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Human life is determined by so many factors which contribute to how they behave. Every human being has a personality which many claim that it might be caused by genes. There are circumstances that go unnoticed which contribute to how people behave. These events run from childhood to adulthood and that is what the theory of development/ model of early childhood development as created by Erik Erikson try to explain. This paper highlights on child development and factors that determines his/her behavior as explained by Erikson in his theory of development. This theory explains why people behave as they do which is contributed by environment, interaction and response. There are eight stages and in each, there are both positive influences as well as negative which give either result. The stages contribute to physical, emotion, intelligence and social features of an individual.

Theory of Development/Model of Early Childhood Development

The theory of development came up in 20th century when interest to change the perception of children being small adults and aim to discover the abnormal behaviors became a concern. There have been many theories on this ground like Freud’s psychosexual stages which focused on mental disorders in childhood. The Piaget’s stages of cognitive development attributed to Jean Piaget who had a view that children and adults never thought the same. John B.Watson, B. F. Skinner and Ivan Pavlov developed the behavioral child development theories which test on the influence of the environment to behavior (Thomas, 2005). Lastly, Erikson’s stages of psychosocial development by Erik Erikson was developed which encompassed the whole human life. Each stage in his theory is presented with conflict whose success or failure impacts on the personality (Muzi, 2000).

Erik Erikson tries to explain the development of personality and behavior in people mostly attributable to stages in life. Most of his work is developed and related to Freud’s; he has only made his complex and covers from childhood to adulthood (Baldwin, 2008). Development takes place in all years in human life according to him. Exposure, training, reciprocation and experience determine the effects of these stages on a person’s behavior and personality either negative or positive. Each stage is presented with equal positive and negative effects and Erik warns against use of the word achievement and encourages on the word acquisition of personality. He built his work on Freud’s to make it more meaningful and accessible. His work shows the tasks that need to be accomplished in different ages for smooth living (Santrock, 2010).

In his model, he developed eight stages using age range which is not fixed hence there are overlaps. In any of the stages that is not well partaken, it may present problems in the future. The first stage according to his psychosocial development is trust vs. mistrust with a virtue of hope and experienced in infants between 0 to I year. In this stage, there is total reliance of the child from the mother. Parents act as a guide as child understands the world. If the child is exposed to the basic needs of the stage, he/she may have trust on the world. If the opposite happens, the child gains a sense of mistrust about the world. This is the stage in which the infant understands about the world and its people. The writer advocates for warmth, sleeping and feeding amongst others (Thomas, 2005).

Stage two is autonomy vs. shame and doubt with a virtue of will and is experienced in toddlers between age 2 and 3 years. The child is on an exploration about the surroundings. At this stage, it depends with the parents’ encouragement as well as strictness. The infants depend on the caregivers’ reaction to their actions. They can move and the muscle coordination is increased. They can attend to some of their issues without bothering the caregivers and if encouraged, they gain a sense of autonomy but if discouraged, they may develop doubts and shame about their ability. It encompasses independence and confidence both of mind and oneself. The writer advocates for toilet training, aiding their walking and showing encouragement (Baldwin, 2008).

In initiative vs. guilt which is the third stage, its virtue is purpose and is in children between 3 to 5 years i.e. preschool. It is based on tasks for purposes and the children learn about nature like gravity. The guilt may be caused by failure to achieve or doing the wrong thing. They have a multiple of choices about the activities to do which may be fit for them or unfit hence affecting the juniors i.e. doing what is beyond their capability. The responses they receive from juniors have effects on their initiative. If they feel motivated, they can try new thing which give confidence and achievement and if they are demoralized, they can feel guilty. The activities undertaken in this stage may result to both negative and positive behaviors. If the child fails in most of his/her activities, frustration may develop hence may depict negative behaviors. Erik encourages on play and adventure as the management techniques (Slentz & Krogh, 2008).

The fourth stage is industry vs. inferiority with a virtue of competence and is between ages 6 to 11 years i.e. childhood. At this stage, children are now aware of themselves and apply more logic to practical things. They aim at doing right, being responsible and attending to their issues with no or minimal assistance. The children are recognized with groups either through culture or differences in personality. The activities undertaken here are complex, meaningful and purposeful. The spirit of cooperation is developed and every child discovers his/her unique capabilities. This stage takes place mostly when many people are in school and is considered as a vital transition in ones life because everything else is built on it. The main techniques are parents’, teachers’ and friends’ encouragement as well as schooling (Newcombe, 2010).

Identity vs. role confusion comes as the fifth stage. It has an ego quality of fidelity and it is between 12 to 19 years concentrated on adolescence. It is a transition from childhood to adulthood in which there is confusion in roles. It brings a sense of identity, what has transpired from stage one to stage four can be termed as mare childhood but now reality of who they are and what the society views and expects of them is vivid. There is what is expected in the future and it is at this stage that matching of the past and the expectations is done. This creates the personality of who you want to be. The sexuality is well developed and there are self ideologies which may or may not be affected by past stages (Slentz & Krogh, 2008).

Depending on the results from fourth stage, the fifth stage may take place at different ages, some as early as 17 and 18 while others as late as 20 and 21.There are more experiments before the real identity is established. Adolescents are in a position to differ with their parents and caregivers on some issues like politics and religion. Many parents may try to influence decisions made by their children at this stage like the career to pursue. This may block their self establishment hence have an influenced identity because this stage requires total independence. It can be established by identifying with peers and groups (Baldwin, 2008).

The stage of intimacy vs. isolation has the value of love which is established between 20 to 40 years, among young adults. Some bit of identity vs. role confusion may be experienced at early years of this stage due to late identity establishment. Identification with friends is most here and since there is experience of pain, some may isolate themselves due to fear of break ups and rejection. They grow a defense mechanism that that can destroy what seems dangerous to them. With creation of intimacy, people graduate to commitments which call for compromises and sacrifices. This is where marriage is established forming a long-term commitment which brings both emotional and physical closeness. Failure to experience intimacy may cause isolation which may be due to rejection or personal reasons (Slentz & Krogh, 2008). There is need for social life, friends and lovers to achieve satisfaction in this stage.

The seventh stage is generativity vs. stagnation with a virtue of care and is experienced between 45 to 65 years, middle adulthood. It has more social works and responsibility focused on the siblings as they are the future generation. These adults act as caregivers of the young ones and it is a warning that their success or failure in any of the previous stages should not affect on the way they influence the siblings (Thomas, 2005). They have a lot of tasks to do to the young ones and also the children have set expectations about them. Responsibility extends to others and the ability to give it is generativity while inability is the stagnation. It is associated with works of giving back to the community and through care. Production is expected from these mid adults both in terms of work and participation to the community development.

The final stage is ego integrity vs. despair which is experienced in senior adults of age 65 and above. Its virtue guide is wisdom and it is more of a review of how the life has been and what he/she has achieved and need for rest. These individuals feel either rejected or accepted depending on what they have done, the impact of their actions on the community and the world at large (Slentz & Krogh, 2008) It is the stage at which they make peace with people, the creator and also need peace of mind. If their lives have been successful and full of accomplishments, the adult feels full of integrity. If the life has been a total failure, they feel despair. The review is focused on the achievements made which could be in one way or another, an improvement to the world, making it a better place. This stage also allows an adult to give back to the community what he/she had not yet given i.e. being responsible and making up for any mistakes or harms inflicted to both the people and world at large (Thomas, 2005).

In all these stages of life, there are two extremes one positive and the other negative and there is need for an individual to balance both of them to have a balanced living. Each stage acts as a transition to the next and it is important to accomplish the tasks in each stage, failure to which may result to problems in the future. The age gaps provided may not be fixed depending on different reviews as well as individuals. They used as a guiding way to place all the stages in a life of a human being. There are individuals that may be late to graduate to the next stage hence carrying the previous stage tasks (Slentz & Krogh, 2008). Others graduate faster than presented in years in the Erik’s theory. This creates the differences in ages when a given stage starts and when it ends. The most affected stage is identity vs. role confusion in which many girls start at age 9 which is below the provide age of 12 to 19 years. There is need for caregivers to ensure proper balancing of the conflicts especially in the stages that they have control of for good life development

A kid’s childhood should be filled with happy moments, laughter and lovely toys, not memories that make one shudder even at the thought of it. Being a child should not be a painful journey. After all, children are equal holders of human rights and they should not be denied a safe environment to grow and mature. However, many adults have failed to see the importance of ensuring the well-being of these young innocent kids. Every single day, almost five children die as a result of child abuse and at least one report of child abuse is made every ten seconds (“National”). Child abuse may take the form of physical, sexual, emotional or neglect, with physical abuse being the most common (“Child”). The incidence of parents and other guardians consciously, or even willfully, harming the children they’re supposed to be nurturing is a sad fact of human society that cuts across all borders of ethnicity and class (Joseph). It’s high time for us to dig deep into the roots of this evil and look for solutions to combat the issue, before it continues to bring detrimental impacts to both the abused victims, and also, the society.

Behind any action, there is always a purpose or reason. Same goes to child abuse. Child abuse is triggered by many factors. According to Dr. Joel Akande, among all the contributing factors, lack of insight is the main culprit. Child abusers lack insight into the value of the children and this leads to sexual, verbal or physical exploitation of these kids (Akande). This may be due to the fact that the children are unwanted from unplanned pregnancy or they may be physically or mentally impaired (Akande). When these adults are engulfed in frustration or anger, children become their easy targets as they are vulnerable objects. If they were to value their precious kids dearly, they would always place the children’s happiness as their utmost priority. A responsible parent will try his very best to protect his child from any form of danger at all times. Apart from that, some caregivers lack parenting skills and they might have unrealistic expectations about child care (Saisan et. al). Child care is a daunting task, especially for working adults who have the heavy responsibilities to juggle between career and family. Without necessary parenting skills and support from others, caring for a child can be very stressful. Caregivers who are unable to handle child care stress tend to abuse their children as an outlet of their emotions (Gibson). They unleash their anger on the children to make themselves feel better as they have little control over their own emotions. This is especially evident in teen parents who have unrealistic and immature expectations about how much care babies and small children need (Saisan et. al). Also, parents under the power of drugs and alcohol can be abusive and easily neglect their children (Gibson). Drugs and alcohol abuse increases the likelihood of violence, because it interferes with communication among family members and abusers have lower abilities in controlling their behaviors (Miller et.al 357). Underestimation of the consequences of violence takes place at the same time as a result of interference with the brain centers that control socially unacceptable behaviors when adults abuse drugs and alcohol (Miller et.al). They lose their ability to judge what’s right or wrong when they are not sober. Parents who come home drunk or high on drugs are unable to take good care of their children, make good judgments and have control over often-dangerous compulsions (Saisan et.al). The neglected children are often left to fend for themselves and scavenge for their basic needs such as food under such harsh environment.

Herbert Ward once said, “Child abuse casts a shadow the length of a lifetime”. Indeed, it is true that child abuse leaves deep and long-lasting impacts on the victims, be it physically or emotionally. Physical abuse leaves visible signs, such as frequent physical injuries or unexplained bruises, cuts and wounds. This is often done by slapping, spanking and caning by the caregivers. Some may even resort to harsher means such as using hot iron and leather belt to harm their children. The visible physical scars and wounds will heal someday, but the emotional scarring will be embedded deep down in the children’s hearts throughout their lives. Victims of violence may face trouble developing self-confidence and a sense of self in them (Saisan et. al). It is difficult to overcome the core feelings of being worthless and hopeless, if a child is being repeatedly told that he is good for nothing since young (Saisan et. al). They no longer believe that they worth more or stand a place in the society. Abused children also cannot regulate and express their emotions effectively, in turn leads to unexplained anxiety, depression and anger in adult survivors of abuse (Saisan et.al). In addition, child abuse is a vicious cycle. Based on a literature review, Kaufman and Zigler have estimated that inter-generational transmission rate of child abuse is approximately 30 percent (186). This signifies that three out of ten people who were neglected in childhood will abuse their own children in the future (Kaufman and Zigler 186). They are more likely to raise their children in the way they have experienced as a child, repeating the horrible cycle unconsciously. This causes unfavorable effects to the society as a whole, as the future leaders of tomorrow are not empowered to fulfill their potential as productive human beings, said Datin Seri Rosmah Mansor, the prime minister’s wife of Malaysia (“Getting”).

Hence, it is essential to put a halt to this terrible chain of abuse. First things first, caregivers have to be equipped with good parenting skills and it is vital to be mentally prepared for all the child care stress and challenges that follow. Parents should set realistic expectations of what children can handle at certain stages of development as it can help avoid frustrations and anger at normal child behavior (Saisan et.al). Emotional control and developing emotional intelligence is equally critical especially when one needs to handle children with special needs. Society has a pivotal role to play in combating this issue as well. The mindset of not wanting to encroach into other people’s lives should be discarded. One should not be reluctant to make a report to the authority if a child is suspected being abused by his caregivers. Society must realize that a small act of kindness can actually bring light into the darkness of a child’s life. The earlier the victims get help, the higher chance they have to recover from the abuse and not perpetuate the vicious cycle (“Child”).

“Truly, if there is evil in this world, it lies within the heart of mankind”, quoted Yoshiharu Gotanda. Well aware of the detrimental impacts of child abuse, we can choose to make or break the lives of these innocent children. The power is definitely in our hands to end the pain and screams in their eyes. We are the cause, and also the solution. It is our responsibility as a caring member of society to bring hope into their lives and make them believe once again, that the world is colorful and life is beautiful. It does not take much to make a difference in a child’s life. All in all, child abuse is to be eradicated, and not inherited.

Word Count: 1228 Words

Introduction

The subject of globalisation has always aroused a significant level of interest across all disciplines and it was highly interesting to explore the impact that globalisation has had on marketing strategies. As a group, we began the research process after identifying how globalisation has been manifested in the world and various factors in marketing strategies that have changed since the onset of globalisation. It was important to assess the popularity of the topic and whether it had been extensively researched in the past in order to determine whether it was a good project choice. The group identified that the study of the impact of globalisation on marketing strategies still required to be further explored because other researchers had not examined the issue exhaustively. Having collected different findings that other researchers had discovered about the project, we were able to set a background for the study through analysing studies with the most relevant information regarding the topic under study. We needed to do a significant level of reading and therefore consulted a number of publications including journals, books and web resources. Scanning was highly effective in coming up with the most reliable written information for the literature review.

This reflection essay represents the group’s recollection of experiences, lessons, feelings, fears and other group dynamics experienced during the completion of the project. The reflection is highly useful for people who intend to perform future projects as it gives an insight of how the procedure is likely to be. Furthermore, the reflection offers an insight into the research process and effectively describes the structure of the report and how various decisions regarding the choice of material and ideas were made. The report further establishes challenges that the group faced along the way; a factor that would help groups in defining ways of dealing with such challenges so as to ensure positive outcome.

Reflection on experiences

The completion of this project was a great learning experience in terms of the process of conducting research and in learning various group dynamics that are highly important in enhancing effective outcomes. The most involving experience for the group was in the selection of the most ideal topic to be used for the study and eventually obtaining the relevant material to complete the research. It was interesting to note that there existed numerous lucrative subjects under which we could conduct the intended research. The need for a unique research however finally led use to the selected topic on the impact of globalisation on marketing strategies which was followed by the selection of the various resources to be used in the completion of the study. While there were an abundant number of resources for use, it was imperative for the group to collect the most recent researches because the subject of globalisation is developing at a tremendous rate hence the need to be well informed on recent trends during the conduction of such a research.

The research was conducted in a highly systematic manner because the group intended to ensure that the most viable results were obtained in explaining the impact of globalisation on marketing strategies. To begin with, the group had to effectively familiarise itself with the topic of study so as to effectively identify the key aspects that needed to be explored. As noted by McDaniel (1991, p, 28), definition of the problem marks a significant stage in research because it forms the basis for successful completion of the research and eventual ability to respond effectively to the research question. It was therefore imperative for the group to recognize and define the problem effectively. The research question that this study intended to answer was “How has globalisation impacted on marketing strategies?” As a group, we had to familiarise ourselves with the subject of globalisation and how this has impacted on marketing strategies. We had to analyse the various trends in marketing strategies that had developed following the onset of globalisation in order to determine the most recent trends which would fit perfectly into the study. In order to achieve this, there was need to consult various books, journals and web articles. It was only when we were clear on the subject of globalisation that we embarked on our research which required the identification of how globalisation had impacted on marketing strategies

The second step after identification of the research question was the determination of the research design to be applied in conducting the research. This denoted the need for the identification of the methodology that the group would use in obtaining the relevant information for the research so as to ensure that the outcome of the research was as intended. Accordingly, the group decided to make use of secondary data which not only provided adequate information regarding the topic but which also provided a fast and cheap method of data collection. The information would be obtained from books, journals and web articles identified from various libraries.

The third stage in the research process was the actual collection of information about globalisation and its impact on marketing strategies. The undertaking that the group took during this stage was to list down various globalisation trends that had been recorded in the recent past and thereby form the basis for the study. This was followed by selection of the best topics to pursue in explaining the different changes witnessed in marketing strategies. It was during this stage that we finalised the main topics to be covered in the study and the sources of data were conclusively identified. We then proceeded to collect and record the researched information in order to establish how globalisation had impacted on marketing strategies among companies around the world. It was notable that globalisation had indeed transformed the business world and that firms were not only expected to focus on their regions of operation but also seek to compete globally. This is because competitors could be from anywhere in the world, given the increased freedom of trade which allowed companies to export their products from one country to the other. The need for aggressive marketing was therefore apparent with the rise of globalisation; hence the reason why marketing strategies were evolving at a significantly high rate. Through the available books, journals and web articles, the group was in a position to identify the various trends in globalisation and hence interconnect them to the rapidly developing marketing strategies aimed at achieving the best results for the research.

The next step was to embark on the analysis of data in order to determine the best and most relevant information to be included in the final research paper. This involved the consolidation of information that consisted of identical or close view in order to ensure that the most relevant information was incorporated into the final paper. The group’s intention was to ensure desired response towards the research question was achieved and that the paper eventually established the changing trend in marketing strategies following continued advancement in globalisation. There was therefore a significant need to exercise a high level of caution in the analysis of data because this to a large extent determined the final outcome of the study. Furthermore, it dictated the direction that the study would take and the eventual accomplishment of the desired outcome.

The final stage in the research process was the presentation of our findings in the form of a research paper. This was the paper that readers could use to obtain comprehensive information on the subject of study that our group had selected. Accordingly, the stage involved ensuring logical presentation of ideas in the paper so as to ensure that they were coherent enough for potential users to understand. According to Southwick (2004, p. 18), it is imperative to ensure that the results of the study are presented highly specific manner in order to ensure that the readers are able to understand the findings effortlessly. This marked the climax of the group work and it was encouraging to not how far we had come and the fact that we had finally achieved what we had been longing for. Having finalized this, we now had a full report on the identified topic and were ready to present the research paper for this course module.

The achievement of the above objectives consisted of many experiences and lessons for the group; with new aspects in the research process emerging every day. Decision making was not as easy as individual decision making because there was need to consult and consequently establish the best option depending on the views of the group. In this regard, sometimes it would seem as though simple procedures were taking too long to complete, yet there was need to consult and brainstorm in order to come up with the best solutions to enhance the success of the research process. A significant level of concern was on the space to be dedicated to various subtopics and which of them carried more weight as far as the issue of globalisation was concerned. We eventually agreed that giving equal number word count for each subtopic would only lead to irrelevant information regarding certain topics which did not carry so much weight in the research. It was therefore decided that the number of words in each section would depend on the amount of information that was available and the unique features that needed to be brought to attention in the study.

Besides the identification of the main topics to be covered in the study, the literature review formed an interesting part of the paper and essentially consumed a significant amount of time during the research process. This is because various aspects within the literature review led to the discovery of many other globalisation aspects and it was almost impossible to determine which details to include in the report and which ones to leave out. Accordingly, literature review took a significant amount of time to eventually finalise as the group members sought to determine the most important aspects to be introduced into the paper. It can be established that the expansive literature review played a significant role in coming up with the most relevant topics as far as the impact of globalisation and market strategies are concerned.

Personal sentiments and learning experiences

Personally, there was a great deal of learning facilitated by the requirements of the research paper and group participation in the completion of this research. It is my belief that the research will be of great importance to future studies. This is because a significant number of issues are identified and these portray the rapidly changing business environment where globalisation has impacted on business processes to a significant level. At a certain point during the research however, I doubted whether all the aspects of marketing strategies identified could be presented in the paper without making it sound too general. I was however convinced that each of the factors had to be discussed because it played an imperative role in the changes being witnessed in the business world.

The manner in which various sections in the paper were handled gave the impression that some received greater attention than others. Furthermore, there was relevant information on each of the identified factors. It was however notable that recent trends deserved more attention in the paper because they were likely to catch more attention from readers. This is because they were already familiar with the older factors and they would be more interested in gaining knowledge that was fresh and intriguing. Accordingly, giving such topics more attention increased the value of the paper and its significance to the business and academic worlds. There are other challenges that emerged during the research process and it was apparent that my views differed significantly from those of my colleagues. In order to cope with this, I learned how to listen and to always consult because this was the only way of ensuring effective communication and enhancing a desirable outcome.

Learning experiences from group dynamics

Group dynamics are highly essential in enhancing the success of the group. This is because group members can utilise the various strengths that they possess in improving the group while complimenting the weaknesses within the group. Group members can contribute their skills and knowledge in enhancing the achievement of the group’s objectives. During the research, it was interesting to cooperate with group members, share responsibilities and assist each other in areas that we found difficult. This was especially useful during the initial stages of the research whereby the contribution of members towards the selection of relevant topics to pursue was highly relevant. Most importantly, the collection of data was very easy because we effectively divided responsibilities among ourselves and then came back together to compile the report.

Group work could however jeopardise the achievement of the research objectives if the members are not willing to cooperate and own up to others from time to time. It is important to note that one’s view cannot be considered every time and that there are instances when other members’ views are considered more lucrative. The ability to accept such realities through owning up during brainstorming is therefore very important in enhancing group work. Further, each group member should be able to cooperate with other group members so as to ensure that the common goal in the group is achieved. This to a significant level determines the eventual outcome of the research because the input of group members matter significantly. Group work helped use to realise our strengths and weaknesses and thus played an imperative role in the eventual outcome of the study.

Lessons and future implications

The subject of globalisation is highly dynamic and the secret towards obtaining the most relevant information lies in the ability to obtain the most recent literature on globalisation. This necessitates wide reading and research in order to determine the most relevant trends to include in a globalisation study. In this research for example, it was important to note the significant growth in new world powers, changing customer preferences and the popularity of internet marketing among other factors in the contemporary business world. Ability to keep up with the trends plays a significant role in enhancing the development of a comprehensive study.

The second lesson was in the essence of group work in the achievement of common objectives. Notably, there is need to exercise a high level of interdependence and to ensure fair participation of all group members. I learned that through consulting with others, it is so much easier to determine the most relevant information to use because it provides an opportunity to weigh the various views presented by group members.

It is important to anticipate challenges as opposed to having a limited view on the research process. This is because as people start working on the project, the process may initially seem easy because it is just a matter of answering the research question. However, challenges tend to emerge along the way and the group members must be in a position to deal with such challenges in order to eventually achieve the set objectives. Examples of challenges that groups will encounter include conflicting time schedules that limit meetings and limited cooperation from members at certain points during the research process that could highly impact on the outcome. Inability to agree on common objectives and self-justification could also ruin the group’s ability to achieve the set objectives.

We identified a self-damaging aspect known as procrastination which needs to be avoided as much as possible in order to promote efficiency. Procrastination refers to constant postponing of issues due to the impression that there is still time to complete the work in time. This however works to one’s disadvantage because it leads to rushing at the last minute when the paper should have been completed as early as possible. It should thus be avoided in order to ensure that the assignment is completed in time and thus offer more time for revision and correction of the final research paper.

Conclusion

A high level of satisfaction was derived from the completion of this research and the experience gained was very valuable to the group. It was interesting to acquire various skills and knowledge in conducting research and to explore the impact of globalisation on marketing strategies. Like any other research process, there are a significant number of lessons to be learned from group dynamics and the need to effectively focus on the study.

The completion of the research culminates in a comprehensive report covering the growing trends in globalisation in relation to marketing strategies. It is established that a significant number of changes have been recorded and that marketing strategies are significantly different from the way they used to be before the onset of globalisation. Developing trends are identified and it can be established that globalisation has played the role of creating a borderless world which makes marketing strategies more effective in delivering the intended messages globally. The overall experience in writing the paper therefore helped the group in obtaining valuable information on the identified topic.

Completing the research paper successfully however was not without its challenges. There was a lot to learn especially in the need to work together as a team and to use the skills possessed by each group member for the benefit of the group. The need for objective reasoning was clearly demonstrated as various decisions had to be made at various stages of writing the paper. Examples include the identification of the best approach to take for the paper, the need to avoid ambiguous observations and generalisations and the need to remain focused in order to come up with a conclusive research. The process seemed complicated and completion of the paper was faced by various challenges that the group had to endure as a means of enhancing successful completion of the paper. How the group eventually managed to complete the entire project however seems to be the greatest achievement because it symbolises great strength and ability to work through challenges to come up with a highly useful piece of research.

Divorce, marriage breakdowns and separation is an extremely stressful time for all involved but particularly the children/young person. They may begin to lack in confidence and self esteem and become emotionally withdrawn. Due to the family upheaval, the child or young person may begin to loose focus on their own abilities and suffer mentally. In the same degree children and young people from a single parent family may also suffer due to a lack of female/male role model which can cause social stigma. In some households dual parents or lone parents may find they have to work long hours, resulting in little time remaining to focus on direct social, intellectual and emotional support. Some situations cause a child to find themselves becoming part of a step family through their parent meeting a new partner, which could result in friction between children from each side. Because of this particular situation the children or young person may become emotionally and socially withdrawn which could lead to an increasing risk of bullying by peers.

Various factors have an influence on a child and young person’s development process in particular relation to their background. Development is vital and major setbacks at a young age can have a lasting impression on children and young people.

Family bereavement is a very traumatic time and experience for children or young people, even when they have been prepared for the worse. Emotional strain is created and outbursts of emotion should be expected during the bereavement period. Socially, children who have been through bereavement may feel different apposed to their peers who haven’t experienced bereavement. This may result in the child or young person suffering intellectually due to regular absences from nursery or school, their concentration levels and behaviour may also be affected.

Moving house can also have an impact on a child and cause some great difficulty as the child has to adapt to a completely new situation, with changing their original nursery/school and having to adapt to a new routine. You may find that in these situations a child/young person may become highly emotional and socially introverted.

Health

There can be many health aspects that affect a child/young person’s development. Children become extremely resilient and are often able to manage their conditions very well; however, certain aspects of their development can prove challenging throughout periods of ill health.

Children may suffer from conditions such as asthma, which if not well controlled, can cause children to have extended periods of time off from school. This in turn leads to intellectual development being compromised as well as social development due to relationships not being maintained.

Disability in children, whether it be physical or intellectual can be particularly difficult. A child that has a hearing impairment may suffer physically through loss of balance or socially through having to communicate in alternative ways such as sign language/makaton. A physical disability such as Cerebral Palsy can be physically challenging due to being restricted in taking part in certain activities. This can affect social situations due to these restrictions and can affect a child/young person emotionally questioning why they are different causing low self-esteem.

Being diagnosed with a serious illness such as cancer as a child/young person can also prove to lead to developmental issues. All areas of development can be compromised, intellectually, through missing school and being too ill to complete set work. They may suffer physically depending on the specific illness causing them to be weak and/or in too much pain and discomfort to complete physical activities. Socially they may be too ill to interact with others and/or maintain friendships. They may also become emotionally withdrawn and find it difficult to cope with their emotions.

Allergies affect many children, particularly food allergies; this in turn can lead to social problems as they may become excluded from certain situations where their allergies are not known. In contrast they may feel a certain social stigma as their allergies are highlighted, for example; when eating lunch at school, they may be required to wear a special badge which shows their allergies, causing them to feel different from their peers. They have to be more physically aware of their condition and how this can cause changes in their body and manage this accordingly.

Environment

Environmental factors can play a huge part in affecting a child/young person’s development. These can vary from cultural factors to living conditions.

Children/young people from less advantaged backgrounds who live in poverty can have their development seriously compromised. They are less likely to have educational support from parents/carers which in turn creates intellectual problems for the child/young person. This is further influenced by having a lack of learning resources available such as access to computers and books. They may become disillusioned with education from an early age which sets them on a path of social and emotional turmoil. Also, they may suffer socially by not being able to participate in certain paid activities offered through school and outside school which means they interact less in physical activities. They may also feel that they cannot compete with their peers with regards to fashion trends and owning the latest technology. They might not seem to be as physically strong as their peers; parents/carers might experience difficulty in providing healthy, regular meals which can cause problems with their physical well-being. Their emotions can seem quite immature at times and they may well become emotionally withdrawn but also prone to emotional outbursts associated with behavioural difficulties, displaying a lack of attention.

In the last several years the television debate has been extended to video games, many of which involve aggression. Several articles have recently reported that video games may have negative effects on children’s aggression and desensitization to violence. Children can enjoy them in moderation while they are also participating in easy activities that enlighten them, provide physical and mental exercise. The laws should be passed to ban the advertisement of violent video games.

Anyone who has ever watched a crowd of teenagers gathered around a video screen. Some of New Jersey’s high school students spend at least three hours surfing the Internet or playing video games on an average school day (New Jersey real-time). Playing video games is a point it hurts children’s social relationships, or messes with school (New Jersey real-time). Video games have replaced friends and family as the source of a person’s emotinol life. Video games become the entertainment features of our daily life(New Jersey real-time).

Video games help adults in jobs, making adults more efficient or getting adults ready for a job. It will help doctors with a surgeon’s job, like it makes doctors perform faster and make fewer errors in the surgery. The computer-based video game was rolled out as a recruitment and training tool (Doll). The marinas adapted a version of a game called “Doom” as a training device (Doll). High performance on the three video games was a greater success on the top gun test than past gaming experience (Doll). Surgeons who are whizzes at video games perform faster and with fewer errors in laparoscopic surgical training than their non-gaming surgeons. Surgeons who played video games for more than three hours a week in the past performed 42 percent better, madder 37 percent fewer errors (Doll). Video games will help adults in the military by reacting faster to targets and helping adults when their a surgeon by, making them more efficient and, making them perform better than the nongammers.

Video game players reported more depression, lower extroversion, and greater weight problem than non-players (Do video games). Many kids are spending less time exercising, and more time in front of the video game console. When people play video games they also are lazy, and don’t for hours in a day, so they don’t exercise. So they will just sit their, and more food, and get over weight.

Video games make children better with their coordination or concentration on visual details. They make have faster coordination in sports and activities children do that involve coordination. While playing a video game, kids have to watch the screen, scan the screen for enemies or objects of interest, and use their thumbs to move the analog stick to navigate on the screen (Shulman). Sports are better for general coordination and balance; video games are arguably better for improving fine motor skills. Sports have always been regarded as the best way to improve hand-eye coordination, but recently it has been proven that video games may improve it just as much, if not more than sports (Shulman). A recent study has shown that video games improve surgeon’s hand-eye coordination enough that it was recommended that surgeons play a special developed video game (Shulman). Play a video game requires kids to use your eyes to adjust the amount of force each individual finger is using while their eyes analyze (Shulman). Video games will help you develop better coordination skills and video games will not make kids over weight. It makes you see visual details much better.

The reports are the shooter Lee Boyd Malvo played the game Halo before his sniper attacks around Washington, D.C, and those columbine killers Eric Harris, and Dylan Kelbold loved Doom (McCormich). A video game connection also been dangled after past killings to the irritation of bloggers (McCormich). Violent video games graphics made more people think that the game was real, so they went out, and starting shootings.

Video games help kids release a lot of stress when their mind is focus on something else then what their mad at and, it helps when playing against their friends because they will try to beat them, it will keep their mind off their anger. While this might seem counter productive, study shows that thirty minutes of playing video games can reduce stress levels (Sanders). Video games can also reduce stress by giving the hands and mind something active (Sanders). The action of the hands combined with the mind’s concentration can make the player more awake and alert (Sanders). Some people can’t get a single day without switching on the xbox whole others would rather read or watch a movie. Recent studies show that video games may help reduce stress (Sanders). The mindless activity of punching buttons and watching the screen can effectively take the mind away from stressors and focus energy in a positive direction (Sanders). One way in which video games are supposed to relieve stress is by giving the mind a vacation (Sanders). Video games make kids less stress, so Lee starting the sniper shooting in Washington didn’t start because he was reacting the game, it because Lee was insane in the mind. Video games would of made him less stress in the mind and hands.

Violent video games are coming under increasing attack for desensitizing troubled young kids (Violent video gamesaˆ¦). This work suggest that kids who are more immersed in violent video games may be more likely to get into physical fights, argue with the teacher, or display anger (Violent video gamesaˆ¦). It shows that across the board, playing more violent video games predicts higher levels of verbal, and physical aggression later on. Violent video games make kids more mad, and so when someone says something to them they’re going to get into a physical fight, all because of a violent video game.

This is my best supporting argument, which video games are actually in the military training to help fly plains in the sky and take pictures in the sky of the enemies, and make quick decision in the field. The armed forces have been using war games and simulators for almost two decades (Campbell). No one wants to let a rookie fly anything as dangerous, as an F-17 until the pilot has logged some serious time on a simulator (Campbell). There was a Nintendo in seven out of the ten households that included children between the ages of eight and twelve (Campbell). When the department of defense went looking for its next generation of war technology, it took a trip to the video arcade. The video game software industry has produced shooting, flying, and fighting games that look so real they can be used for actual combat training (Campbell). The marines adapted a version of a game called doom as a training device (Campbell). The marines say players learn teamwork and decision making skills (Campbell). Video games help military get into a simulator and practice for flying and hand-to-hand combat.

The videos games help them train for when they go into the war they know what to expect for in the war.

This is why laws should be passed to ban the advertisement of violent video games, because of their violent graphics, in today’s world. Mostly my position is, if they advertise the violence the violence into video games on television, kids will want the game more if they see violence. They should ban the violent video games off the television. So they should stop advertising violent video games on television. The laws should pass the ban on advertisement on the violent video games. Because, kids don’t know the difference between real world, and just video games.

Work cite:

Campbell, C. “What happened to Brandon”. Reader’s guide, November 10, 2008, Readers guide

Online. February 28, 2010. http://vnweb.hwwilsonweb.com/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.33

Dogran, Larry. “Do video games really make you fat, depressed?” TechRepublic. 19 August 2009. http://blogs.techrepublic.com/geekend/?p=3131

Doll, Aaron. “Do videogames improve hand-eye coordination more than sports?”. Lifestyle. 20 February 2009. http://www.associatedcontent.com/article/1445882/do_videogames_improve_handeye_coo

High school students devote more hours to TV, Internet and video games. New Jersey Real-Time News. Breaking news from New Jersey. 3 July 2009. http://www.nj.com/news/idex.ssf/2009/07/high_school_students_devote_mo.html

McCormich, P. “Moral Kombat”. Readers guide, April 4, 2009, Readers guide

Online. February 28, 2010.

http://vnweb.hwwilsonweb.com/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.33

Sanders, L. “Gamers crave sense of control”. Readers guide, February 14, 2009, Reader’s guide.

Online. February 28, 2010.

http://vnweb.hwwilsonweb.com/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.33

Shulman, Matt. “Video games can help Home surgeons’ skills. U.S. News. 22 February 2007. http://health.usnews.com/usnews/health/articles/07022/22health.video.htm

Violent video games can increase aggression. American Psychological Association. 23 April 2000. http://www.apa.org/news/press/release/2000/04/video-games.aspx

Is parenting really significant? Does parenting have a positive impact on a child’s life? One may wonder if his or her parenting style has effectively influenced his or her child’s complete development. This paper probes the effects of parenting styles on a child’s development. A child’s holistic development, specifically psychological and cognitive developments, may be affected by multiple factors. These factors may be biological and environmental, which includes culture, family and more significantly parenting styles. Parenting styles used, though not solitary effects, expend an absolute impact on the child’s future. According to Baumrind (1971), there are three parenting styles namely authoritative – that is demanding and responsive, authoritarian – that is demanding and unresponsive and permissive – that is responsive but undemanding. Uninvolved parenting – unresponsive and undemanding has been recognized as a fourth style. It is important to give your child autonomy and nurture despite the parenting style used by parents, thus these parenting styles mould a child’s development. Parenting styles such as authoritative and uninvolved influence a child’s cognitive and psychological development.

Every child’s cognitive development is impacted by his or her parent’s parenting style. Cognition pertains to the intellectual process by obtaining knowledge. According to Bjorklund (1989), “Cognition involves mental activity of all types. It includes activity that is geared toward acquiring, understanding and modifying informationaˆ¦” (p.4). According to Piaget, children actively construct knowledge by four stages – sensorimotor, preoperational, concrete and formal as they control and explore their world. It is necessary for parents to be cognizant of the effects of parenting styles used have on a child’s cognition. Berk (2009) stated that, “Authoritative child – rearing style – the most successful approach – involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting” (p.569). Authoritative parents are affectionate, attentive and receptive to their offspring’s wants, yet they implement firm, rational control and are demanding. They encourage their child to be independent and make decisions in areas where he or she is ready to make choices. They also engage in joint decision making, when parent and child might disagree, and discussions, thus listening to child’s perspective and also provide sensible guidance. A child’s cognitive development is optimum for independence and decision making skills when experiencing positive and maximum parental support. Hence, an authoritative parent is said to be highly involved in a child’s development, offering positive and maximum parental support and encouraging the development of an identity. According to Berk (2009), a child reared by the authoritative parenting style exhibits high self esteem, self control and task persistence. In regards to a child who has high self esteem, positive values and beliefs from the parents are passed on because of their high involvement in the offspring’s life. For example, the importance of these parental beliefs and positive values are adopted from family discussions and family rules and practices. These parents also have an adaptive control technique system which allows the child to make decisions when ready, though they encourage independence. Research has shown that children reared by authoritative parents have great academic success because the parents are highly involved in all aspects of their lives and particularly, their academic achievements. For examples, authoritative parents will praise their children for striving; help them with the difficulties in their school work and encourage them to do their best. Children given this positive and maximum parental support believe that have the competence to succeed in life.

The different areas of a child’s development are interconnected and influence one another. Psychological development, defined by Encyclopedia Britannica, refers to the emotional and social competence and operation of one’s life span. Authoritative parents are demanding thus have high hopes and expectations for their children. Benson & Hiath (2009) postulates that “Children of authoritative parents exhibit low amount of internalizing behaviour such as depression and anxiety and externalizing behaviour such as antisocial behaviour and substance use” (p.290). In essence, offspring of these parents are more socially and instrumentally competent than children reared by other parenting styles. Authoritative parents as defined previously are involved in all aspects of the child’s life thus showing interest in their child’s social life too; knowing about their child’s friends and having keen scrutiny about the friends the child keep. Therefore, their children will be less likely to be antisocial in behaviour because of their high autonomy granting and involvement in the child’s life. It is important to note that though these parents are involved in the child’s social life, they do not dictate the type of friends the child should keep. Instead, they provide good advice and allow the child to make his or her decision. Benson & Hiath further states that, “Children of authoritative parents are better equipped to cope with life stresses and less likely to succumb to peer pressure, due to the competencies authoritative parents have instilled” (p.290). Based on research presented, it can be concluded that authoritative parenting has a positive impact on a child’s complete development.

On the other hand, a child’s cognitive and psychological developments are also influenced by uninvolved parenting. Unlike the authoritative parent, Benson & Hiath (2009) believes “the indifferent parent is not dedicated to parenting roles and is disinterested in helping foster optimal development of the child” (p.283). The uninvolved parent is said to have little or no involvement in their child’s development thus the child is likely to have less interest in his or her own development. These parents have either despised their children or probably do not have the time or energy to take care of them because they have their own life problems and stress to deal with. In contrast to authoritative parenting, children reared by the uninvolved parenting style display poor emotional control and low self-esteem. The child of these parents is likely to have low self – esteem as well as poor school performance because he or she feels unloved and unwanted by their parents due to their low acceptance and involvement in child’s life, losing confidence in him or herself. For example, a parent who is parentally stressed and shows no interest in the child’s academic achievement will not encourage the child to develop academically. Hence, when given home work and need the parent’s guidance and support, there is none thus resulting in poor academic performance. Additionally, the child is likely to have difficulties making decisions and expressing views effectively because the uninvolved parents are indifferent to the child’s decision making and perspective.

Uninvolved parents are undemanding – showing little control. A child who feels neglected by his or her parents is likely to have a deficit in his or her psychological development. The child of an uninvolved parent may have behavioural problem such as antisocial behaviours and substance use. This is so because the parent – child relationship is poor and so the child is emotionally detached and withdrawn. Due to the lack of positive guidance – no parental values, beliefs and expectations – the child may be lead by the wrong type of friends and as a result find him or herself in a destructive path. For example, a parent who is uninvolved in their child’s social life, sets no expectations has allowed their child to do as they please and search for affection and attention in the wrong place. Studies have also shown that uninvolved parenting, unlike authoritative parenting, has a negative impact on a child’s holistic development.

From a biblical perspective, a parent should train up a child in the way he or she should go, so when he is old he or she will not depart from it. Many research have concluded that parenting plays a minor role in the development of a child – that their impact are overshadowed by the effects of genetic make up and peer culture. Despite such claims it is revealed that parenting styles, though not the only influence, wield great effect on a child’s development. Based on previous studies, it is believed that authoritative parenting has the most positive influence on a child’s entire development while uninvolved parenting has the most negative impact. It is believed that some parents use more than one parenting style in the upbringing of there child, therefore it would be a great idea for uninvolved parents to strive to adapt some values of authoritative to allow the child to develop autonomy, confidence and maturity.

As we turn on the television today, there seems to be more shows that have violence in them then ever before. The same goes true for movies and video games which the violence has a damaging effect on the society. Studies done over the last forty years show that there is a link between media violence and an increase in violet acts committed by juveniles (http://www.ehow.com/about_4595746_does-media-cause-crime.html). With a rise in the violence in juveniles it raises the question whether the media industry has any duty with the violence it shows. Some facts need to be considered when looking at media violence and children. One factor is that many of today’s population watches TV. Many say that the crime rates are going up and down due to the media. Also the shows show types of criminal behavior that could be of interest to the public. Unfortunately with many studies done over the forty years scientist have looked at media and crime they have notice a fine line which can’t be crossed.

When watching the news do you remember hearing about fourteen year old Michael Carneal firing a .22caliberr into a prayer group (http://www.enotes.com/juvenile-crime-article)? How about sixteen Luke Woodham and fifteen year old Kip Kinkel who both shot their parent and then went to school and shot some classmates (http://www.enotes.com/juvenile-crime-article)? When the media represents a crime such as this the people who do the crime and its affects is how the people began to see that population (Bjornstorm, Kaufman, Peterson, & Slater 2010 p.269-293). Crisis such as can be a time when a population is over-presented as to be a bad person or even under presented as if what was happening did not mattered. When this happens those who are watching TV can end up thinking this behavior is okay and start acting like them (Bjornstorm, Kaufman, Peterson, & Slater 2010 p.269-293).

Since the 1950’s many college professors studied how crime in cartoons and TV shows affected young children (http://www.ehow.com/about_4595746_does-media-cause-crime.htm). They found that after watching the cartoons the children are more aggressive immediately afterward. Also when the parents are involved the child seems to be less aggressive as well (http://www.ehow.com/about_4595746_does-media-cause-crime.htm). Scientist today say that crime images may be a factor as to why young kids chose a life of crime. Yet if their parents are involved in their everyday lives they are less likely to live a life of crime (http://www.ehow.com/about_4595746_does-media-cause-crime.htm). As you can see the findings from the 1950’s is the same the findings today. One can see that there is no real evidence to say whether watching crime on TV leads to a life of crime they allow more research to be done. With forty years of research it is still hard to say ya or nah (http://www.ehow.com/about_4595746_does-media-cause-crime.htm).

In the case of the three teens, there was a interest that the juvenile crime rate would raise even though there was a sixty-eight percent decrease between 1993 and 1999 (http://www.enotes.com/juvenile-crime-article). Of the four major crimes juveniles are arrested for such as robbery, rape, murder, and aggravated assault it dropped by thirty-six percent between 1994 and 1999 (http://www.enotes.com/juvenile-crime-article). However these statistics are deceive able due to such shootings as the three teens (http://www.enotes.com/juvenile-crime-article). The shootings only proofed that there is an increase in juvenile crime and not a decrease like the statistics believe. When it comes down to just how much crime juvenile’s are responsible for there is a tug a war between the Gallup Poll and Office of Juvenile Justice and Delinquency Prevention (http://www.enotes.com/juvenile-crime-article). The 2000 Gallup Poll believes that the juveniles are responsible for forty-three percent while OJJDP believes juvenile’s are only responsible for twelve percent (http://www.enotes.com/juvenile-crime-article). To me it is not not how much crime they are responsible for, but what gave them the idea to do the crime.

After being arrested for the crimes he committed, Michael Carneal was asked what gave him the idea to commit such a crime in such a way (http://www.enotes.com/juvenile-crime-article). He said he had in the 1995 movie The Basketball Diaries (http://www.enotes.com/juvenile-crime-article). For anyone who has seen The Basketball Diaries know that there is a character who is a promising young poet and basketball player (http://www.imdb.com/title/tt0112461/). He turns to the sleazy life of someone who is addicted to heroin (http://www.imdb.com/title/tt0112461/). In one of his highs he goes into a dream sequence in which after breaking the door to his high school down he kills his fellow classmates (http://www.imdb.com/title/tt0112461/). It is scenes like these that lead to real teens thinking that if they have a problem at school this is how they should deal with it.

The example of Carneal is proof that television has brainwashed our daily lives. We have become addicted to the television as if it was it’s own special kind of drug. The media which is placed on the television can be said to target young adults and teenagers. As shown by Carneal the media influences teens to demonstrate through their body image, peer/ media pressure and sexual misconduct. Based on a study done in 1994 by the National Cable Television Association this is very true. They found that violent content of television shows increased from over one-half of prime time. By the end of the study violence took the majority of television sending bad messages to teens (http://www.enotes.com/juvenile-crime-article). On top of that villains of the violent scenes seem to not get in trouble for the crimes they commit as well as the villain having no injury even after getting wounded (http://www.enotes.com/juvenile-crime-article). Such depiction give teenagers the sense that it is okay to act like this and get the “teenage image” which is not always a good image.

We all know how important a teenager’s image is everything to them. They look to actors and singers on television to give them that image they are looking for. Unfortunately, singers such as TuPac, 50 cent, Britney Spear, and and Lil Kim are some who catch our teen’s eye. Under the image are what use to be young people who started making the right choices, but made the wrong choices. Producers of the television shows and the market pick these people due to their invisible attitude and sex appeal. Spending a few millions of dollars in advertising is no big deal to them when they sell their clothing (http://www.suite101.com/content/advertising-to-teens-a14289). When you see teenager spending so much money to fit in or to be seen by the opposite sex with that “sex appeal” that is advertised it is really scary. There are those who ask the advertiser why they spend millions of dollars on advertising to contract teenagers and they will deny it (http://www.suite101.com/content/advertising-to-teens-a14289).

At first glance the “thug” image is of someone in prison, which is what it is. Criminals receive a “one size fits all” outfits when they are brought to the jail. Teen’s try to re-create this prison image, but that is not the only thing they re-create. With the image comes the actions that comes with it. The same goes for the girls. No girl wants to put a belly shirt on or low cut jeans when they feel as though their over weight (http://www.media-awareness.ca/english/issues/stereotyping/women_and_girls/). This is when many girls become obsess with their bodies and become anorexic. All over the television you see young girls and women portrayed as femme fatale, supermom, or sex kitten (http://www.suite101.com/content/advertising-to-teens-a14289). It does not matter the role the women still looks good and gets what she wants in the end. These portrayals are what pushes them to join health clubs and attempt the fashion body as well as the anorexia. Both the “thug” image and the image of the young girls have something today with the crime since they are getting the ideas from the media.

You are probably wondering what does image and violence seen on television have to do with crime caused by the media. It has more to do with it then anyone of us can about. When a villain gets shot and he does not die on top of the cool “thug” look it is tell guys that if they dress this way or act that way nothing will happen. In 1982 NIMH report reinforced this conclusion, and many other organizations took part in viewing media violence this way as well (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). They saw media violence as a serious threat to public health because it stimulates violent behavior by youth (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). An example of this would be on New York channels during a one week of content analysis of prime-time output, there were 3,421 acts and threats of violence observed (http://www.enotes.com/juvenile-crime-article). When looking at the violent committed many of these acts were committed without any compensation for the action (http://www.enotes.com/juvenile-crime-article). Maybe that is why by the 1990’s most researchers had arrived to the idea that the effect of media violence on aggressive and violent behavior was real, causal, and significant (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf).

Once they realized that media violence and aggression was a problem they need to figure out how to fix the problem and the long and short-term effects. Some of the short-term effects are thought to be due to observational learning and imitation (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). There is arousal and excitation as well as priming (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). Arousal and excitation are not harmful as long as the person does not start a fantasy about how a curtain girl should be. Long-term effects range from observational learning to emotional habituation (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). On the flip side some researchers see observational learning as a short-term effect. You have to remember that the reinforcements a person receives when intimidating a behavior are largely responsible for whether the behavior persists (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). Some how the consequences of short-term and long-term effects are different.

A good way to look at aggression is with a longitudinal study. In chapter three three we learned that that a longitudinal study is where people measured at two or more points (Aron et. al, 2008, p. 86). In this study they surveyed sixth- and seventh-grade from twenty middle schools across the US on four different occasions (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). Two components of media violence and aggressiveness were measured for three thing a piece. Media violence was measured for assessing the frequency of watching action movies, playing video games involving firing a weapon, and visiting Internet sites that describe or recommend violence (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). Aggressiveness was measured by aggressive cognition, values, and behavior (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). What makes it on the graph is on the vertical line you have average effect size represented by r (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). On horizontal line you have five behaviors. Three have to do with aggressiveness while the last two have have to do with helping behavior and physiological arousal.

There is also an standard error. Standard errors are shown in research articles as the lines that go above the tops of the bars (Aron et. al, 2008, p. 186). When they were done with the study they said that it was weak and that more studies needed to be done. That is where the meta-analysis comes in and the fact that maybe parents should play a bigger role. Meta-analysis looked at the methodological feature of the study in greater detail (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). When they did so they divided the study into two categories without using the methodological problems (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). In doing so for the five behaviors the best study was chosen to show how they affect each child. Here is an example of the graph from the article I got my information from.

0.4

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0.1

0

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Aggessive aggressive Aggressive Helping PH

behavior cognition affect behavior arousal

Parents have a big responsibility to make sure that their children are watching the right television shows. Even though there are some parents out there who do not care what their children watch there are ways to educate parents what these shows are doing to our children. A study done by Singer and Singer stated that when parents take an active interest in what their children are watching the child is more likely to tell the difference between realism and not (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). It has also been reported that when a parent restricts access to violent television there is a report of lower aggressive tendencies (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). We all know that when parents are involved children are less to get in trouble. Parents can’t do all the work. The government and those who make the shows nee to take responsibility for what they make as well.

Today efforts such as the V-chip and media education have been used to lessen the effects of media violence, but there is still not a stop. They talk about a gap that needs to be filled when it comes to some parts of the research (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). What they do know is that when you reduce exposure you reduce aggression (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf). Even with the V-chip and educating parents the media world is changing and so how parents protect their children from aggression will change as well. It seems like they will like to see the media world helping as well (http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf).

Prostitution refers to the act or practice of offering sexual services to another person in return for payment or other favors. Prostitution is illegal in most countries of the world but is still legal in some countries. Different countries treat prostitution and prostitutes differently and the legality of prostitution activities varies from country to country. In some countries, the governments prohibit prostitution and punish all people caught involved in these activities. In other countries, the governments are committed to abolish prostitution. Some allow prostitution but regulate its activities while in some other countries, there is decriminalization of prostitution and people carry out prostitution activities just like any other job. In any of these cases, prostitution is a crime and is associated with other crimes. Like any other form of prostitution, child prostitution is common in the world and children mostly enter into this business because they are forced by circumstances or people especially their parents or guardians. Child Sex tourism is also common. In this type of tourism, tourists engage minors of the country they visit in sexual activity. People also traffic children across international borders for purposes of sexual exploitation. Both Child trafficking and sex tourism contribute to child prostitution in foreign countries. About 900, 000 children are trafficked across international borders each year and people hold them in brothels or in other places for sexual exploitation. The problem of sex servitude affects both male and female children. People prefer to practice child prostitution in foreign countries for various reasons. Child prostitution is a world problem that requires both national and international attention.

Many factors lead to child prostitution in many countries of the world. These include misery, poverty, unemployment of either the child or the parent, human trafficking, dysfunctional family environment, deception, poor education, AIDS scare, drug abuse and addiction, incest, rape, early exposure of children to sexual activities, and internet. Some governments also use child prostitution through sex tourism to promote tourism thus gain foreign exchange. They do this either directly or indirectly. These governments are those that are struggling economically. They usually assume acts of child prostitution and thus allow this evil act to attract more tourists and boost their tourism industry. Internet and child pornography serves as a major marketing tool that promotes child prostitution. People post on websites the experiences about child sex in different places and the costs involved. They also share child pornography through such websites thus encouraging not only child sex tourism but also child trafficking for sexual purposes.

Poverty ranks high as a major factor that forces children to be prostitutes. This is common in poor countries affected by poor economies and wavering politics. In this situation, voluntarily becomes prostitutes or their parents force them into prostitution to provide financial needs of the family. This is common in most developing countries. Lack of viable sources to support the rising needs of people in these countries makes the children vulnerable to such exploitation. The families in poverty-stricken areas also become easy targets for procurement agents who are seeking for children to sell them into sexual slavery in brothels or various homes in the world. Child labor in poverty-stricken areas also exposes the children to prostitution. When parents or other agents send children to streets to hawk items, they expose their children, especially female children, to sexual harassment and rape.

Human trafficking and deception are other factors that cause child prostitution especially in foreign countries. Human trafficking is a criminal activity in which some people purport to send teenagers to foreign countries to work but end up becoming prostitutes in their new destinations. Some brothel owners or procurement agents sometimes deceive parents by paying them money and promising them that their children will work in domestic chores but these children end up in prostitution. The brothel owners control the child’s activities and do everything they can to maintain those who help them earn a lot of money. Sometimes hard times hit and these children are deported back to their countries where they continue with their prostitution activities.

Dysfunctional family environments also play an important role in forcing children into prostitution. Such children do not get sufficient parental care and wander around looking for places to find solace. Such children end up in night discos and in other places, which expose them to early involvement in sexual activities. In the end, these children end up trading on their own bodies in order to support themselves. Incest and rape generally changes the children’s outlook in life and make some children to give room for prostitution. Some children become rebellious and defiant of the instructions given by their parents and feel independent. They demand for freedom to do what they want with their bodies. This leads most of them into prostitution. Drug abuse by these children also aggravates the problem by subjecting the children to prostitution and making them compromise situations they cannot when they are in their sound mind. Some children also engage in prostitution due to pleasure and continue in it because of the pleasure they derive from these acts.

Criminals organize the sex industry in the world and use children in prostitution for their own gain. The demand of young girls and boys in some countries also contributes to the growth of this problem as more children face trafficking to work in foreign countries as sex slaves. The increasing demand of foreign sex in many people aggravates this problem. Some customers also fear sexually transmitted diseases like AIDS and thus engage children in prostitution believing that they are of low risk. Poor law enforcement in other countries also aggravates this problem.

Child prostitution is common in virtually all countries of the world. Pimps, brothels and other criminal networks collaborate to traffic about 900, 000 children across borders for sexual exploitation and servitude every year. This is not only the problem of poor countries but it is common even in rich and developed countries. Sex tourism also combines with child trafficking to make this lucrative business of child prostitution to flourish. People usually employ networks of small groups to carry out activities like recruitment, transportation, advertising and retail of trafficked children for the purposes of sex exploitation in foreign countries. These groups often achieve major success because they require little capital to start up and prosecution by the countries involved is relatively rare. The major sources and destinations of sex tourism and child trafficking for sexual exploitation in foreign countries include Thailand, Japan, Israel, China, Belgium, Germany, Bulgaria, Netherlands, Nigeria, Italy, Brazil and Ukraine among others. Of these countries, Thailand and Brazil are the leading in perpetuating the business of child prostitution. Even though prostitution and child sex exploitation is illegal in Brazil, from 200, 000 to 2 million children aged between eight and sixteen years are forced into prostitution in this country (Charles, 2010).

The children involved in prostitution face many challenges and there are many effects associated with this child prostitution. Mostly, the pimps and brothel operators direct the activities of these children and they do not give them freedom of choice. This makes the children to work against their wishes. They also rarely give these children rest from their work. The pimps also give the children little food and this coupled with the high amount of work they do makes these children weak and sometimes may lead to death of the children. Child prostitution is also economically unsound and causes the child moral and physical harm as well as psychological trauma.

Those who use children in prostitution activities usually do not well address their health issues. The children also risk attack from many sexually transmitted diseases like AIDS, syphilis, meningitis, anemia, tuberculosis, and others. This further weakens the health of these children and some lead to their death. Because child prostitution is an illegal business, some brothel owners or pimps fear taking the children to hospitals for treatment or regular checkups. In case they suspect a disease in any of the children, these brothel owners employ quark doctors who sometimes prescribe wrong medication for these children. As a result, the children live with a load of diseases and other health disorders, which give them problems throughout their lives. Such children especially girls are forced to enter into early child bearing and sometimes, family responsibilities. This makes those schooling to drop out of school and thus become less equipped for the labor market (Ringold, 2000). The girls used in child prostitution are forces to carry out frequent abortions. Unqualified doctors who also use poor methods and equipment in wrong environments often carry out these abortions. This further endangers the life of the child and deteriorates the child’s health.

Child prostitution also causes a lot of psychological and emotional stress to the children involved in these practices. Children in this case lose their self-esteem and give up in life. Some of the children get permanent physical damage, which they unwillingly live with. Such children do not have any confidence to engage in any other work except crime related jobs. Child prostitution is also associated with other crimes like drug trafficking and abortions. The more they get involved in other crimes, the more their morals deteriorate. They live in constant fear of raids by people and the police.

Thailand has the worst record of child prostitution in the world. Even though prostitution is illegal in this country, it still takes place publicly or privately and sometimes the government regulates it. Large international criminal syndicates traffic children from other countries to Thailand and/or sends some children to other countries to work as prostitutes. Sex tourism in Thailand also contributes substantially to the problem of child prostitution. People coerce children from the age of 10 years into prostitution or some parents sell their own children into sex slavery knowingly or unknowingly. (Sorajjakool, 2003; Pusurinkham, n.d.). Poverty plays a major role in engaging minors into prostitution in Thailand. The children used in prostitution in this country come from Burma, Cambodia, Laos, China, Russia, and Uzbekistan. Thailand also traffics children to Japan, Malaysia, Australia, Europe, Canada, South Africa, Singapore and Bahrain for sexual exploitation. The children are kept in brothels, which are sometimes surrounded by electric fence thus making it hard for the children to escape. Pimps give the girls harsh treatment and brutally beat those who are not cooperative sometimes to death.

Ending child prostitution in Thailand has been a challenge because of lack of commitment from most of the stakeholders and the Thai government. Currently, having sex with girls below fifteen years of age is illegal under Thai law. However, child prostitution still exists in Thailand due to corruption of the government and political leaders. This issue makes the government and political systems to overlook or minimize the problem of child prostitution. The offenders often bribe police officers and politicians to protect them against prosecution. Even though this is the case, the government is striving to do away with child prostitution. It is doing this in association with nongovernmental organizations and other international organizations. The concern is to end sex tourism in Thailand and prevent child trafficking both into and out of the country for purposes of sexual exploitation and servitude.

Brazil, China, Nigeria and Zimbabwe also have notable cases of child prostitution in foreign countries. These are destinations for child trafficking as well as sources of children trafficked to other countries for sexual exploitation. Sex tourists also find these destinations appropriate for their activities.

Child prostitution in most countries of the world is illegal but still there are many instances of child sex molestation. Most governments are committed to end this problem of child prostitution both in their countries and in foreign countries. There are also many of non-governmental organizations and international organizations involved in reducing the practices of child prostitution in the world. These organizations include End Child Prostitution in Asian Tourism (ECPAT), the International Labor Organization (ILO), the World Tourism Organization, and the United Nations Children’s Fund (UNICEF) among many other international, regional and national organizations.

ECPAT is an international organization based in Thailand. This organization was founded in 1991 with the goal of eradicating child prostitution in the world. The organization’s plan is to persuade governments to enact laws to protect children against both local and international prostitution. After the governments have enacted these laws, ECPAT then ensures that these governments enforce these laws. The organization also persuades parents through their local leaders not to sell their children into prostitution (Hancock, n.d). It also discourages sex tourism and convinces governments to accept extra-territorial laws that allow prosecution of foreign citizens who sexually abuse minors in the country where they commit the offence. This means that sex tourists who use children in any foreign country will face judgment in the country where they commit the crime while they are on their tour. Some other human rights organizations gives information to parents in poor, rural areas about the tribulations and molestations the children go through in the places they sell them. They do this by use of photos, videos, and/or radios. This is what takes place in Thailand.

UNICEF is a United Nation’s organization concerned with the welfare of children. The organization works in many countries to help vulnerable children grow to early adulthood without many avoidable problems. The organization sometimes works with other NGOs in some countries to help it achieve its goals. UNICEF through its conventions sets principles and guidelines for countries to follow in combating child prostitution. The organization then asks and helps countries to commit to their action plans in protecting children. They do this regionally or in individual countries. For example, UNICEF’s second World Congress against Commercial Exploitation of Children set out guidelines and some countries made commitments to develop national plans of action against commercial sexual exploitation of children. A number of countries in the Eastern and Central African region made commitments to this strategy. These countries include Ethiopia, Kenya, Uganda, Madagascar, Mozambique, Seychelles, South Africa, Tanzania, Zambia, Zimbabwe, Namibia, Lesotho, Mauritius and Angola (UNICEF, 2001). Many of these countries face the problem of child prostitution both in the local countries and in foreign countries.

Taking an example of Kenya, this country committed itself to the development of a national plan of action on commercial sexual exploitation of children (CSEC). Through this commitment, the country has formulated policies, programs and activities to help it to achieve the goal (UNICEF, 2001). This has made the country to engage NGOs in the fight against child molestation and sexual exploitation. The NGOs have involved children in the production of drama on child sexual abuse to raise awareness about this issue. The country has also formed the children department in one of its ministries to protect children. The new constitution of that country has comprehensively covered and clearly outlined the rights of children. The country’s government with the help of children rights groups has established strong regional co-operation with other countries. This is helping in checking child prostitution in foreign countries in this region and the world at large.

In conclusion, child prostitution is a common problem in many countries of the world. In this practice, the children engage in sexual activity for monetary gain especially by the adults who either are their parents or their caretakers. Some children enter into prostitution due to the hard situations they face while others ere sold into sexual servitude by their parents either consciously or unconsciously. Child prostitution in foreign countries is also a common practice. People do this through sex tourism and child trafficking. Most people practice child prostitution in foreign countries either because they want to avoid the laws of their countries by breaking law in foreign countries or because they misunderstand the people of the countries that they visit. Child prostitution is a multi billion business in the world that leads to wastage of many children’s lives. In some countries, cultural practices contribute to the involvement of children in prostitution. Large and small criminal groups arrange for Trans boundary transfer of children and clients involved in child prostitution. Even though many human rights groups are against this immoral behavior, some governments have not fully committed themselves to eradicating this problem from their countries. Still there is much demand of foreign children for sex in some countries making the business of child trafficking and sex tourism to flourish. In whichever the case, children prostitution is a criminal offence and all people and especially governments need to fight to eradicate this problem from the society.

The aim of this project is to explore the effect of outdoor play on children’s social, emotional and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioner’s work (p.135). The conceptualisation of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning ………………………(p.135). Outdoor play is a much needed activity in the early childhood. You may have come across a child playing and you are sure he/she is having a fun time. Therefore, play is the building block of a child’s intellectual skills. Through play child develops social, emotional and physical skills. The outdoors according to Letter & Wyver (2008) presents obvious opportunities to move and be active, and for children to discover and engage with the natural environment, as well as the chance for open ended activities such as sand & water play, construction and pretend play.

According to Hutt et al (1989, p.10) “the emotional and social development of pre-school children depends crucially upon play” while Penn (2008) asserts that “to learn about child development is to learn about Piaget” (p.41). As Piaget focused on how children acquire knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through play. In addition, Berk (2009), Keenan (2002) & Bruce (2004) are firm believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more experienced and more knowledgeable members of the society – parents, relatives, teachers, peers etc. that children are able to acquire the knowledge and skills that a culture deems to be important

According to Bruce (2004) there is no clear definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as ‘child’s work.’ Play is primary way children express their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time; while some prefer to play with others (social play) much of the time. Play is an integral part of learning. Piaget defined play as “a kind of scientific rehearsal” (Penn, 2008; p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is only when a situation has meaning and purpose

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that children can function at a higher level (p.49). Children’s emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are linked because children’s social interactions are usually emotionally charged (Ibid, 2007).

To clearly explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year old children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors; outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where most children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice & Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by exploring, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments; and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer.

Most early years scholars have also assert that when children play outdoors they are developing mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing; sensing, make noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, children develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reach

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Moreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps that’s why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007; p.2002). Also, in pretend play a child is always above his average age (Penn, 2008; p.44) and above their daily behaviour. In addition, Wyver & Little (2008) asserts that play also facilitates language development, creative thinking and problem-solving; and helps children deal with complex and competing emotions.

In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great healthy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that “play is the highest level of learning………………………………………….activities of the child” (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found especially in nursery schools. According to Little & Wyver (2008) the significance of outdoor play as an essential part of every child’s life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a child’s right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child.

There are other reasons why playing outdoor is important for children, according to Stewart (2010) “when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep.” Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as

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obesity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity.

More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D.

In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for children’s outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/lazy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking) to see to their children’s adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to attack or abduct their children as they play outside.

Furthermore, social and environmental factors have greatly impacted on children’s opportunities for outdoors play. Little & Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide & seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for housing in many areas, particularly urban areas, is eroding children’s play ground.

Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities; as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby & Frost, 2002 cited by Johnson et al, 2005).

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For the purpose of this study an activity has been planned by the author and introduced within the authors own work setting. Any learning intentions will be evaluated and consideration given to any learning opportunities offered to establish the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), consideration given to the differentiation of children`s needs and variety of pedagogical approaches required. Research will be undertaken to establish the considerations given in planning to the Early Years Foundation Stage Principles, themes and commitments supported by relevant theory and research findings . Research will be undertaken into different theorists and how their findings may influence current practice within the workplace.

A video recording will be made to capture all interactions and opportunities utilised for shared, sustained thinking. Opportunities for the development of language, and diversity of learning will be evaluated and assessed with the help and guidance of the settings manager.

The Early Years Setting

The area used for the planned activity is within the main room of a Foundation Unit which caters for children who are aged three to five years old. The area chosen is within the creative part of the setting allowing access to all materials and equipment available. The area has been prepared for the activity, all resources have been prepared and organised adhering to the health and safety guidance of the setting.

The aim of the activity is to establish a child`s ability to handle tools and objects safely and effectively, this has been achieved through the provision of a variety of equipment and materials supported through the interaction of the early years practitioner.

Planning has been differentiated allowing for children of lower abilities to be included within the activity, and different strategies implemented in order to cater for individual developmental needs. This is in line with the aims and principles of the EYFS approach to learning. Good planning is important for effective practice in order to give a varied and progressive approach to learning. It enables practitioners to build on their own personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform practitioners, building on experiences of children and enhancement of any learning opportunities.

Activity

`Bubble Balloons’ (Appendix a)

Planning implemented to develop an activity that would support the existing theme of work within the setting ` Transport; In the Air ‘, and previous week`s observations was developed . Consideration was given to the development of different levels of learning ,with the inclusion of a lesson plan to support the original theme. A copy of the lesson plan was then given to the manager who will observe the activity and make notes which will evaluate the success of implementation, development of language and any other relevant information .

This activity was planned for implementation within the main room of the setting. A mixture of six children aged three to five years old were invited to participate. The children were given aprons to protect their clothes and the activity introduced by the practitioner. Different techniques, materials and processes were modelled, and encouragement given to make independent choices. The purpose of the activity was explained, describing any learning intentions and relevance of the activity to the settings main theme. An example of a finished product was shown to aid visual awareness of children present. Opportunities to discuss the activity allowed the children to establish clarity of the adult`s expectations.

Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to initially blow through a straw into a cup of water to establish their ability to blow and not suck. Following this assessment the practitioner was able to ascertain which children required the alternative strategies for the activity. The differentiation of planning enabled less able children to access finger paints and decorate balloon templates instead of bubble painting. It is the responsibility of early years providers to focus on each child`s individually learning development through the differentiation of planning and ensuring positive attitudes to diversity, as stated in the EYFS Statutory Framework (DCSF, 2008).

The children were encouraged to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated building up the density of paint onto the paper. This is an activity that is supported by the EYFS Early Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and investigate materials using all their senses as appropriate. Opportunities for the practitioner to observe the children’s reactions to the stimuli and note any `wow’ moments enabled evidence to be collected and reflect on the outcome of the activity. Throughout the activity encouragement was given to talk about changes of textures, colours and different techniques used.

When finished, children offered ideas and suggestions to what they could do next to improve or extend the activity. Guidance and support of the practitioner was offered when required, enabling children to input their own ideas encouraging independent thinking, confidence and development of cognitive skills. Following this discussion the children began to independently decorate square pieces of card using a variety of materials of their own choice. With support from the adult the children attached the balloon template to the `basket’ with a variety of methods of their choice.

Opportunities at the end of the activity were given to discuss as a whole the different methods used, and opportunities given for the children to share their finished `balloon’. This allowed the children to share in their own creativity, thoughts, feelings and ideas with their peer group.

This activity was observed, recorded and assessed throughout by the manager of the setting. Notes were made of actual interactions for accurate study. Use of appropriate language and expansion of language was recorded and suggestions made to alter or support the pedagogical approaches used. An opportunity to discuss the findings with the manager at a later date allowed a collaboration of ideas to be shared, and any advice given to be built upon and implemented in future practice.

Pedagogical Approaches

Throughout the activity consideration was given to the language used and opportunities for children to interact freely through exploration and experimentation. An introduction to the activity giving clear, positive instructions and expectations helped the children to follow a clear guideline of the task ahead. This` modelling’ is identified in the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001) in the three key parts of adult interaction which impact directly in a child`s learning; effective interactions, sensitivity and freedom to learn and explore independently.

The introduction of a finished product gave the children a visual aid to illustrate what was required. Visual aids illustrates a different approach that will support communication together with the spoken word. Bruner(1983) describes the relationship between adult scaffolding, learning and a child`s level of language development. However Trevarthan (1998) describes that without a child`s own desire to learn or participate, progress will be impaired requiring practitioners to develop an awareness into supporting these needs, giving opportunities for children to freely express their individual intentions. Visual aids, body language, sharing and communication all illustrate a holistic approach to learning and is encouraged within the main principles of the EYFS Framework (DCFS, 2008). This is shown in the differentiating of planning for the activity for children who have identified barriers to learning and whom may require more adult support .

Through utilising a mixed and multi-sensory approach to learning, various pedagogical approaches have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the activity in a calm, safe and structured environment. This can be shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK’; Visual, Auditory and Kinaesthetic aids. (DfES , 2004)

Evaluation Of Manager (Appendix b)

As shown in appendix b, the manager has bullet pointed many positive aspects for competent teaching and an ability to deliver a clear, precise but informative lesson was identified. The delivery of the lesson was highlighted and described as fun and exciting, with children eager to learn and participate. The use of this type of communication is described as `conversational scaffolding’, the importance of the practitioners role in supporting and motivating the children is reinforced through stimulating the children`s interests and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning (EEL) project (2001).

The manager was able to identify that a deep understanding into the methods and resources for the activity had been achieved through the introduction of the lesson plan, resources and ability to deliver a clear, but informative introduction to the activity.

The use of different techniques and skills introduced to the children were identified allowing the children to explore freely within their own creativity. Language was used to expand the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions.

The targets identified to improve pedagogical approaches within practice were to give the children more freedom to answer, using their peers to discuss their work and during this discussion to focus more on the questions given to the children in order to allow more child led learning.

Reflective Evaluation

Following this activity I was able to stand back and reflect on my professional capabilities and approach to the pedagogical methods used. I feel that I had successfully researched data, implementing my own learning skills and knowledge into the lesson plan. The EYFS guidelines (DCFS, 2008) were followed during the planning process, and developmental guidance taken into the provision of age related targets for planning. A deep understanding of any learning intentions was acquired in order to plan accordingly for a child`s individual developmental needs by following the EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches discussed in order to develop professionally with the workplace.

Throughout the activity an holistic approach to learning ensured that all the children could freely communicate, think about their intentions and enhance any physical skills through their own creativity. Support and guidance was given when required encouraging the children`s own experimentation. This is a theory supported by Erikson (1963) whom believed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult intervention. Whereas Bruce (1991) identifies the importance of free play to enable a child to be in control without restrictions. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and secure medium has been achieved within this activity.

The aims and objectives intended for the activity were reached effectively, the children competently handled all the necessary tools and materials safely. A diversity of learning was achieved through the differentiation of planning, complying with the principles identified in the National Curriculum (DFEE,1989) overcoming potential barriers to learning by responding and planning according to a child`s individual learning with the inclusion of suitable but achievable learning challenges.

I found that the activity was successful, all health and safety issues were taken into consideration, children were individually assessed to ascertain developmental capabilities, and differentiation in planning enabled all children to participate in the activity according to individual levels of development. The activity seemed to flow along without any major alterations and I was able to respond and support all language and skills required.

I have established that the process of planning, ability to identify certain developmental areas in need of focus, observation within practice, group collaboration and reflection vital to my own professional development. This method of reflection is described by Schon (1983) as reflection- in- action.

Conclusion

Pedagogical approaches in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must be able to demonstrate a good knowledge and understanding into the principles, aims and content of the EYFS framework and successfully implement them within practice. Planning, observations and assessments are all influenced through the ability to adapt intentions according to the holistic approach encouraged by the EYFS. An ability to understand a child`s individual developmental needs and focus on appropriate learning objectives aid in the provision of appropriate pedagogical resources, activities and interaction within the setting .

Different theorists and government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A need for on- going development ensures that all early year practitioners need to be aware of current policies and procedures that may impact on practice within the workplace.

It has been established that through collaboration with colleagues a better understanding into different strategies would improve practice within the workplace and steps to improve these factors will enhance any further professional development.

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References

Department for Children, Schools and Families (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham : DCFS Publications.

Department for Children, Schools and Families (2008) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications.

Bruner,(1983) in Pound, L (2005) How Children Learn. London: Step Forward Publishing Ltd.

Department for Education and Employment (1989) The National Curriculum. London: HMSO.

Department for Education and Science (2004) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Years: Section 3- Diverse Learning Needs. London: DfES.

Erikson, E (1963) Childhood and Society. Harmondsworth: Penguin.

Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Project: Achievements and Reflections. London: House of Commons.

Schon, DA(1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books.

Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M., Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.