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In the movie, Child of Divorce, a young girl’s parents got divorced; this affected her physically and mentally. This is an example in the society today, as each child sees their parents fighting and arguing, which lead to divorcing, it will affect them as they grow older because a child has to choose between two parents to live with. Nowadays, there is a higher percentage of divorce of a child’s parents and others just stayed single. What aspects should of a child’s life should be a Parent control? All aspects should be control until a child reaches an independent stage of making the right decisions in his or her life. In addition, what happened to the loving parents? All parents are too busy to have time for their children or have a family dinner every night. Furthermore, what are parents’ job descriptions? One would be being a role model to their kids so as they grow each kid would be able to follow their parents’ footsteps to be successful. Another would be to training them as grown, mature and independent person. In the article, “Where Have All the Parents Gone?” by Barbara Dafoe Whitehead, she talked about the social issue towards children being our future and she expressed her opinions about parents should be responsible for raising their children because most parents are too busy working to be involve in their own child’s life, which will cause them to make wrong decisions. Also, as the generation grows, little by little the society changed because parents became brutally murderers to their own children and children rebelled. As a result,

I agree with Whitehead’s article because parents are responsible for their own children’s actions for them to be independent, spending time with their children will built up a relationship, and teaching them their values will make them appreciate what parents do for them.

First, children should be independent by their parents guiding them through their life. “[aˆ¦] virtually every child in America grows up in a family with one or more parents. Parents house children. Parents feed children. Parents clothe children. Parents nurture and protect children. Parents instruct children in everything from using a fork to driving” (Whitehead 224). This demonstrates that parents are guiding their children from being an immature child to a mature grown up by making feel them the love that parents give them. As the children grows older, they will eventually realized what their parents taught them will be useful and helpful. They could be independent without relying on their parents. Furthermore, it is important that teaching their children from right and wrong, helping them with their decisions from right and wrong will lead to having a trust within themselves, so that they could go on with their own lives with what they learned from their parents.

Second, if the parents spend more time with their kids, it will build up a stronger family relationship. “[aˆ¦] a second income became essential. [aˆ¦] struggling to pay the bills, l parents seems to be short-changing their children in another way. They weren’t spending enough time with their kids [aˆ¦]” (Whitehead 226). This demonstrates that parents should be able to balance their time for work and family because even though they need to make salary to pay for their bills. There should not be a reason why they can not have time to spend time with their children. Each parents decided to have children for a reason, which is to build a family on their own and to be proud parents when their kids succeed on becoming a doctor, nurse and so forth. In addition, being a parent is not a easy job; however they should think it thoroughly having kids because what is the use of having kids when a parent all he or she does is work and not have time to spend with their kids. For example, the parents should be able to teach their kids how to cook, how to bake, help them with their homework and so forth. Therefore, in the future, when their own kids have children, they will imitate what their parents did to them to their children, which is always working and not have time for their children.

Third, parents should be teaching their values to their children, so their children will appreciate what parents do for them. “[aˆ¦] most important, they weren’t teaching good values” (Whitehead 226). This demonstrates that parents does not have time to even teach their children their values, so how can their children learn from them when they are suppose to be their role models. For example, each parent has different culture or history background, they should teach their children the values of their religion/culture and history of they originated from. In addition, many young women gets pregnant at a young age, which shows that parents should watch over their children more often and protect them for their own safety plus educate them how education is important to finish for their future. Also, it is important to show the significance of the parent’s values because when the parents die, their children will be able to carry this values and pass it to their future children, so it will be pass through generation by generation.

In conclusion, Parents should be able to show their values to their children so they would be more appreciated from their children. There should not be excuses or reasons why parents do not have time for their children. Even though, parents are struggling, they should be able to show their children how they can face their problems without committing crime. Also, parents should be able to express their love for their children, so they can feel the love of their parents. Lastly, educating their children will make them successful, teaching them their values will make them appreciate their parents and have a future.

Work Cited

Whitehead, Barbara Dafoe. “Where Have All The Parents Gone?” 75 Readings: An Anthology. 11th ed. Ed. Santi V. Buscemi, Charlotte Smith. Boston: McGraw Hill, 2010.222-229.Print.

This observation took place at a public day care facility that serves children 6weeks to 6 years of age. It had an infant classroom, a toddler-two year old classroom, and a preschool classroom. The infants and toddlers were located in the same large room, with dividers that were gates. I focused my attention on the infant and toddlers room. There were three infants and 9 toddlers and 2 -year-olds that were present at the time. They had three full time teachers, one with the infants and the other two were with the toddlers/2-year-olds.

During their mealtime was when I first observed the interactions between the infants and the toddlers. Toddlers and infants were allowed to interact with each other during meal time. Infants were in their high chairs or rockers and toddlers were seated near them. I was so amazed to see the interactions between the two age groups. Both groups seem to really get along with each other. I observed a two year old girl feed an infant around the age of 6 or 8 months old. They were both smiling and enjoying each others company, of course with adult supervision. Another toddler was allowed to feed another infant a bottle, and the toddler had this huge grin on his face as to be so proud when the infant allowed him to feed him.

During their play time I observed some toddlers were more interested in the toys the infant had then toys they had. One of the toddlers would frequently go to one of the infant rockers trying to climb in instead of playing with toys that were there for her. I also observed the toddlers playing with baby dolls. One thing that caught my eye was how they were handling the doll with such care. One of the toddler girls sat the doll in her lap and grabbed a book and pretended as though she was reading to the doll, while another toddler was rocking and singing to her doll. In another section of the room I observed three toddler boys playing. One of the boys had just turned three years old and the other two boys were 1 year old. The older toddler wanted to lead and control the play. He would make suggestions on what to play and the others would follow along. Also, when the younger boy toddler tried to leave and go to another area, the older toddler guided him with his own type of language back to the group.

Analysis of play and interactions

Infants respond positive to toddlers when interacting with one another. Field (1990) found that infants smile at, look at, and reach more often to peers when seated near each other than they do when seated in front of a mirror. The National Institute of Child Health and Human Development (NICHD, 2005) indicated that children in early care experiences become more positive and less negative toward peers in their play between 24 and 36 months.

In observing the environment alone, it made it conducive for the positive interactions between infants and toddlers. It was possible for them to see each other at all times even though their classes were divided. The gates made it possible for them to be separated and at the same time, allowed them to have visual contact at all times. For example, during meal time, infants were seated at the same table with the toddlers/2year olds at eye level and the 2-year olds’ were definitely showing strong interest in the infants and their well being. This shows that when they have the opportunity to closely interact with one another, they have a trusting relationship.

Description of use of cultural objects and language use

There were dolls and other materials in the toddler and 2-year-old classroom. The children imitated the interactions they observed between infants and adults in the classroom. For example, how the toddlers were handling their dolls was much the same as adults used in caring for the infants. Some things toddlers were doing when playing with the dolls were feeding, comforting, singing, rocking and reading to their doll.

I also observed a male toddler that had just turned 3 years old interacting with the younger toddlers that were 1-2 years old. I called this 3 year old toddler the alpha toddler because he led the group with ideas of play. The younger toddlers responded with acceptance and trust. I think this gave the 3 year old a since of responsibility of being a leader as well as looking out for them. For example, when one of the 1-2 year old toddler decided to wonder off to a section I assume he wasn’t suppose to be in, the alpha toddler ran after him telling him, “no, no,” and the 1-2 year old returned with the others and continued his play.

The last thing I observed before I left the facility was an infant and a toddler playing and interacting with each other. They were both playing with some sort of plush toys really enjoying and exploring them. They were making eye contact with one another, returning their smiles, making gestures, reaching to communicate with each other. When the infant dropped his toy he was playing with, the toddler picked it up and handed it to him and the infant nicely received it from him with a smile and they continued to play and explore with their toys.

Theories of play

Here are a few modern psychological theories and theorists that describes the current trends put into “play” in today’s educational settings.

Piaget, Erikson and Vygotsky all agree that the child uses play for self teaching. The child plays through situations very much like an adult thinks through a situation. Also, fantasy play is a manifestation of symbolic representation— the child represents objects and ideas through play situations. Vygotsky believed that play is a means of deferring immediate gratification-instead of tantrums or swallowing the need; the child fulfills needs in fantasy play. He also believed that children learn to live within self imposed rules during fantasy play; play allows the child to practice self regulation. Play, for Vygotsky, was vehicle for a child behaving more maturely than a other times. “In play it is as though he were a head taller than himself.”

In 1920, Sigmund Freud posed a psychoanalytic play theory that was defined in his book, “Beyond the Pleasure Principle.” In this work, Freud described play as a child’s mechanism for repeatedly working out a previously experienced traumatic event in a effort to correct or master the event to his satisfaction.

In 1972, Bruner stated that one of the main functions of child’s play was to rehearse actions to various real-life scenarios in a safe, risk-free environment so that when confronted with a difficult situation, it would not be so stressful.

John Dewey was prominent theorist in the early 1900s. According to Dewey, play is a subconscious activity that helps and individual develop both mentally and socially. It should be separate from work as play helps a child to grow into a working world. As children become adults, they no longer “play” but seek amusement from their occupation. This childhood activity of play prepares them to become healthy working adult.

Maria Montessori, an Italian educationist during the early 1900s, postulated that “play is the child’s work.” According to the Montessori Method, which is still employed today in private schools, children would be best served spending their play time learning or imagining. Montessori play is sensory, using a hands-on approach to everyday tools like sand tables. The child sets her own pace, and the teacher is collaborative in helping the child play to learn.

Lev Vygotsky suggested that children will use play as a means to grow socially. In play, they encounter others and learn how to work together using language and role-play. Vygotsky is most noted for introducing the ZPD, or zone of proximal development. This suggest that while children need their peers or playmates to grow, they need adult interaction as they master each social skill and are ready to be introduced to new learning for growth.

Reflection

I really enjoyed the time I spent at the daycare facility. The classroom spaces for their infants and toddlers provided opportunities for the younger and older children to interact with each other. I think through their interactions and play, the infants will learn certain behaviors from the older children, such as feeding themselves, walking, running, etc. Things that will possible make transitioning stages from infant to toddler easier as well as making the transition from toddler to preschool easier. Allowing the toddlers to assist with things such as feeding the infants and playing with them, and in their mind helping them, allows the toddlers to have a since of maturity and independence and not scared and dependent on others do everything for them. It also allows them to be caring and a positive support for others.

Play defined as an activity for enjoyment. Children and babies develop language and social skills through reading books and play. Through play and reading books, children develop maturity and socialization. These social activities will enhance their physical development, cognitive development and psychosocial development. I will be going to talk about how “Dora the Explorer” television program I have chosen helps the children to influence their physical, cognitive, and psychosocial development through play. How to read books to children enhances language development and language skills for children with using different reading strategies. Finally, I will be explaining the knowledge of play and language development for babies and children that may influence my future practice as a health professional. Child supporters must consider all factors that interfere with optimal development and provide circumstances that allow each child to obtain fully the advantages associated with play and reading.

Play is the most important part of the child’s development. Play allows the children to enhance their physical development, psychosocial development and cognitive development. Most parents see cartoons with their children as a way to help their child learn. I have watched many children television program like blue’s clues, the go show, and Dora the explorer, to understand how these television programs get children to contact with aspects of life. Dora the explorer is an animated children’s television show. Dora the explorer show programmed to engage preschooler activities in a play-along, computer-style adventure. Dora the explorer is an example of physical development. Physical development focuses on the physical growth and the development of both gross motor skills (e.g. walking, jumping) and fine motor skills (e.g. Finger movements, eye coordination) control of the body. Dora the explorer on-screen character talking to the child encourage the child to take part, label objects, songs and dance actions allows for movements with control and coordination.” Dora the explorer” animated also influences the cognitive development theory, cognitive theory is a change and stability in mental ability such as learning, thinking, and memory. The Dora the explorer allows the children to think of a way to get to their destination so this helps children gaining knowledge and solving problem in daily life, which enhances their memory capability. Television provides the children with a valuable tool at home for great learning. Another theory is influences psychosocial development by Erik Erikson to get through the idea of personality. Watching and learning from on screen shows allow children to gain knowledge of social learning theory; this enhances their self-esteem, learning about the culture and society and teaches them how to interact with people. Children learn from TV shows how and when to show the emotions. These allow the children to encourage self-awareness about the world around them.

Reading books to young children is the best way to promote language development and language skills like speaking, reading, and listening. Reading books to children at home can encourage their reading skills. Books should have something like shapes, short stories, pictures that children will find interesting, enjoyable, and fun. This will help develop a sense of reader appreciation. When children have books in their home, they are more likely to sit down and read them. Parents can and should encourage an appreciation for reading. When reading a book to child the reader needs to keep few things in mind for better result. The books you choose for the children need to be short and simple, attractive, use appropriate language, speak clearly, slowly, and use expression. Reading books to children that influence the social learning theory by Albert bandura. “In social learning theory Albert Bandura (1977) states behavior is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways” (McLeod, 2011). Children learn many different ways, some learn quickly by visibly for example books that got colors, picture, and shapes with it and some learn verbally for example- imitating the expression and words. Using various techniques to enhance language development, tunes of the voice and getting them to turn the page that influences the theory of positive reinforcement. If imitated behaviors and consequence are satisfying so the child is likely to perform behaviors. If parents are encouraging and giving them positive feedback then the behavior is likely to repeat as it provides the child with strengths. Simply using booking reading tool at home helps them learn. Book reading is good for a child’s development to gain imagination.

Children are very sensitive. We need to handle them with care. So far, the information I have gained through the education of play and language development of babies and children provided me with a greater understanding that could influence my future practice as a health professional. Skills that I have gained from the knowledge of reading books to children are to create an environment that allows children to understand their personality, which will help children to be more interactive. As a health professional, I build a warm and open environment for children to bring out their ideas. In order to achieve my nursing practice do this use the techniques like distractions, communication, and education. Conversation with children, asking questions with slow pace and allowing them to answer. This will enhance their understanding while mine. The skills I learned from the play are that children are very attractive colors, toys etc. by using play to help nursing practice can enable you me to complete difficult tasks with children like taking medicine, I can get the child to cat like a super hero and be strong and asking them to stand straight like a strong soldier. These skills can help me to build a relationship when I am working or handling kids. Building a relationship creates an environment where children feel secure take risks.

In my conclusion, play is a cherished part of childhood that offers children important developmental benefits and parents the opportunity to engage fully with their children. Influence their physical development, Cognitive development and psychosocial development. Play allows children to learn new things and to understand the world around them. Reading Books is another important aspect to enhance their development. Reading books to children will help children gain language skills. I have gained many skills that can be relevant or may influence my nursing practice as a health professional .The knowledge of children and babies and about their play and book reading. I learned many techniques that will make my nursing practice easier when I have to assess children and babies. Techniques like distracting children into something, communicating. Communicating likes having a conversation about their favorite shows and asking them questions.

Understanding how children develop is an important obligation for all those who work in early years practise. Practitioners need to develop an understanding of the implications of children’s developmental processes in order to meet individual needs. The key to this understanding is the development of skills in observing children and of interpreting those observations.

Throughout the observations the aim is to compare their abilities to the norms of a child their age and to compare and analyse the results against what child development theorists have understood through relevant reading and understanding gained from experiences, also to explain how the characteristics of the child and features of his/her environment may interact to influence growth and development.

A holistic approach to child development seeks to simultaneously address the physical, emotional, relational, intellectual, and spiritual aspects of a child’s life. The importance of the Holistic Approach is that it Children learn different things at different stages, e.g. walking, talking, fine motor skills etc. Holistic development is the overall development of all areas of development in children.

There are many proven techniques used in observing children. Depending on the reason for the observation some methods will relay the information more clearly, the observation that have been taken have been done in the free description written record method, checklists, web diagram. The free description is observed when a specific task is set, appropriate to the age and stage of development of the child. It is a description of an event unfolding face on, written in the present tense so that the reader can appreciate what has happened. The disadvantages are that may not be able to convey everything you see as it happens and sometimes it is difficult to keep up with what is happening and it may produce an unwieldy amount of information this can be seen in Appendix 1. Checklist or developmental guides are often used for assessing a child on one particular day, but can be used over a long period of time. Checklists often highlight areas of a child’s development that have previously gone unnoticed. For example in Appendix 5, I was able to concentrate closely on what the children were doing and could observe things as they unfolded as I was looking for them. The advantages of the checklist method are that it is a quick way of presenting a great deal of information. The disadvantages are that care must be taken to maintain objectivity.

The role of the childcare and educational practitioner in a home placement stays the same as it would in a school or nursery and we still have to abide by the confidentiality policies.

The 1989 United Nations Convention on the rights of the child sets out 54 Articles. The Articles that relate particularly to observing children are:

Article 12: Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinion taken into account.
Article 13: Children have the right to receive and to share information, as long as the information is not damaging to them or to others.
Article 16: Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes

Under the Data protection act 1988 the observations taken will require to comply with the eight data protection principles: to be fairly and lawfully processed, to be processed for limited purposes, to be adequate and relevant and not excessive, to be accurate and finally not kept longer than necessary.

The placement setting is in a loving family with both parents present. The mother aged 32 is not working as she is still on maternity leave; the father age 33 works full time Monday to Friday. There are four children in the placement family. Child D the oldest female age 5 attains reception in the school down the road, Child C the middle female child age 3, attains pre-school half a day Monday and Tuesday and stays with a child minder all day Wednesdays. At the end of the placement Child C is attaining pre-school all day Monday and Tuesdays, she also has Hypermobility. The twins Child B and Child A age 6 months on first day of placement. Child B is male and the younger of the twins. Child A is female and also suffers from Hypermobility.

The placement is over a period of 4 months in which I shall being observing Child A and Child B. The mother’s pregnancy was healthy with no problems. Her first child, Child D she was in labor for 26 hours, the second, Child C it only lasted about 30 minutes, she says “I was afraid that I was going to have her down the toilet”! The labor for the twins was also very quick only lasting 1 hour. The mother explains that “during the beginning of the pregnancy you couldn’t even tell I was pregnant and I felt fine but when it came to 28 weeks I got very big and it became very heavy and uncomfortable”. She went full term of 39 weeks. Child A weighed 6lbs 10oz and came out head first with no complications. Child B weighed 5lbs 15oz and tried to come out sideways because of the extra round after Child A left, the midwife had to push the baby back and turn it around inside the mother’s womb. There was 18 minutes between Child A and Child B. When Child B came out he was black and blue but was breathing but the doctors were unsure whether he would survive because his Apgar score was 3. The very first test given to your newborn, the Apgar score occurs right after your baby’s birth in the delivery or birthing room. The test was designed to quickly evaluate a newborn’s physical condition after delivery and to determine any immediate need for extra medical or emergency care. Although the Apgar score was developed in 1952 by an anaesthesiologist named Virginia Apgar, you may have also heard it referred to as an acronym for: Activity, Pulse, Grimace, Appearance, and Respiration. The Apgar test is usually given to your baby twice: once at 1 minute after birth, and again at 5 minutes after birth. Rarely, if there are concerns about the baby’s condition and the first two scores are low, the test may be scored for a third time at 10 minutes after birth. Five factors are used to evaluate the baby’s condition and each factor is scored on a scale of 0 to 2, with 2 being the best score:

activity and muscle tone
pulse (heart rate)
grimace response (medically known as “reflex irritability”)
appearance (skin coloration)
respiration (breathing rate and effort)

Doctors, midwives, or nurses add these five factors together to calculate the Apgar score. Scores obtainable are between 10 and 0, with 10 being the highest possible score. (www.kidshealth.org/parent/newborn/first_days/apgar.html). Children that have a score under 6 rarely survive.

The mother believes in a constant routine and that her children behave the way they are because she does not smother them and entertain them when they cry, she encourages them to play by themselves as to establish independence from an early age. She says “let the babies cry for a bit and they will sort themselves out”. But obviously if the child has hurt themselves or really needs attention she will give them love and care.

There are not many socio-economic factors within the family as the children were all planned, although the mother obviously didn’t predict twins, she explain that”they are lucky to be in a position to be able to give their children a happy and healthy lifestyle”. During the placement the father got a new job in which he is going to be earning more. The mother explained that they were considering her going back to work but she they want to give stay out of work until the twins are in school. Also during the placement the parents made a very important decision that effects there life forever, they had decided that the father was going to get a vasectomy. They made that decision that they have had the number of children that they want for their family. The mother also gets allot of help from the family as both parent have parent walking distance from the house and the house is always full of family members.

Physical development: The different areas of development that the observations will be focused on are- physical development, this is divided into gross motor development, and how children grow and acquire physical skills, from gaining head control to full agility. Fine motor development linked with vision and hand-eye coordination.

(Frankel, Hobart, 2004)

A child’s physical development depends just as much on nurture as it does on nature. On the one hand a child is born with a genetic map that will guide such matters as height and general muscle development but on the other the child’s environment will influence overall health and activity levels which contribute to physical development. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html)

The developmental norm for a baby aged between Birth to 9 months are:

Birth gross motor reflexes – rooting, sucking and swallowing reflex. Grasp reflex. Walking reflex. Moro reflex
Birth fine motor reflexes – pupils reacting to light, open eyes when held upright, blinks or opens eyes wide to sudden sound, startle reaction to sudden sound, closing eyes to sudden bright light.
1 month gross motor reflexes – In prone, lifts chine. In supine, head moves from side to side. Arm and leg extended on face side. Begins to flex upper and lower limbs.
1 month fine motor reflexes – Hands fisted. Eyes move to dangling objects.
3 months gross motor reflexes – Held sitting, head straight, back and neck firm. Lower back still weak. When lying, pelvis is flat.
3 month fine motor reflexes – Grasps an object when placed in hand. Turns head right round to look at objects. Eye contact firmly established.
6 month gross motor reflexes – In supine, can lift head and shoulders. In prone, can rise up on hands. Sits with support. Kicks strongly. May roll over. When held, enjoys standing and jumping.
6 month fine motor reflexes – Has learned to grasp objects and passes toys from hand to hand. Visual sense well established. (Frankel, Hobart, 2004 p.178-179).

From Appendix 5 we can see that Child A has developed slower in the physical development area. She is able to do all the norms for a baby aged6 months but after 6 months her brother starts to develop quicker and we can see that may be crawling before she does. When observing Child A it seems that she doesn’t seem to understand where her feet are, is could be because of the Hypermobility is when Connective tissue proteins such as collagen give the body its intrinsic toughness. When they are differently formed, the results are mainly felt in the “moving parts” – the joints, muscles, tendons, ligaments – which are laxer and more fragile than is the case for most people. The result is joint laxity with hypermobility and with it comes vulnerability to the effects of injury. These may cause troublesome and persistent problems, but do not affect the vital organs and thus do not pose a serious threat to life. (http://www.hypermobility.org/whatishms.php). Child B is developing physically at a normal rate. Looking at appendix 5 we can see that he is eager to crawl and is progressing well. If I was to return to the placement family in a couple of months I predict that Child B will be crawling and able to sit unaided.

One of the many main theorist that surround child development is Jean Piaget he believed that, “knowledge comes from personal experiences”, he recognised four individual stages. The first two years of a child’s life the sensorimotor stage when babies and toddlers knowledge and understanding are chiefly drawn from physical action and their senses – sight sound taste touch and smell. He suggested that throughout this stage children remain egocentric but become aware of object permanence. (Pound, 2005, p.37) Piaget’s first stage of development (Sensorimotor stage) is only relevant to these observations as it is aimed at children aged from birth to 2 years old. This is the stage where a child does not know that physical objects remain in existence even when out of sight. (http://www.funderstanding.com/content/piaget)

Early on, children are only able to perceive things that are right in front of them, but as they mature, they understand that if a ball rolls under a chair and they can no longer see it, it still exists, under the chair. This is an especially important understanding for children, helping them to have an increased sense of safety and security since they can now grasp the fact that when mum leaves the room, she hasn’t disappeared, but will soon return. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html)

Both children seem to understand that when the toy is put behind mums back it’s not there, but they still try and reach for it as they know that mum is hiding it. But when the toys are packed away they understand that it’s gone.

At the beginning of the placement Child B would cry when mum left the round and he continuously looked around for her, towards the end of the placement he stopped doing this. The same thing happened when they were in the buggy, Child A and Child B should start to cry as they were unable to see mum but they both could hear here. Later this stopped.

Their ability to grasp objects is still developing and they are doing a lot of physical movement. They find comfort in playing with objects around them. Child A and Child B are developing an awareness of space from rolling from side to side and distance as they both reach for things. There is one toy that will engage both children’s interest and they seem to be comforted by this particular toy. The children’s mobility is developing as they are aware that reaching and moving will get them what they want and the satisfaction when this is achieved shows on their faces. Child B is able to handle and grasp object while Child A is struggling. The children become rigid, throw their limbs in the air when something has upset them, when they want to be picked up they reach out for the person.

Child A and Child B have been making eye contact with their peers giving them confidence, physical, psychological and emotional comfort. The children observed enjoy the company of others and like to copy facial expressions and sounds that those around them make.

Cognitive and Language development: Language development, which is from the first cry, through the growth of verbal communication skills, to true speech and understanding. Also Intellectual/cognitive development, the development of children’s ability to think and learn through interacting with their senses and experiences (Frankel, Hobart, 2004)

The developmental norm for a baby aged between Birth to 9 months are:

At birth – Cries vigorously with some variation in pitch and duration.
1 month – Cries become more differentiated to indicate needs. Stops and attends to voice, rattle and bell.
3 months – Regards hands with intense interest. Beginning to vocalize.
6 months – Finds feet interesting. Vocalises tunefully. Laughs in play. Screams with annoyance. Understands purpose of rattle. (Frankel, Hobart, 2004 p.178-179).

From Appendix 2 we can see that Child A is developing more in the communication area as she is chatting all the time and has already said “da da” several times. This is encouraged by the family. Child B is not developing as fast in the language norm as his sister as he is only communicating his feelings through crying and giggling, while Child A is able to chat and sing and is now developing coping noises.

Child B likes attention, looking at Appendix 2 we can see that he uses his crying language to gain attention and to be picked up. Burrhus Skinner worked on the Behaviourist theory, which humans act to avoid punishment and gain reward. Skinner emphasised reward. He believed that “punishment was counter-productive”. Skinner also applied behaviourism to language. He believed that all language was learned by reward. – How Children Learn, Linda Pound 2005. So Child B understands that his crying will eventually lead to reward of being picked up which is what he wants. The mother in the placement is trying to stop this as she believes that children should be left to entertain themselves.

Chomsky was so opposed to Skinner’s views that he developed a theory, based on the idea of language development as an innate process. He hypothesised that we are born with a ‘language acquisition device’ which gives us an inbuilt understanding of language structure. Noam Chomsky proposed that all humans have a LAD, (language acquisition device). The LAD contains knowledge of grammatical rules common to all languages. The LADA‚ also allows children to understand the rules of whatever language they are listening to. Chomsky also developed the concepts of transformational grammar, surface structure, and deep structure.

-www.languagedevelopment.tripod.com

Noam Chomsky’s theory that humans are born with a special biological brain mechanism, called a Language Acquisition Device (LAD). His theory supposes that the ability to learn language is inborn, that nature is more important than nurture and that experience using language is only necessary in order to activate the LAD. (Fifty Major Thinkers on Education from Confucius to Dewey, Joy. A. Palmer).

So therefore Child A and B are already aware to what is being said around them and have some understanding of language, they would definitely sense tone of voice and both children can recognise their mothers voice as a comfort noise.

Appendix 3 also shows cognitive development in that both children are use to their bath time routine and like the experience.

The children make sounds in social interaction. Their interaction with Child C (older sibling) creating interest and they enjoy interacting with her. Sound levels are intriguing when there is a sudden noise.

Lev Vygotsky is also another important child development theorist he emphasised the “importance of families, communities and other children’s influences on children”. Vygotsky believed that language and thinking were key; talking about everyday experiences would help children learn more about communication. The zone of proximal development is what a child can do alone and what they can do with someone more skilled or experienced. The social context for learning is when child learn through interaction with others. – How Children Learn, Linda Pound 2005.

Social and Emotional development: Emotional development, from initial total dependence to full independence and autonomy. Social development, from close bonding to full and rich relationships with a complex network of children and adults. (Frankel, Hobart, 2004)

The developmental norm for a baby aged between Birth to 9 months are:

At Birth – Bonding/attachment.
1 month – Watches mother’s face with increasing alert facial expression. Fleeting smile – may be wind.
3 months – Reacts with pleasure to familiar situations/routines.
6 months – Takes everything to mouth. Responds to different emotional tones to chief caregiver. (Frankel, Hobart, 2004 p.178-179).

Erik Erikson, whose influences mainly came from Anna Freud, Sigmund Freud’s daughter, was largely concerned with how personality and behaviour is influenced after birth, not before birth, and especially during childhood. In the ‘nature v nurture’ (genes v experience) debate, Erikson was firmly focused on nurture and experience. His theory of eight stages of ‘psychosocial development’ basically asserts that people experience eight ‘psychosocial crisis stages’ which significantly affect each person’s development and personality. -www.businessballs.com. Erikson created a wider and more educationally relevant theory of psychodynamics by integrating social and cultural factors into his writing. His work also stimulated interest in self-identity and adolescence. (Pound 2005) Erikson explained that things that happen when we are children affect us when we grow up. For example, we know that orphans who weren’t held or stroked as infants have an extremely hard time connecting with others when they become adults and have even died from lack of human contact.

During the first year of life, a baby forms their first feelings about the world and whether or not it is a safe place based on the level of consistent care provided by the primary caregivers. When trust develops successfully, the child gains a sense of security but if this sense is not developed, a fear and inner mistrust of the world is formed. Anxiety and insecurity are indicative of an unsuccessful beginning. (http://www.kidsdevelopment.co.uk/EriksonsPsychosocialDevelopmentTheory.html)

Babies like putting everything into their mouths, and their senses of taste, are the primary sensory organs until about the age of 8 months. And even afterwards it’s still a first stop in terms of exploring things (touch is a very important first sense, too).Mouths are useful for exploring the texture of things, too. As we can see from Appendix 2 and Appendix 6. Child A and Child B both like to explore objects by putting them into their mouths.

While Bronfenbrenner’s theory, in line with the social constructionist theories of Vygotsky, Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in a child and the child’s environment affects how a child grows and develops. He labelled different aspects or levels of the environment that influence children’s development, including the Microsystems, the mesosystem, the exosystem, and the macrosystem. (http://www.mentalhelp.net/)

Child A and Child B are beginning to understand their environment as the family have a routine, which we can see from Appendix 4, that the children are aware of the routine and that putting them down on the carpet means time to move about.

Jay Belsky believed in “high-quality child care”, he produced an evaluation of the Sure Start programme and a report published in 2005 inform that in Sure Start areas the most underprivileged groups had managed rather worse that similar groups in non-Sure Start areas. The next report issued in 2008 showed much greater improvements. Belsky reported that “the risks are that more hours in any kind of childcare across the first four-and-a-half years of life and, independently, the more time in childcare centres, the higher the levels of problem behaviour(and) that children who spend more time in non-maternal care through their infancy, toddler and pre-school years experience somewhat less harmonious mother-child relationships through their first three years. They start school being somewhat more aggressive and disobedient than children with less non-maternal experience.” – How Children Learn 3, Linda Pound 2005. Appendix 4 shows that Child C attained a child minder on Wednesdays. The placement mother has spoken about her believes in making her children more independent which is why her first two children have gone to a child minder one day a week and she is going to take the twins to a child minder to. As she thinks “it is good for the children to be able to interact with other people not just mummy, it helps them build confidence”.

There is a definite attachment with the mother and the children but there is also an attachment with the older siblings and the grandmother, who visits a lot.

John Bowlby developed the Attachment Theory, when children show preferences for closeness to a small number of adults and these attachments are a normal and universal part of human development. We need that attachment from birth as babies seek out such attachment with the aim of being fed and protected as it brings the feeling of being safe. The attachments we have at childhood may determine our relationships as adults. – How children Learn, Linda Pound 2005.

From comparing the observations to the EYFS (Early Years Foundation Stage) Child A and Child B are developing an understanding of themselves and what they are capable of doing. This is recognisable during observing them in all types of situation such as carpet time, bath time and feeding.

Recommendation are to let the children continue to stretch and grab things on the carpet, maybe using different material such as shining objects, crinkly objects, light, soft and heavy objects, to encourage the children to be confident and explore new objects.

Babies need to develop some sense of self-identity in order to develop self-confidence and self-esteem. A starting point in this journey is to find ways of helping babies recognise themselves. (Practical EYFS Handbook, Penny Tassoni). Child B is finding it harder to gain confidence in playing solely so the mothers approach to encouraging him to do so is an ongoing process, babies cry fact but Child B needs to learn that he can’t be cuddled all the time. Letting children touch things to work out for themselves what it is and letting them choose what they want and not giving in to their cry if they can’t reach as they might if you give them time.

Playing games with the Child A such as touching the parts of the body as you say them will help them to develop a greater understanding of where their body parts are and helps to create a happy game to play. Also playing feet moving games and moving her legs around helps stimulate her limbs. Being physical and close to your children and making eye contact with them and having conversations with them about anything provide ideal opportunities to develop language skills, especially with Child B. Using key words helps babies to develop language and singing songs and rhyming. Child B is also call another nick name which is endearing but may confuse him in developing recognition of his name.

Through this observations they have lead me to believe that the children are at a normal level of development, Child A is less able to grasp an hold object and her physical development is less than Child B, as Child A has Hyper mobility which means that she will develop physical ability such as standing, crawling and sitting up straight slower than her brother (Child B). But she is communicating and talking more than her brother which could indicate that she is developing quicker in the language and communication area. There is nothing to worry about with the children’s development rate although one is developing quicker at something then the other could be because of the fact that one has hypermobility so she will definitely take longer to develop physically but also because one is female and the other male may also be a factor.

The role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and resourcing a challenging environment which supports children and extends specific areas of learning and extends and develops children’s language and communication in their play in a safe environment.

The observations taken have helped explain why the children carry out certain behaviour and have leaded me to understand more about child development theory. The most success full observation was the checklist type as it gave me direct answer, the free disruption was effective but I felt that I was missing things as they happened as I was still writing when they happened.

Throughout the placement I have enjoyed the experience and I have gained experience with babies and have found that they are not as fragile as I first thought and that I do understand what their noises mean and I can distinguish between a “hungry cry” and “I’m sad I need attention”, cry. I have also learned that it is healthy for babies not to be seen to straight away when they first start to cry, that they can indeed sort themselves out and ignoring and leaving the children to cry helps them to become more independent.

This research will focus on young students with Attention Deficit Hypertension Disorder (ADHD). This disorder can be detrimental to a young child social and academic growth. Peer involvement is a very essential ingredient to growing socially and academically which is a part of cognitive development. Throughout this paper I will identify ways to help students with ADHD successfully succeed.

Is it too late? Many parents, teachers, and friends wonder is it too late to gain control of this life changing disorder known as Attention Deficit Hyperactivity Disorder (ADHD). The answer is no. It is not too late to gain control of ADHD. ADHD could take on other characteristic such as “poor sustained attention and vigilance and diminished rule-governed behavior.” (Gottlieb, Shoaf & Risa,2006, pg.53) There are many practices which could be used in order to help the child with ADHD. One important part of growing could be affected by ADHD and it is cognitive development. As mentioned by a textbook, cognitive development is the structure of processing thought and how knowledge is gain and understood through interaction according to (Vaughn, Bos, Schumm, 2003, pg.55). Cognitive development is learned and is build upon throughout life. Studies have shown how the area of a social and academic aspect of cognitive development can be interrupted by ADHD. The disorder can pose a barrier between behaving expectantly and behaving against what is expected. Research has given many practices which could be used to help a student with ADHD.

There are many reading ( I don’t think you need to state anything about your readings or books, just quote them if you use it) of how to control this disorder and readings of how to suppress this disorder. Depending on the child the method used to help the child may differ. David Gottlieb, Ph. D. Thomas Shoaf, M.D. and Risa Graff, M.A. (put the year in here) took part in writing “Why is My Child ADHD not better yet?” This book addresses many traits which may be exhibited from a child with ADHD. It discusses how to teach a child to control certain behaviors as well as how long it may take to break those behaviors.( How, you could talk about how it breaks it down) Another reading which I( you cannot use the word “I” in your paper) will refer back to is a textbook titled “Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom 3rd. Edition” ( no ” in the title) by Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm. This reading describes many types on disorders including ADHD. It also breaks down the definition of this disorder and gives examples of how children with ADHD may behave when surrounded by peers. There is a few more reading I may refer to but these are the two which address more realistic traits and realistic ways of helping children without the use of medicines.

The first part of treating the disorder is to build cognitive strategies, which helps to recognize that there is an extreme problem with behavior. This should be a family involvement. Not only should the child know when ADHD is in control but the family needs to also know when not to add more stress to the child. The world family in this instance refers to anyone involved with this child. The family should also define what is not acceptable and what actions should take place after such behaviors are observed. As mentioned in the first part of this paragraph; the first step is to make the child aware of their behavior during all types of emotional experiences. For example the child needs to know how they act when ADHD takes control of them. The child needs to learn how this feels so that once it happens they will know how to control it rather than it (ADHD) controlling them (child). There are many ways to teach the child how to realize what type of behavior they are displaying. As mentioned in “Why is my child’s ADHA not better yet?”( you do not need the title of the book since you stated early, you only need this (Gottlieb, Shoaf & Risa,2006, pg.53) the authors state ways to help the child visually see or hear a description of their behavior. First practice was to use picture cards which show different mood or which displays different emotions. Another way was to use color word phrases such as “red hot” meaning very mad (Gottlieb, Shoaf & Risa,2006, pg.55). The main idea behind this is for self recognition. This teaches the child how to label their emotions. Being able to know there is a behavioral problem before the problem and knowing what kind of emotion is being displayed is needed in order to make corrections.

The first step to helping a child with ADHD is to accept that the child has a disorder. Most parents refuses to accept the disorder which creates more problems. Instead of trying to correct and replace negative behavior with right and positive behavior, the parent tries reinforcement or punishments which makes the child decrease or eliminate that action or reaction completely. That is not the outcome needed in order for that child to progress. Parents could start assisting their child with ADHD in everything, just to see when the child acts out, before the child enters a public setting. This way the parent could help the child replace that negative action or reaction with a positive action or reaction. Parents could try to sit and talk with the child find out what bothers them and how could it be fixed. This way the child has already faced whatever bothers them ahead of time.

Self recognition of ADHD behavioral problems is followed by self corrections. Before making correction the family needs to explain how the reward of self correction works. Once the child continues to display such acceptable behavior then the rewarding such slowly subside. While correcting unacceptable or unexpected behavior more time and patience will be needed from the family. Once the family sees the child getting frustrated they should let the child known in a discrete way what type of behavior they are displaying. This is just to let the child know what type of behavior they are displaying. This is not to discourage the child. Once the child sees what type of mood they are exhibiting then show child things they could do in order to display a behavior much different than the current behavior. Teaching the child how to self recognize and self correct are cognitive strategies that will be needed in order to hold a respectful social interaction with peers.

Once this is set in place the child will be able to recognize when they are beginning to get upset and before any unacceptable behavior is brought forth the child would administer self correction. This will keep the child from being outcast by peers, and will help the child concentrate on tasks at hand. By controlling a behavior before it is recognized by others will build self confidence. The hyperactivity part of ADHD describes the behavior of the student with this disorder. It represents the child’s fidgeting or squirming, difficult time remaining on task, difficult playing quietly, talking too much, and but not limited to interrupting other students conversation. The child will feel a sense of self control over the disorder. One of the key ingredients in academic success for young students is peer involvement. Being accepted and not ignored during school hours. Peer involvement includes group discussion during class, social time during lunch, teamwork during physical education and most of all the personal time during recess. A student with ADHD will struggle to fit in with peers if they do not have cognitive strategies of controlling their ADHD. Control of this disorder means being able to communicate with others without getting overly excited, remaining on task during assignments, remaining alert, and focusing while the teacher is teaching (Vaughn, Bos, Schumm, 2003, pg.55) Having control of the disorder will reduce peer rejection, increase attention spans, and increase classroom involvement. This will increase the child’s chances of succeeding academically.

The beginning of this paper mentioned that researchers have studied how the social and academic part of cognitive development is affected by ADHD. The reading mentioned many ways of gaining control of the disorder. A couple of practices were mentioned learning how early elementary students with ADHD interact socially among peers. The way students interact socially will forever go through changes and more research will be researched. It is known that social interaction is critical to how students learn certain lifelong traits. Students need traits like understanding that others have feeling, being independent, and having self confidence. All these traits are necessary to succeed in life. Students now mature early, so it is important to install in them the correct way to social interact. It is like any other student not one student will be exactly like another student. Students with ADHD and students without need the knowledge of how to treat others and how to accept others. Students with ADHD should not struggle with being accepted by peers. It will take a group effort to help students with ADHD because it is a important make students feel accepted especially while in a school setting

Ethics are agreed codes of behavior adopted by a group or association. Ethical behavior is being honest, responsible of your acts and how you treat others in all aspects of your life. It respects the dignity, diversity and rights of people. Ethical behavior is applying standards to ones behavior. This essay discusses how ethical behavior will pay off in the long run.

Ethical conduct means that there are standards of morality that individuals should observe and is important for everyone. One obvious reason is that it sets the standards for management, employees and creates a tone for the organization as a whole. Ethical standards depict behaviors morally accepted as good and right as opposed to bad or wrong in a particular setting it is particularly crucial for the business for a number of reasons. For example, murder and robbery are not only illegal but are universally regarded as wrong, while dishonesty , while not necessarily illegal, is usually thought to be immoral. They are created and adopted by people who are interested primarily in ensuring there are guidelines for behavior for the group members. For example, doctors and lawyers have ethical codes of practice which they sear to uphold as part of their professional practice.

An ethical decision is one which typically involves choosing between what you have agreed not to do and what you find yourself wanting to do. For example, is it ethical to pay a bribe to obtain a business contract? Is it ethical to allow a company to withhold information that might discourage a job candidate from joining the organization? Is it ethical to ask someone to take a job that is not good for their career progress? Is it right to do personal business on company time? It might not be considered ethical for an organization to put the health of its employees at risk, or defraud its shareholders, even if there was no chance that the organization would be found out. These examples highlight why there is a need for maintaining high standards of ethical behavior and moral standards at work place. It is the expected conduct that organizations want their employees to hold while at work and important because every individual’s conduct affects the relationships within an organization thus unconstructive on the overall performance of an organization. Most business experts suggest that establishing a code of conduct can help the company to behave ethically.

A codes of conduct is a formal document stating the principles and the ethical rules it expects the employees to follow in the organization. Ethical standards protect the business from scandals and prevent them in the future. Ethical statements imply the employees, business associates, and the larger community a framework of the company’s operating principles (rules and regulations) which needs to be followed, why the company exists, what the company believes, and how it acts to be in compliance with its professed beliefs. Caring out active reviews of these strategic plans and objectives will ascertain that they are not not practicising unethical acts. In addition, reviewing the standard operating procedures and performance measurements will ensure the business owners and managers that it is well structured and does not encourage unethical behavior. Studies has shown Joel and Jennifer Supeck2010-11-29T10:20:00

Which studies are you referring to?that organizations are now increasingly take account of ethical considerations, there has been a shift from traditional profit and free market business approach to ethical approach, in favor of consumer interests.

A business that behaves ethically focus their involvement on activities in meeting all responsibilities to employees, customers and suppliers is awarded with a high degree of loyalty, honesty, quality and productivity in the long run. Ethical investments is one way of responding to issues of social responsibility in business decisions and activities and avoiding to be self serving. Ethical investors are essentially concerned with how profit is made and looks to maximise profit at the same time trying to minimise and avoid negative social effects . On the positive side, the public will begin to recognize and to honor individual companies for their contributions to solving most obdurate problems. It also aligns the interests of shareholders, when the interests of both parties are focused on the long term health of the company. The proponents of shareholder value take this long term focus for granted, they assume that for its own future well being, a company will want to be responsive to its employees, consumers, and the public, and that this is the best way to realize true shareholder value. Socially responsible factors in areas of public concern include the environment, sustainability, globalization effects for example exploitation, child-labour, social and environmental damage anywhere in the world, corruption, armed conflict and political issues, staff and customers relations, for instance education and training, health and safety, duty of care, etc. It also includes the locals and other impacts on people such as their health and well-being. For example, Dell started recycling of computers at no cost and Shell started to work together with environmental groups. They set a company record by giving back to the society. Behaving ethically also improves the quality of work life and enhances the role of every employer in creating an environment where employee pride blossoms and theft losses disappear. When employees are valued as individuals and treated with fairness, equality, respect and dignity there is reduced corruption as they take pride in their organisation.

Positive results are achieved when employees are given a basis for trust and respect to live by. If employees believe all are held to similar high standards, they likely will feel better about themselves, their colleagues, their organization and behave ethically when dealing with customers and business associates. Employees are more likely fiercely loyal, hard working and productive. Ethical companies have improved customer service and relationship building, an advantage over their competitors. Research proves that consumers are used to buying products from companies that have public recognition, a company record or being promoted. Enhancing customer loyalty to the brand is probably the single most powerful incentive for convincing companies to adopt ethics as a way of life. Another advantage of behaving ethically is that it promotes better staff retention and attraction, good organisations cannot function without good people. Ethical organizations have increased commitment by employees as good employees want to work with responsible and ethical employers. When a company fails to be a good employer they lose good staff because and it reduces the possibility of attracting good new-comers. This increases costs of recruiting new candidates and damage efficiency and performance. Ethical standards also help in protection of company assets, employees that have respect for their organization , tend to respect and protect the assets of that organization.

Many business want employees to behave ethically because such a reputation is good for business which in turn can mean larger profits. For example, the workplace dictates the dressing protocol (the uniform) for employees, which indicate the employees opinion for their organization. Employees are required to conduct themselves with dignity at the workplace. How one behaves in the workplace helps them in building a good reputation and praises over the years to come. Similarly, encouraging employees to act ethically can save money by reducing employee theft, down time and lawsuits. Because many unethical acts are also illegal, a firm that allows workers to engage in unfair practices might be prosecuted. it is noticed that employees not having respect for their organization and co-workers encourage many forms of theft such as personal long distance phone calls on company accounts, padding of labor charges and expense accounts, taking office supplies home. Conversely, employees who are steadfastly ethical avoid practices such as breaking areas and rest rooms, untidy work areas, excessive breaks or sick days from work and improper use of machines and equipment e.g. the photocopier, computer and personal use of company vehicle. In addition, an employee with little self or organizational pride not only causes lost supplies and equipment but can bring the organization to losses in production, time, professionalism, overhead charges, initiative, reputation, attitude, enthusiasm and customer respect. It is important that employees have a clear understanding of their organization’s ethical standards and a feeling of management support for acting within those standards. Teaching ethics to an employee is not always effective. Management must set examples by their personal alignment with ethical standards and principles.

It is my firm belief that behaving ethically is good for both the individual and the enterprise in the long run apart from setting a border between right and wrong. Ethical behavior means being morally responsible and adhered to accepted behavior in the place we work. Maximum productivity and creativity is achieved when individuals operate regarding the ethical considerations of their position. On the other hand, practicing unethical behavior results in reduced success and diminished effectiveness.

Question 2

Every community needs a leader to show the way, for motivation and for things to happen in a controlled manner. An ethical leader stands up for what is right and knows what is worth doing, they benefit the individual, the team, the organization, and society as a whole. This essay will discuss the impact on society that leaders can make.

Ethical leaders are those who behave ethically and are concerned of how their decisions have an impact on others. They respect each other, are honest, trustworthy, avoid corruption and violence, have a fair play and practice all acts of decency, a basis for human civilization. Ethical leaders work with social and emotional intelligence and are a source of human well-being and happiness. Such leaders base their behavior on moral grounds, respecting the rights of people and treating everyone in the society equally. They are honest, trustworthy, fair and just and show the way by practicing what they preach. Ethical leader therefore play an important role due to their quality of being people oriented. They focus on the needs of the people and do no not fulfill their self interest at the expense of others. This characteristic creates a relationship between the followers and leaders and inspires the people to be committed and work towards accomplishing a common goal. This is why the distribution of ethical leaders is important throughout the society for good, happy and healthy relationships between humankind and productivity measures improve in every way.

Good ethics means good business. “Non-corporation with the evil is as much a duty as is co-operation with good” – Mahatma Gandhi. Ethical leaders influence citizens to act with compassion, sympathy and noblest spirit towards others. If these values are honored by the society, it will benefit them in many ways. However, if these values are broken it will bring negative impact that will not only affect the violator but also the innocent people. The negative impact leads to lack of cooperation, faith and rise in corruption, crime, pollution and social unrest amongst the society members. Factories have long been found to pour untreated waste into rivers, poisoning fish and causing offensive smells. The same goes for smoking factory chimneys, and everyone accepts the desirability of that sort of control.

Ethical commitment is important to get rid of these behaviours to defend the right to spoil other people’s enjoyment of life. This is accomplished by having ethical leaders in the business and society as a whole to set limits and minimise the amount of negative behaviours and controls the damage to life and environment. For example, in 2000 Christine Loh the chief executive of Civic Exchange, (non-profit public policy) was the prime mover of the issues of pollution, climate change and corporate social responsibility in Hong Kong. Other examples of ethical leaders include Chris Harrop and Bill Clinton. Chris Harrop the marketing director of Marshalls, the UK stone company reduced child labour in India for the quarrying sandstone. Bill Clinton the former US president played a key role in 2007 in pushing companies and governments to come up with innovative solutions for tackling the problem climate change and other areas such as HIV/Aids.

Today businesses are expected to have good ethical values and act socially responsible as an example of ethical behavior. A social responsibility also develops a good image to the company. In enhancing social responsibility it is important for organizations to employ good and best workers with individual sets of ethics. When individuals act ethically they work with energy and pride bringing maximum productivity and creativity. On the other hand, behaving unethically individuals engage in deception, thus there is diminished effectiveness and reduced success. Research also shows that destructive effects occur when the leaders or employees of a company behave unethically. This is because sometimes employees are unethical as they feel that they can gain from it, or that they think they can they can justify what they are doing. If employees see other colleagues not being penalized for unethical behavior, then they can feel that they can escape it to. Some employees can make a poor choice and feel the need to make more choices to cover it up. However, once bad decisions are made, they start to get worse until the employee gets caught. Ethical behavior should be modeled at the top level management, so that employees also ensure ethical standards are maintained. Organizations can aslo facilitate good ethical behaviors by not punishing employees when they come forward with problems but should be allowed to communicate problems. Companies show social responsibility when they go beyond what is optional, and intend to create a benefit for others besides themselves. They focus on giving back to the society. Some examples of socially responsible behavior are raising money for research on diseases, raising money for needy people, sending workers to do voluntary work within the community and promoting recycling.

Every society therefore needs leaders who take personal responsibility for their decisions. People want to know if they can trust their leaders and many long for the times when it was easy to see for the difference between good and bad. Ethical leaders ensure to avoid serious consequences on the well being of others by exercising the necessary discipline required as members of society. They promote right actions and act to inspire that establishes the performance of individuals and the culture as a whole. If the people in the society practice integrity, fairness, decency and enthusiasm, they will be empowered to work with their best performance and creativity. They contribute to the success of the society and influence the choices made by individuals and businesses in carrying out day-to-day activities. Secondly, organization’s prosper when leaders take responsibility and ensure that works are performed ethically. Without ethical leaders the world would not have been a peaceful place to live in.

Child labour is undoubtedly a human rights issue. It is not only exploitative but also endangers childrens physical, cognitive, emotional, social, and moral development. It perpetuates poverty because a child labour, deprived of education or healthy physical development, is likely to become an adult with low earning prospects.[1]This is a vicious cycle which apart from ruining the lives of many results in an overall backwardness in the masses.

Moreover, conceptualising child labour as a human rights issue gives the victim with the authority to hold violators liable. Human rights generate legal grounds for political activity and expression, because they entail greater moral force than ordinary legal obligations. Children are right holders with the potential to make valuable contributions to their own present and future well being as well as to the social and economic development of the society and thus they should under no circumstances be perceived as passive and vulnerable.

Today, traditionally prescribed interventions against child labour which were welfare based like providing a minimum age for work are being replaced by rights-based approach. A rights-based approach to child labour needs to be adopted which puts internationally recognized rights of children to the center while utilizing UDHR, ICCPR and ICESCR as a supportive framework. Child labour is a condition from which the children have a right to be free and it is not merely an option for which regulating standards must be devised.

In this paper we shall firstly trace the slow orientation of child labour laws to include human rights perspective internationally, and then evaluate current Indian laws and policies from a human rights perspective

II. A Human rights approach to child labour

Initially, scholars were unsure over extending human rights to children.[2] For instance, the 1948 Universal declaration of Human Rights (UDHR) emphasises that “everyone is entitled to all rights and freedoms set forth in the declaration…” but makes no age qualification to the same. So it is unclear whether it extends to children. However, Art.4 of UDHR has been interpreted as prohibiting exploitation of child labour by interpreting “servitude” to include child labour.[3]

In addition, Articles 23 and 26 of the United Nations Universal Declaration of Human Rights seek to guarantee “just and favorable conditions of work” and the “right to education,” both of which are violated constantly and globally through the exercise of the worst forms of child labor.

In 1966 the International Covenant on economic, social and cultural rights (ICESCR) and International Covenant on civil and political rights (ICCPR) took significant preliminary steps towards modifying human rights according to age, by defining childhood as a state requiring special protection, with rights distinct to those of adults.[4] Even so it was not until 1989 that the Convention on Rights of Children (CRC) clearly spelt out the rights of the child while giving them a special status apart from the adults.

Thus, it should not be surprising that early international legal efforts to address child labour tended to be abolitionist in tone and treated as an aspect of labour market regulation.[5] Next, a prioritization approach was adopted where concentration was on the more abusive forms of child labour. So the ILO adopted Convention 182 on the Worst Forms of Child Labor, 1999, aimed at the immediate elimination of intolerable forms of child labor. The convention requires signatories to work with business groups to identify hazardous[6] forms of child labor and introduce time-bound programs for eliminating them.

Conventions 138 and 182 are recognised as core International Labour Organization (ILO) conventions but unfortunately human rights groups have done much to criticise it. They argue that this artificial division of hazardous and non-hazardous forms of child labour is artificial and made only for the benefit of labour regulations. Child labour in any form is very harmful and exploitative for the children.[7]

Secondly, child labour, as defined by ILO is work done by children under the age of 12; work by children under the age of 15 that prevents school attendance; and work by children under the age of 18 that is hazardous to their physical or mental health. It is an economic activity or work that interferes with the completion of a child’s education or that is harmful to children in any way.[8]Such an age based classification is incongruous and is behind time.[9] The right to a childhood cannot be replaced by placing such age barriers which imply at least some work could be done by children at even age 12! Where is the best interest of child seen in such laws?

Fortunately, a human rights approach to child labour was soon adopted by Convention on Rights of the Child (CRC) in 1989. Such rules focus not only on the avoidance of harm to children but as well, on regulation of employment relationship in which working children find themselves and beyond that, on rights of children to education and to participate in decisions that affect their lives, including those related to their employment. This holistic view of child labour as only a part of a child’s life is principally what sets human rights approach apart from the labour regulation approach.[10] However, some critique of CRC feel that categorizing child labour as a special category has trivialized their rights and have made them weak and in need of an adult advocate. Conversely, the defenders of CRC argue that it is through this classification that children gain more rights with legally recognized interests which are specific to their stage in life cycle.

The slavery convention, 1926 and Supplementary convention on abolition of slavery, the slave trade, institutions and practices similar to slave trade, 1956 entered into force in 1957 prohibits slavery like practice under Art 1. In recent times Child labour has been read as a slave like practice as it involves economic exploitation. Since children are more vulnerable than adults and are dependent on their parents, it can be assumed that when they are economically exploited by their parents or by their consent, the decree of dependency necessary for work to b qualified as slavery like practice will be attained in most cases.

In the light of ICCPR (art 8(2)) and Supplementary convention on abolition of slavery, the slave trade, institutions and practices similar to slave trade, 1956, Art.4 of UDHR should be interpreted as prohibiting exploitation of child labour as child labour comes under “servitude”. Child labour also comes under the term “forced or compulsory labour” in Art.8(3) of ICCPR. The obligations of state parties under art 8 are immediate and absolute. Thus state parties have to prevent private parties from violating child labour norms. Art 24, ICCPR obliges the state to protect children from economic exploitation.

III. Convention on rights of child

United Nations Convention on the Rights of the Child is the first legally binding international instrument to incorporate a full range of human rights such as civil, cultural, economic, political and social rights for children. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. By recognizing children’s rights in this way, the Convention firmly sets the focus on the whole child.

The Convention under Art.32 speaks of economic exploitation of children by making them perform work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development. The Convention spells out a child’s right to education[11], as well as identifying the forms of harm to which children should not be exposed. Other rights given to children include right “to the enjoyment of the highest attainable standard of health” and to abolish traditional practices that are prejudicial to children’s health (Article 24), a right “to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development”; parents have the main responsibility for this, but governments are required “within their means” to assist parents, as well as to provide material assistance and support in case of need(Article 27) and a right “to rest and leisure, to engage in play and recreational activities appropriate to the age of the child”. Article 22 specifies that refugee children have the same rights as all other children.

Article 6 of the convention makes it the obligation of the governments to ensure that children are able to survive and develop “to the maximum extent possible” while Article 11 urges governments to prevent “the illicit transfer and non-return of children abroad”. Under Article 19, Governments must take action to protect children against all forms of physical or mental violence, injury, abuse, neglect, maltreatment or exploitation, including sexual abuse[12] and must provide special protection and assistance to children who are deprived of their own family environment under article 20. Article 35, requires governments to take action to prevent children from being trafficked while articles Article 36 and 39 requires governments to protect children “against all other forms of exploitation prejudicial to any aspects of the child’s welfare” and to help children recover from exploitation, neglect or abuse (particularly their physical and psychological recovery and return and reintegration into the communities they come from).

Two other provisions in the Convention are also vitally important for working children. Article 3 says government agencies and other institutions taking action concerning a child or children must base their decisions on what is in the children’s “best interests”. Article 12 emphasises that when a child is capable of forming his or her views, these should be given due attention, in accordance with the child’s age and maturity.

Other conventions of interest include Optional protocol to the convention on rights of child on sale of children, child prostitution and child pornography and Optional protocol to the convention on rights of child on the involvement of children in armed conflict both adopted in May, 2000.

IV. India and its International commitments

India has ratified six ILO conventions[13] relating to child labour but have not ratified the core ILO conventions on minimum age for employment (convention 138) and the worst forms of child labour, (convention 182) recognised as the core conventions at the international labour conference which makes it mandatory for the international community to follow certain standards in their crusade against child labour. Nevertheless, India has taken commendable steps to eliminate child labour.

The recent right of children to free and compulsory education Act, 2009 and the preceding 86th amendment exemplifies the same. Furthermore, the passing of Juvenile Justice (care and protection) Act, 2006 shows India’s commitment to a human rights approach to child labour. The Act emphasises on looking into the best interests of the child and allows for social reintegration of child victims.

In such a scenario India not signing the core labour conventions does not make a difference in the fight against child labour. India is a party to the UNdeclaration on the Rights of the Child 1959. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. More, importantly India ratified the Convention on the Rights of the Child on 12 November 1992.[14]

Other important international initiatives against child labour include the adoption of the first Forced Labor Convention (ILO, No. 29), 1930, Stockholm Declaration and Agenda for Action: States that a crime against a child in one place is a crime anywhere, 1996, establishment of 12 June as the World Day Against Child Labor in 2002 by ILO and the first global economic study on the costs and benefits of elimination of child labour.[15]

V. Indian laws on child labour

The present regime of laws in India relating to child labour are consistent with the International labour conference resolution of 1979 which calls for combination of prohibitory measures and measures for humanising child labour wherever it cannot be immediately outrun.[16]

In 1986 Child labour (Prohibition and regulation) Act was passed, which defines a child as a person who has not completed 14 years of age. The act also states that no child shall be employed or permitted to work in any of the occupations set forth in Part A or in the process set forth in Part B, except in the process of family based work or recognised school based activities. Through a notification dated 27 January 1999, the schedule has been substantially enlarged to add 6 more occupations and 33 processes to schedule, bringing the total to 13 occupations and 51 processes respectively. The government has amended the civil service (conduct) rules to prohibit employment of a child below 14 years by a government employee. Similar changes in state service rules have also been made.

The framers of the Indian Constitution consciously incorporated relevant provisions in the constitution to secure compulsory primary education as well as labour protection for children. If the provisions of child labour in international conventions such as ILO standards and CRC are compared with Indian standards, it can be said that Indian constitution articulates high standards in some respects The constitution of India, under articles 23,24, 39 ( c) and (f), 45 and 21A guarantees a child free education, and prohibits trafficking and employment of children in factories etc. The articles also protect children against exploitation and abuse. Equality provisions in the constitution authorises affirmative action policies on behalf of the child.

The National child labour policy (1987) set up national child labour projects in areas with high concentration of child labour in hazardous industries or occupations, to ensure that children are rescued from work and sent to bridge schools which facilitate mainstreaming. It is now recognised that every child out of school is a potential child labour and most programs working against child labour tries to ensure that every child gets an education and that children do not work in situations where they are exploited and deprived of a future. Similarly, there are other programmes like National authority for elimination of child labour, 1994 (NAECL) and National resource centre on child labour, 1993 (NRCCL). Recently, government of India notified domestic child labour, and child labour in dhabas, hotels, eateries, spas and places of entertainment as hazardous under the child labour (prohibition and regulation) Act, 1986, effective from 10-10-2006.

National human rights commission has played an important role in taking up cases of worst forms of child labour like bonded labour. In 1991 in a silk weaving village of Karnataka called Magdi it held an open hearing which greatly sensitised the industry and civil societies. It also gave rise to new NCLP programmes.[17]

VI. Judicial reflections

Judiciary in India has taken a proactive stand in eradicating child labour. In the case of M.C. Mehta v. State of Tamil Nadu and Ors[18], this Court considered the causes for failure to implement the constitutional mandate vis-??-vis child labour. It was held that the State Government should see that adult member of family of child labour gets a job. The labour inspector shall have to see that working hours of child are not more than four to six hours a day and it receives education at least for two hours each day. The entire cost of education was to be borne by employer.

The same was reiterated in Bandhua Mukti Morcha v.UOI[19] and directions were given to the Government to convene meeting of concerned ministers of State for purpose of formulating policies for elimination of employment of children below 14 years and for providing necessary education, nutrition and medical facilities.

It was observed in both the case that it is through education that the vicious cycle of poverty and child labour can be broken. Further, well-planned, poverty-focussed alleviation, development and imposition of trade actions in employment of the children must be undertaken. Total banishment of employment may drive the children and mass them up into destitution and other mischievous environment, making them vagrant, hard criminals and prone to social risks etc. Immediate ban of child labour would be both unrealistic and counter-productive. Ban of employment of children must begin from most hazardous and intolerable activities like slavery, bonded labour, trafficking, prostitution, pornography and dangerous forms of labour and the like.[20]

Also, in case of PUCL v. UOI and Ors[21] children below 15 years forced to work as bonded labour was held to be violative of Article 21 and hence the children were to be compensated. The court further observed that such a claim in public law for compensation for contravention of human rights and fundamental freedoms, the protection of which is guaranteed in the Constitution, is an acknowledged remedy for enforcement and protection of such rights.

However, Human rights experts criticise the scheme of payment of compensation envisage in Child labour act and further adopted by the Judiciary with gusto.[22] They say that monetary compensation is like washing away ones conscious which still believes that if a child labour is sent to school he must be compensated for the amount which he might have got if he had worked instead. This only confuses the already divided opinion of the society today which still thinks that poor and needy children are better off working.

VII. Conclusions

India has done well in enacting suitable legislations and policies to combat child labour. Nonetheless, its implementation at grass root level is very much lacking. The child labour laws today are like a scarecrow which does not eliminate child labour but only shifts it geographically to other places, to other occupations like agriculture which may be less paying or it might be still continued clandestinely.[23] The lack of a specialised enforcement officer leads to lesser attention being given to child labour legislations. Furthermore, many of the child labour programmes remain poorly funded.

Child labour is a complex problem which cannot be eliminated without first attacking it at the roots. Thus, poverty, unemployment, lack of social security schemes, illiteracy and the attitude of society need to be tackled first before any progress can be made. A starting point can be to treat Child labour as a human rights problem and discouraging its manifestation in any form. If the society as such sees child labour as a social malaise, we will be much closer at achieving success.

Lastly, there is a lot of debate over the age from which child labour should be banned. The ILO conventions do not give a definite age, 14 years seems to be the general understanding but CRC defines a child to be below 18 years. Right to education is for children below 14 years and Child labour is prohibited till age of 14 years. This brings the question as to whether children of age 14-18 years are to be denied basic human rights and are to be left vulnerable.

What is a games designer? A games designer is a person who designs video games. They use programs to create the characters, they storyboard and the graphics. They also write the programs that allow the users to interact with the game. The gaming industry did not begin to develop 1960s and 1970s, when computer programmers at some large universities big companies, and government labs began designing games on mainframe computers (Ferguson page 57). Over the years the gaming industry has grown at an alarming rate. As technology grows so did the game designing industry. Since the gaming industry is so large, many people that have a dream to make games can do it. When interviewing with Terri Banker, he said the most important professional qualities for game designers is to have an interest in communicating with other people, and developing interesting things as a group. And being thoughtful, creative, and patient. But when some people try to get in this industry, they don’t know what it takes to successful game designer. To become a successful game designer, they have to know the background information, education and training requirements and the daily duties with the profession.

The background information is the history of game designing. Steve Russell was perhaps the first video game designer (Ferguson page 56). In 1962, when he was in college, he made up a simple game called Spacewar. The graphics of space ships flew through a starry sky on the video screen, the object of the game being to shoot down enemy ships. Nolan Bushnell, another early designer, played Spacewar in college. In 1972 he put the first videogame in an arcade. It was a game very much like Spacewar, and he called it Computer Space. However, many users found the game difficult to play, so it was not a success. Bruce Artwick published the first of many versions of Flight Simulator. Most games were designed for video machines. Not until the later 1970s did specially equipped TVs and early personal computers begin appearing. In the late 1970s and early 1980s, designers working for Atari and Intellivision made games for home video systems, PCs (computer), and video arcades. Many of these new games had graphics, sound, text, and animation. Designers of games like Pac-Man, Donkey Kong, and Space Invaders were successful and popular. Richard Garriott created Ultima, another major role-playing game. Games began to feature the names and photos of their programmers on the packaging, giving credit to individual designers (Ferguson page 57).

Workers at Electronic Arts began to focus on making games for PCs to take advantage of technology that included the computer keyboard, more memory, and floppy disks. New technology included more compact floppies, sound cards, and larger memory. Designers also had to create games that would work on more than just one platform such as PCs, Apple computers, and 64 bit video game machines. In the 1990’s, Electronic Arts started to hire teams of designers instead of those who design games from start to finish independently because it was so more sufficient. Larger teams were needed because games became more complex. Design teams would include not only programmers but also artists, musicians, writers, and animators. Designers made breakthroughs such as using more entertaining graphics, creating more depth in role playing games, using virtual reality in sports games, and using more visual realism in racing games and flight simulators. This new breed of designers created games using techniques like Assembly, and HyperCard. By 1994, designers began to use CD-ROM technology to its fullest.

At some high school there are game design programs may be offered. Even though a college degree isn’t required to be a game designer, most companies are looking for creative people who also have a degree (Ferguson #59). There are many degrees for game designs such as BAGD and BSGD. A BAGD (DigiPen’s Bachelor of Arts in game design) is an interdisciplinary degree program that prepares students to become designers and artists for the electronic and digital entertainment industries. The BAGD faculty works with companies like Nintendo software technology Microsoft, and EA. The BAGD faculties come from a wide range of backgrounds and include individuals with professional experience in game design, development, and art at companies. A BSGD (DigiPen’s Bachelor of Science in game design) is an interdisciplinary degree program that stresses the importance of having the technology, ability to write computer programs, and also a solid grounding in the humanities and social sciences. The BSGD curriculum is the game industry requires versatile and knowledgeable personnel, and most game designer job description list skills that include scripting and tuning as well as art design. Graduates of this program are prepared to work in the video and electronic game industry (www.digipen.edu). When interviewing with Terri Banker, he was asked what advice you would give high school students who are interested in this career. He responded if you want to start making games, you don’t need anyone’s permission, start now! Not only make them, study them and play them and play them with people. Figure out what goes right and what goes wrong, then fix it and start over. I would say go to college for computer science, art or any other discipline that interests you. Game design is so broad that most career paths will be able to lead you there, but it’s always good to have a skill that can get your foot in the door. Do things! Play games, watch movies, go to theater plays, etc. Game design is about creating meaningful experiences. The more experiences you have the better designer you will be. Experiences do not have to be game related though, just as an example I’ve worked at a hotel most of my life doing all sorts of things, also a telecommunications company and even a dredging company. I feel all of those experiences save contributed in many different ways to shape my design philosophies.

Game designer have many daily duties. Daily work varies greatly, and it will depend on what type of game you’re designing, what type of designer there are and what stage of completion the game is on. Initially, they will be crafting a broad design of the game in broad strokes, what do they want the game to be? As the game moves along they will need to define all the features and make a plan for everything the player will be able to do in the game. Then it’s their turn to design these activities down to their details, and design the ways activities and features interact with each other. They will also need to design all the game’s systems, the mechanisms and gears that hold the game together. It will be their job to make sure everything is good enough to put in the game and to make sure that everything fits together nicely. Then they’ll need to take point on the polish of the game, so that it feels professionally done and provides a quality experience. Each of these steps is iterative, which means that you won’t get any of them right on your fires try. They will have to try different things, test them, to see how they fare, adapt, re-design tryagain. When interviewing with Terri Banker, he said this is another one of my favorite parts, I usually don’t know what the day is going to be like! This makes it very exciting. One thing to keep in mind though, is that you still work eight hours a day or sometimes more, have meetings, use excel and send emails just like at any other job. One was the most important professional qualities of a game designer is teamwork, listening, communicating, adapting and compromising. The responsibilities for a game designer is to designing the layout and game play of a video game and to heavy coding and programming skills.

In conclusion if they love to play games, understanding how games worked, and trying to mess with the worked then game designing is a perfect career for them. Terri Banker advice for new game designer staring out is to play a lot of game and make a lot of game. To find a job in the industry include going to job fairs where they find recruiters looking for creative people to work at their companies, and checking in with online user groups, which often post jobs on the internet. To have better opportunities to advance their position and possibly earn more money, computer and video game designers have to keep up with technology (Ferguson page 61). They must be willing to constantly learn more about design, the industry, and even financial and legal matters involved in development. With background knowledge, education and training and daily duties of the profession, this is what you need to know to have a profession in game designs.

The first level starts with the character Gandalf helping at the Battle of the Hornburg. You are shown by a tutorial how to fight by using the controller, and also told where to go to. Completing this level splits the next one into three separate missions with different characters. One path is as Gandalf the wizard. One path is as a king with Aragorn, Legolas and Gimli. One path is hobbits with Frodo and Sam.

The theme contains villainous creatures for example orcs, uruk hai, cave trolls, Gollum, Witch-King of Angmar, Mumakil and Wargs. These are all are NPC (Non Playable Characters). Also when playing single player there will be good people with you, for example, if you are playing as Aragorn the NPCs will be Legolas and Gimli and other good soldiers. It shows lots of different of atmosphere themes, for example, rock, smoke, fire, walls, trees and buildings.

Characters

A wizard style character is a powerful character.

He would use swords, spells and his white staff. He would attack the enemy from both long and short range. He wears white hat and white cloak. This example is Gandalf.

A human style character would be strong and quick. He would use swords, and he would be better at sword skills than other characters in the game. He also knows how to use bow and arrows and is good at archery but not as good as Legolas. He would be able to attack the enemy from both long and short range. He wears black clothes and a green cloak, but when the game is nearly finished he wears a red and blue cloak. This example is Aragon.

An elf style character would be quick and strong. He would be able to use bow and arrows are be extremely good at targeting and fast. He also uses two swords and is a good fighter but not as good as Aragorn.

He would attack the enemy from both long and short range. He wears clad green and brown and good green cloak. This example is Legolas.

A dwarf style character would be a strong and slow character. He would use a battle axe with good strength. He has throwing axes, but is not as good as Legolas. He would attack the enemy from both long and short range. He wears dark red and brown clothes and helmet. This example is Gimli.

A hobbits style characters would be a weaker than the other characters. All hobbits can use swords and throwing sticks. One of hobbits is called Frodo, and he uses a special blue sword, and when the enemy gets closer the blue will glow. All hobbits would attack the enemy from both long and short range. One of the hobbits wears a green cloak, one wears a grey cloak, one wears a light brown cloak and one wears a dark red cloak. These examples are Sam, Merry and Pippin.

Genre

The genre is adventure and action. It is third person which is easy to use and means you can see everything thats going on.

Feedback

The player and the enemy NPC (Non Playable Characters) both show a HUD to show their lives. Both fighters will get effects on their life, for example, Gandalf using a sword to hit the enemy body and the effect is life will decrease a little, but if Gandalf uses a sword to hit the enemy head the effect is life will quickly reduce. That will show us the enemy’s weakness areas and will also make the enemy fight slow and weaker. There are lots of weapons, for example, you have to kill a big enemy and use strong weapons to kill it. If you use weak weapons to kill it will take longer or you die.

Rewards

The player can get rewards by killing the enemy and gaining experience points, to up to the level of the character. This will unlock better weapons, for example, buying a fire sword and using it.

GTA: San Andreas (Third Person Sandbox)
Game-world and Setting

This uses states based on California and Nevada. They also use three fictional cities; Los Santos based on Los Angeles, San Fieroo based on San Francisco and Las Venturas based on Las Vegas. They use the name of deserts; Nevada and Arizona. They also have the half mile tall Mount Chiliad, which the character can climb. There is another mountain, Mount Diablo and different peaks and skyscrapers. Character can visit 12 country towns and villages placed in three counties, Red County, Flint County and Bone County. It has lots of NPC (Non Playable Characters) for example lots of people walking on the street and driving cars. It also has a day and night time cycle.

Characters

There is only one character that can do walking, running, sprinting, swimming, climbing and jumping. He can also use weapons and different kinds of hand to hand combat. The character can drive different type of vehicles for example boats, airplanes, helicopters, motorcycles, bikes, buses, trains, tanks and automobiles. The character can leave vehicles and steal other better vehicles. This character lives in a living, breathing city. This character can wear any clothes; he just has to go to a shop to buy clothes. Also he can go to his safe house to change clothes and it has special uniforms, these are for missions.

Genre

The genre is sandbox, which means you can do whatever you want to do. It is third person look at that person where to go to and wide range.

Feedback

The player has a HUD to see their life and the enemy NPC (Non Playable Characters) has same but the player must target the person to show it. Targeting lets the player kill the NPC. The player can just use explosives to bomb everything. For example, Carl can fly a jetpack and use an AK 47 to shoot the lower ground to kill all the bad gang members. To protect player life the bad gang have the weakness of not being able to fly. It will show violent blood.

Rewards

The player can get rewards by killing the enemy which will leave weapons and money. The player must complete the missions and will gain the reward, for example, a gun will be stored at the safe house and player can collect it anytime they want. Also they could get good cars. The player can kill people, policemen and gangs on the street; they will then show weapons and money.

WWE: Smackdown Vs Raw 2009 (Sports)
Game-world and Setting
The theme will show the boxed ring. It will show the targets HUD. You fight peoples to injure them in different ways. There will be fans on the crowd seats. All the characters can be NPCs (Non Playable Characters) also you can play on multiplayer to fight friends on the game.
Characters

There are lots of characters that the player can be.

One style of character would be strong and big. This character would use signature moves like; running DDT, big boot, sidewalk slam, dragon sleeper and old school (arm twist ropewalk chop). The finishing moves are chokeslam, Hell Gate and tombstone. He wears black trouser and a black v on his top. A good example is the character ‘The Undertaker’. Also there is more characters who are big and strong for example Batista.

Another style of character would be high flyer. This character would have signature moves like baseball slide, arm drag, bulldog and bronco buster. The finishing moves are 619, frog splash and west coast pop (springboard hurricanrana pin). An example of this style would be ‘Ray Mysterio’. He wears shiny trouser and mask. Also there are more high flyer characters, for example, Jeff Hardy.

Another style of character would be diva. This character would have signature moves like bodyscissors, camel clutch, bow and arrow stretch and kranium buster (flipping neckbreaker). The finishing moves are last call, California dream (muta lock) and snapmare driver. Melina Perez is a good example of this character. Also there are more diva characters for example Layla.

Another style of character would be legend. This character would have signature moves like back body drop, cobra clutch, spinebuster and Texas piledriver. The finishing moves are Stone Cold Stunner ((Sitout three-quarter facelock jawbreaker, usually proceeded by a kick to the opponent’s midsection), Stun Gun (Flapjack dropped into a hangman) and Million Dollar Dream (Cobra clutch). This character starts locked; the game has to be played on Season Mode to unlock. Stone Cold Steve Austin is a good example of this character; also there are more character legends, for example, Hulk Hogan.

Genre

The genre is sports. It is third person, easy to use and you can see what everything going on.

Feedback

The player and the COM (Computer player) NPC (Non Playable Characters) they both will show the HUD to see their body life. For example the Undertaker hits Kanes head and the HUD will flash the colour light yellow, which confirms that Kanes head is a bit injured. Keep hitting him more to do more damage. Different ways of causing damage are grapple and Signature moves; big boots, corner clothesline and dragon sleeper. Then the HUD will flash orange to confirm that Kanes condition is half way and he is injured. After that keep hitting him and the HUD will flash the red, to confirm that Kanes condition is really badly injured. Finally the Undertaker can pin him or do finishing moves then pin him. Kanes body will be slow and weak.

Rewards

The player can get rewards by winning a game and gaining strength to use on Season Mode. The player must complete the missions, and will gain the reward or break a record. For example, the player has to do three finishing moves and will get money, which the player can use to buy better moves.

Borderlands (Action FPS)
Game-world and Setting

The planet is calling Pandora. There is few wildlife and lots of bandits. Lots of rich people left the planet. The planet has lots of barren wasteland. There are many colonization ships to set up life and mining on the planet. Somebody found the ancient history of the planet, they used the aliens vault to make more powerful weapons. This vault has been lost and people are now looking for it.

Characters

There are four playable characters; Brick, Moricadi, Solider Roland and Lilith. They all have different type of weapons and the strengths.

The Brick character is a Berserker and a tank style character. This character has very strong melee combat. Most of the time, this character uses explosives and rocket launchers as weapons. This character has a special ability of berserker rage mode. He use his huge hand to beat his enemies to death and he is in a crazy rage.

The Moricadi character would be a Hunter style. This character is very strong at melee combat. He would use sniper rifles and revolvers. This character has the special ability of getting help from his pet Bloodwing, who uses its long range to attack his enemies. Also this character can scavenge for loot.

Roland is a soldier style character. He was a member of Atlas Corporation’s private Crimson Lance army. This game is best used with a Soldier. This character is very strong using melee combat. He uses shotguns and assault rifles. This character has a special ability of using a automatic gun turret and can upgrade the range of this.

The Lilith style character is one of the six known Sirens in the galaxy. This character has superhuman powers but cannot cope using them. This character is very strong in melee combat. She uses elemental tech weapons and guns. This character has a special ability of using phasewalk to run faster around the planet and make her invisible.

Genre

The genre is action. It is FPS (First Person Shooter) first person means when you can see your own feet, that is first person.

Feedback

The player can fight the enemy and both will show a HUD of their life. Also the player will level up to get better skills, for example, make one of the special abilities stronger. The player can target the enemy Skag to shoot it and it will show the hit points that are taken off the Skag’s life.

Rewards

The player can get rewards by kills the enemy and it will drop weapons and money.

Crash Bash (Third Person Platform)
Game-world and Setting

The character must complete all 28 levels to win. The character player has challenges on each level to beat the other players. The aim is to win the trophies, crystals and gems. There are five Warp Rooms that are locked and the player can to unlock to gain the prize and it will open up new challenges.

Characters

The two good style characters are Crash and Coco from Crash Bash they are strong, quick and have spinning abilities. One boy has an orange body and blue trouser. The other one has big blonde hair and purple clothes.

Some characters are the same in ability, but one is good and one is evil. The good character is Tiny, and the bad one is Koala King. They are both powerful, muscular, slow and have a kicking ability. Tiny has an orange body with a muscular shape, and green pants, Koala King has a gray body, with a muscular shape, and a red vest and yellow trousers.

Another good/bad set of characters are Dingdoile and Rilla Roo. They are both strong, slow with a fat look and spinning abilities. Again, they both have the same movement and moves, the only difference are how they look. Dingdoile is a combination of Dingo and Crocodile, with a brown body and brown trousers. Rilla Roo is a combination of Gorilla and Kangaroo with a brown body and red and white striped trousers.

Another set of good/bad characters with the same abilites are Neo Cortex and Nitrus Brio. They are both srong, quick and have a shooting ability. Neo Cortex has a large brain, with the letter N on his forehead, and wears a lab coat and has a black gun. Nitrus Brio has a long head with nuts and bolts, wears a white lab coat, and has a purple gun.

These playable characters all have the same abilities of being able to walk, jump, spinning or kick or shoot and throw boxes.

Genre

The genre is adventure, action and platform. It is Third person look at that person where to go to and wide range.

Feedback

The player and the enemy NPC (Non Playable Characters) both will show the HUD to see their life and points. For example Crash picks up the box and throws it to Rilla Roo. The effect is Rilla Roo will be hurt, fall and his life will decrease. There is another example, Crash has to get on a pogo jumper to jump on all the boxes and gain points not life. Crash has rocket to shoot the Rilla Roo which will try to bomb him and slow him down.

Rewards

The player can get rewards by attacking an enemy to get; a good rocket to shoot the other player, a pogo jumper that moves faster to get all the boxes so other player cannot get them, and slow them down, meaning you can quickly get more points.

As the end of the 19th decade approached, video games were introduced. They were an expected hit. The video games industry is now a multi-billion dollar industry. They established and maintained a high rank in childhood leisure activities due to their abilityto attract children infront of a screen for very high number of hours. The idea of video games was flabbergasting since it developed certain positive characteristics which enhanced youngsters and developed them. However, Children addiction to video games increased overtime which concerned adults. They were worried that violent video games develop the sense of violence in their children. Doctors began their research which linked video games to increase in children’s violence. At first, the research was open to doubt but further research linked violence video games with development of violent characters. Recent research suggests that playing video games may affect some children’s physical functioning. Effects range from causing heart rate to blood pressure changes. However, serious physical effects are limited to a small number of players. Indeed, video games are a double edged sword which has its advantages and disadvantages.

Recent studies showed that games are valuable considering health care. They were proven to be mentally and physically helpful to children as well as adults. Mental health professionals stress on the idea that some children may develop certain positive characteristics when playing video games. These characteristics are said to be very hard and long lasting to attain elsewhere. Some adults prefer their children to play video games since they feature some benefits instead of sitting without any form of interaction in front of the television. These benefits include the development of creativity. Better vision is some of the reported benefits to doctors who perform vision tests. Logical thinking and skills concerning problem solving will increase since children are always engaged with such issues in video games. Phsygological researchers report that youngsters playing video games show higher self confidence than children who don’t/ this self confidence is achieved from they get when they succeed in the game. Furthermore, video games are linked with treating specific diseases. Research studies show that video games are somehow enhanced to treat people suffering from certain phobias. Treatment of fear of the dark and fear of heights has been reported to be the most effective. Doctors expose their patients to their fears through a controlled computerized game to treat them. Moreover, some video games help children develop their learning skills. These games are rather attractive due to their setting. They feature reading and writing tasks to help improve the Childs academic level. The biggest advantage of video games is its ability to entertain a child. When a child is not feeling good or is stressed video games will undoubtedly improve his phsycological state and drive him out of boredom. Children can socialize due to the fact that video games can be played in pairs. It is a great opportunity for kids to make friend by actually playing the game together of discussing the game plot.

Although video games show positive effects on children, video games have various disadvantages. Recent studies link children playing violent video games and behaving rather aggressively. According to NCTV research, 9 of every 12 studies considering violent games feature the idea that children are getting harmed by them. The scene of getting attached to violent video games stresses children and affects their brains. DR. Mathews a doctor in the Indiana University of School and Medicine reports that video games show an increase in emotional arousal and a decrease in the activities of areas which involve self controls, inhibition and attention. Dr. Mathews and his colleagues prove this fact through a simple test. They got 44 players and randomly assigned them to play a game. There were two games. The first one is the adrenaline pumping “Need For Speed”, the second is the violence included point of view shooter game “Medal Of Honor”. The players played the game for the 30 minutes. They were then immediately assigned to take MRI’s of their brains. Negative effects were seen in youngsters playing the violent “Medal Of Honor”. The same effects were not seen in players who played “Need For Speed.” Video games have not been directly linked with mental illness. However, excess violent acts might cause this mental illness. Video games disadvantages are very similar to that of television since children are exposed to the same type of violence. However, researchers say that video games are supposedly more crucial since children are actually involved in violence performed in video games rather than just sitting inactively watching it on television. As technology develops, violence will develop as well since violence is much better portrayed now than 20 years ago through video games due to technology .In some games when a player is bombed, blood and bones are scattered illustrating his death and the effect of being bombed in real life. Children spending many numbers of hours playing video games without getting in contact with no one else suffer from being shy and rather introvert as they see no one but the screen they’re playing on. Certified studies prove that as children encounter these violent acts on television or on video games, they are more likely to perform these acts.

In conclusion, recommendations concerning video games must be conservative. According to researcher Jeanne Funk, a ban on video games is probably not in the child’s best interests. Limiting playing time of video games and monitoring game selection according to developmental level and game content may be as vital as similar parental management of television privileges. Doctors and parents should also seek out inventive ways to increase the acceptance, popularity, and availability of games that are relatively sociable, educational, and fun. Every aspect has its pros and cons so is the law of nature. What we can do is try to uphold a balance and get the finest of what it has to offer, be it nature or technology