sweeps the fields, sweeps the joyous crops and the bollocks’ toil, and drives the woods headlong before, in perplexed amazement a shepherd takes in the crash from a rock’s tall summit. In this regard Aeneas is the shepherd watching the in amazement as nature takes its toll symbolically on the fields – literally Troy. The different positions – Dido as sheep and Aeneas as shepherd – are significant as it demonstrates Aeneas steadfast resistance to outside factors that might hinder his path toward Italy.

Reading and Writing Processes Essay Example | Topics and Well Written Essays - 750 words

Reading and Writing Processes - Essay Example The assumption under the product school of writing is that writing, like any other skill, can be taught. By giving students proper and rigorous instruction in language usage and basic principles of writing, it is suggested they will be able to then be able to start producing high quality essays and research papers entirely on their own (Hairston, 1996). Using this approach, instructors use sample texts and ask the students to mimic the processes they see in the book, such as the traditional 5-paragraph essay. Grammar and rules are very important in this approach and a strong message is sent that the first draft is the final draft and the only draft that matters (Hairston, 1996). Creative exercises are seen as a waste of time because they tend to break the rules the teacher is trying so hard to enforce. Not surprisingly, the teacher is the guiding force in the classroom with the students simply doing as they are told. This approach is most helpful when students are learning about how to write mostly formulaic-type work, such as business reports or cover letters. It helps students identify poor grammar structure early in the process at the same time that it gives them a relatively predictable structure on which to build as they face complicated academic writing assignments. However, using this approach doesn't usually produce quality work. According to Eschholz (1980), such an approach will only result in "mindless copies of a particular organizational plan or style" (24). It has often been described as habit formation. "Writing is messy, recursive, convoluted and uneven", but the product approach with its focus on mimicry, ignores these characteristics of writing and can quickly set up students for failure. The process school, on the other hand, operates with the assumption that the skill of writing can only be acquired gradually. Rather than drilling students with the rules and conventions of writing, this school holds that it is better to allow students to dev elop their writing through a slow evolution of working with the instructor and other students in a process called peer review (Eschholz, 1980). In fact, the concept of collaboration is considered to be an important tool in learning to write. It more closely matches the actual writing process by acknowledging that there are several stages involved in writing a paper. There are multiple drafts and proper time and place for grammar - mostly in one of the final stages before the paper is turned in. Creative exercises are often encouraged as a way to get students past the blank page and perceived writer's block and students are much more involved as they work with each other and bounce ideas off of each other. This school was essentially founded by Janet Emig with the publication of The Composing Processes of Twelfth Graders" (1971). One of the biggest advantages of this approach is that it takes the pressure off of students that they have to get their papers right the first time. Instea d, they are encouraged to explore their ideas and play with their writing a little bit. This enables them to find their own voice, language, and style. It also gives the students a greater sense of control as it positions the teacher as facilitator or coach

Adolescents Research Paper Example | Topics and Well Written Essays - 250 words

Adolescents - Research Paper Example ABC model of crisis intervention is one of the patterns recommended. The overall tragedy is a two step process. Once is that of the initial phases how it shocks the parents. The second is the aftermath and how the parents react to it, and how they live with it. Handling the trauma and coping with the surrounding environments is one of the core challenges faced. Engaging oneself in healthy activities also amount to the preventive and counter measures that the parents may undertake. Kristi Kanel has discussed the ABC model of crisis intervention (Kanel, 2014, 21). This particular model allows for overcoming the challenges faced in the form of therapy processes and other counseling guides. This allows facing the challenges bravely and overcoming them through confidence. The model is time tested one and large number f psychologists recommend it for therapy function in the wake of losses suffered by

It's the Law ... or is it Essay Example | Topics and Well Written Essays - 500 words

It's the Law ... or is it - Essay Example There exist set rules and laws that are useful in curbing the misuse of other people’s work found in the web. The paper will briefly explore copyright laws governing internet information and the penalties for contravening them. There are numerous laws and regulations governing the use of internet information, but the paper will particularly look at copyright laws. In 1998, the then United States president Bill Clinton signed the digital millennium copyright Act (Scott). The act provides guidelines that should be adhered to by the users of the internet when accessing other people’s work that may include, music and intellectual work among others. Further, Scott documents that some of the copyright laws and regulations include: fair use, unauthorized access and copying, file sharing and liability. Let us examine liability. As stipulated in the copyright Act, one is not allowed to produce and distribute unauthorized copies from the internet. In the event that producti on is to be done, consent of the producer is supposed to be sought. Failure to do the same amounts to a breach of the law and the offender is liable for the legal consequences. When the breach occurs, the plaintiff can sue the actual offender or the internet service provider in a court of law. The complainant is also at liberty to seek an injunction from the court (Lesley). The purpose of the injunction is to prevent the offender from continual violation of the copyright rights. Lesley further documents that the copyright holder has the right to seek compensation from the offender in the court in form of monetary or statutory damages. The court of law is charged with the responsibility of establishing the guilt or innocence of the accused. If one is found guilty of violation the copyright act, he or she must take criminal responsibility.

Realm Human as Person Essay Example | Topics and Well Written Essays - 1250 words

Realm Human as Person - Essay Example The research will prove that personality is subject to biology and spirituality combined. Accordingly, Christian personalism has a philosophical difference inspired by Blystone nurtures a post-modernist thought. However, it is clear from the research that personalism has not been subject to religion. Blystone attempts to define a common ground for personalism as a philosophy, in an anthropological manner rather than theological terms. The basis of a definition of a spirit is the violence of heroic self-overcoming in the creative act, with founding members who would soon work out in the precise social-economic principles. According to Blystone, there is an on-going dialogue between Christian, Jews and Muslim as long as other interreligious dialogue. Essentially, the practice of these different dialogues needs a further theoretical work into both theological and Jewish-Christian dialogue as well as theologia religionum. Based on religion, humankind is engaged to a wider dialogue of the heart metrics. According to Blystone, studying religion in that context is monumentally and even indispensably important anthropologically. For that reason, religion becomes a human foundation. Bylstone further notes that the religious ethical calling of humankind is to create â€Å"personae and their persons, which creates a community of persons in the systems of personhood 4. In simpler words, the personalism that pervades the document is a transposition of natural law into philosophical anthropology. The transportation marks a renewal within the traditional of natural law itself, hence enabling reasoning about the human person as new key. According to the Blystone, personalism is a perspective that places anthropology at the centre, the human person, considered in his or her entirety in what is unique to the individual human person and the common to the human conditions, which then promotes