Harold and the Purple Crayon Lesson Plan

Grade: Approximately Fourth GradeSubject: Language ArtsLesson Title: Harold and the Purple Crayon Lesson Plan Materials and Resources Needed Harold and the Purple Crayon by Crockett JohnsonPurple crayonLarge sheets of paper Reading Strategies Used Sketch-to-StretchVisualizingRetelling Overview and Purpose Students will use the reading strategy Sketch-to-Stretch to develop concepts, summarize information heard and retell the story through drawing.The purpose of this activity is to gain listening comprehension skills. Educational Standards Students will read, write, listen and speak for literary response and expression.Students will read, write, listen and speak for critical analysis and evaluation. Objectives and Goals Present personal responses to literature that make reference to characters, plot, and theme.Create a story using elements in literature.To motivate children to ask them if they like to draw.Then ask, when you listen to a story how many of you close your eyes and picture what is happening? Then have them close their eyes and try and picture a horse next to a barn. Once they open their eyes ask them what they saw, what color was the horse? What color was the barn?Go around the room and show the children how each person imagined something different.Tell the children that they will be using their imagination when you read a story to them.Introduce the book, Harold and Purple Crayon by, Crockett Johnson.Tell the students that will have to listen carefully to the story that is going to be read because they will be drawing what they hear.Tell the students they will be using their ears to listen and their hands to draw what the character Harold is drawing in the story.Ask the students what t ypes of things do they think they will be drawing?Ask students, do you think everyone will have the same drawing as everyone else? Why? Why not?Arrange for students to find a spot on the floor where they will have a lot of room to draw.Ask students where they should start drawing on their paper once the book begins. What part of the paper, where you draw next when you come to the end of the paper, etc.Retell the name of the book and begin reading.Stop a few times at the beginning of the book and ask what they are drawing. Do this so they understand what they should be doing.To end the lesson, have the students place their drawings at their desks and then have them walk around the room to view everyones pictures.Share and compare their drawings.Have students come up and retell the story through their drawing.Ask questions to compare such as, What did Brady draw in this picture that Hudson left out?Have the students observe how each child has their own perception of what happened in t he story.Assess quality texts using accuracy, objectivity, and understanding of the book. Independent Activity: For homework have each student draw a picture of their favorite part of the story using only their memory. Verification and Assessment You can verify your objectives by looking at the drawings from class and their homework assignments. Also: Compared drawings with one anotherOrally shared their opinion when retelling the story through the drawingDrew a picture of what they thought happened in the book by using elements in the story

The Book Of Genesis A Historical Narrative - 1334 Words

The book of Genesis is a historical narrative. Old Testament narratives serve two main purposes: (1) to chart the ongoing progress of salvation history, and (2) to provide illustrations of God’s nature and purpose and the appropriate responses of the people to God’s purpose (Fee and Stuart, How to read the Bible for all its worth, 2014) There a few main things to remember when reading Old Testament narratives; as the reader need to recognize the levels at which narratives function, keep the focus on God and his purpose for the world, we need to avoid moralizing biblical narratives, and avoid allegorizing the meaning of the text. It is important to be cautious when interpreting the Old Testament narratives. Old testament narratives are not the answers to all of our theological questions, normally does not teach a direct doctrine, and all narratives are selective and incomplete (Fee and Stuart, How to read the Bible for all its worth, 2014) Big Picture- Though the book of Genesis is very early in the biblical storyline a pattern has already developed; people sin, people face the consequences, god redeems, and repeat. As soon as sin entered the world, God began to reveal his plan to reverse the effects of the fall. This began with Adam and Eve in the Garden of Eden, then to their son Cain killing his brother Abel, civilization becoming so wicked that God had to send a flood, and finally, God confusing the human speech because humanity tried to build a tower to the heavens.Show MoreRelatedThe Influences on Genesis1288 Words   |  5 Pagesï » ¿Influences on Genesis To study Genesis in terms of its literary and historical content is not to say that we are in any way being irreverent in our reading of this part of the Old Testament. In other words, it is possible to read Genesis in both a spirit of appreciation for its position as the opening exegetical narrative of the Bible and as a document that reflects literary and historical realities and influences during the time when it was being written down. This paper examines some of theRead MoreIn the article, Genesis book of, describes how potential controversial indication that is found by800 Words   |  4 PagesIn the article, Genesis book of, describes how potential controversial indication that is found by the academic scholars about the source and thoughtful of the genesis book. The academic scholars talks more about the different categories of potential controversial within the genesis book such as text, sources, narratives, the patriarchs and the history, etc. These details however can be controversial to conventional and traditional supporters that have been powerfully believe in the earliest explanationsRead MoreA Christian View Of The Bible1255 Words   |  6 Pagestrying to affirm, and that the central narrative can be relatable, and inspiring to every person, and every people group around the world. This is because the Holy Spirit is involved in this process from both the compositional, and readability aspect. I am liberal in that I cannot affirm that the bible is the only written work of God. I can only affirm that is the only fully infallible written scriptural work. The issues of psuedonymity, the Synoptic Problem, Genesis 1-11, and the rewritten Bible haveRead More`` A Theology `` : Is Christian Theology A Pile Of Dead Bones?1011 Words   |  5 Pagesthem as disconnected as ever. The challenges of nihilism and the historical-critical method appear to have severed the historical ties that the Church once had to mainstream culture. Through the modern framew ork of a divorce of culture and church, Robert Jenson, in his book, A Theology in Outline: Can These Bones Live?, deconstructs and illustrates various theological concepts in an attempt to answer the greater theological and historical question within his subtitle: is Christian theology a pile ofRead MoreThemes from Genesis 1-111238 Words   |  5 Pagesfirst five books of the Old Testament: Genesis, Exodus, Leviticus, Numbers, and Deuteronomy; called Torah in Hebrew. The term Pentateuch is from the Greek for Penta (five) teuchos (books). Both Jewish and Christian traditions view these five books as a single unit, forming the backbone of the rest of the Bible. Both traditions place the Pentateuch first in the divisions of the Old Testament (Law, Prophets, and Writings). Other designations for the Pentateuch include ‘The Book of Law Read MoreEssay about Religion 111 Study Questions Week 1979 Words   |  4 PagesREL 111 Questions For Review Chapters 3, 4, 5 Chapter 3 Q1. What levels of meaning can be found in Genesis 1.1-2.4a? This passage gives meaning to the first creation story. It gives the order of how God created everything over the first six days starting with light and ending with the creation of animals and humans. Q2. What are the similarities and differences between the biblical and the Babylonian presentations of cosmic beginnings? The similarities between biblical and Babylonian beginningsRead MoreViews On The Historical Adam Essay1061 Words   |  5 PagesFour views on the historical Adam consists of four prominent biblical scholars, who together, provided there understanding of scripture to a project that shed light on the figure identified in Genesis 1 as Adam. The four contributors to this book are: Dr. Denis Lamoureux, Dr. John Walton, Dr. C. John Collins, and Dr. William Barrick. Four Views on the Historical Adam visibly outlines four key views on the Genesis figure Adam held by evangelicals. The content provided is theologically consistent inRead MoreAnalysis Of Jenson s The Call Of Abraham And Moses 1092 Words   |  5 Pagesgauge to define what Israelite creation actually is. The rejection of the antecedent conditions of creation manifest itself for Jenson in the book of Genesis, not science and not history. It is only God’s words that bring things into being, when â€Å"God said: Let there be light, and there was light. God saw that the light was good† (New American Bible Genesis 1:3-4). God does not need any preconditions or help to create the world; God, acting as the sole source of both existence and goodness, simplyRead MoreWaiting For The Land Book Review838 Words   |  4 Pagesfor the Land Book Review BIBL3103-A Due: 5/10/15 â€Æ' Waiting for the Land, by Arie C. Leder, is an interesting book for a number of reasons. Leder does a good job looking at the Pentateuch as a whole story, and tying it into the narrative of the bible. Basically, the whole story of the Pentateuch covers the giving of the law (for the purpose of fellowship), rejection of the law, and departure from fellowship. Leder also states that the Pentateuch has a chiastic structure, with Genesis standing inRead MoreThe Hebrew Bible1371 Words   |  6 PagesIn the course of human history, few books have fascinated scholars to the extent of the Hebrew Bible. This is not to say that biblical scholarship has been static. Instead, it has evolved over the course of many centuries of scrutiny, both of preceding scholarship and the Bible itself. Scholarship relating to the Hebrew Bible, then, is often grouped into two categories: the work of the ancient interpreters and that of modern scholarship. Operating from two very different sets of assumptions, there

Human Resource Management for Business Process- myassignmenthelp

Question: Discuss about theHuman Resource Management for Business Process. Answer: Every organisation has a human resource department for recruiting employees, training and development and their retention. Effective human resource management gives competitive advantage to the organization. Employee centered culture was found to ensure enormous success when adopted by an organisation. In this context the essay discusses how HRM activities enable organizations to become more competitive in their markets.For this purpose the organisation American Express would be considered as an example as it has been successful in this regard. The essay discusses the HRM practices in the area of recruitment and selection, training and development, reward structure and motivation, and retention. Recruitment and selection process is the value added HRM process. It represents the ability of the organisation to hire new employees and improve human capital. The key aspects of HRM in recruitment and selection process is to find the best recruitment sources, use the job market well to source best talent and keep the company operating so that it gains competitive advantage. An organisation must come up with innovative HR practices for implementing recruitment solutions, measuring and analysing the performance of the recruitment process. In order to gain competitive advantage the mangers and recruiters must be quick in making night hiring decisions (Stone et al. 2015). American Express is recognised as Aon Hewitt Regional Best Employer. The global services and payments company has won several awards, which help it drive top talent. Further engagement of the employee is driven by external validation. American Express has tailored strategies to business priorities, after investigating different business environment in its markets. For instance, it has targeted strategy formulated in Malaysia to recruit Japanese employees. It is the combination of traditional recruitment process and social media hiring. This strategy helped the company to successfully fill all the positions and meet the employee composition in different markets. Recruitment of employees takes place effortlessly through leadership-oriented development, strong employer brand, inclusion initiates and progressive diversity (Jauhari et al. 2013). The company ensures competitive advantage by considering regional variations when hiring and giving leadership position to HRs. Successful organisations in the market are found to have HR practices driven towards employees advancement opportunities. Large companies have clearly defined training and development opportunities and paths for its employees. It gives knowledge to the potential employees on how to advance their careers by meeting set goals of the organisation. It adds not only credibility to the organisational claims but also increases new applicants curiosity. In this process the HRM design training programs by monitoring theemployee activity levels, and customer satisfaction (Wright et al. 2011).The human resource practices of American express is geared towards training employees to equip them with skills to deliver client service excellence. For instance, it adopted global rotation program to allow the high performers to work in different markets for six months alternately. It gives new learning opportunities to the employees and builds new skills. Employees prefer to stay with organisation owing to the benefits gained by building new networks and relationships. This process of training and development is unique when compared to traditional approaches like soft skills/cross-cultural training classes. Hence, the organisation has competitive advantage over others. Using leader centric focus, HRM in American express have created strong culture of leadership. Leadership development programs helped develop leadership qualities in people. It is evident from 91% of senior leadership positions filled internally in 2014 (Hewitt 2018). Rewards and recognitions are the tool to retain employee and prevent them to accept another competitive job offer. If the HR managers provide comprehensive benefits to the employees it acts as tool to retain the experienced employees and recruit dedicated talents. HR must act strategically to design employee performance reviews tools. The role of HRM is to design rewards and motivational programs that ensure competitive recruitment and increase revenue growth of company (Hendry 2012). American Express responds to fast-changing market conditions across the mainland, by setting its compensation and benefits, that is upto level of other best practices. The company could hire best talent by customising its rewards and benefits as competitive as rising companies in same market. The organisations HRM is popular for rewarding meaningful results of the employees, celebrate their loyalty and praise employees work. The rewards comprise of monetary and nonmonetary items, e-buttons, personalised e-cards, Blue Awards allow the workers to redeem gift of their choice. CEO gives congratulatory message and crystal awards to hardworking employees. Employees are motivated to participate in sports events to reinforce their potential (Jensen et al. 2016). HRM plays a crucial role in retaining top performers of the organisation. Top performers give high productivity and retaining them allows company to sustain competitive advantage. In this process the company scrutinise the employees work satisfaction, organisational environment, motivational factors and monetary benefits to develop strategies to retain employees (Terera and Ngirande 2014). American express achieves competitive advantage by using innovative retention strategies. Employee retaining in companies are attracted by opportunity to hone project/time management skills and increase cross-cultural awareness through rotation program. Further, the organisation keeps the employees engaged by its healthy living program that promotes good health to employees and their families. Such employee-centered culture helps organisation drive revenue growth and improves productivity. Further, American Express is known for its flexible working hours. It drives innovation and collaboration amon g employees. The HR managers have worked their best to save commute time of employees. It helped retain the employees and attract more from millennials to women. A very few high potential employees have left the organisation owing to its leader-centric focus. The HRM strategy to attract and retain new talent is Employee-value proposition (Marshall et al. 2015). HR retains employee in company as they perceive it to be a global brand with challenging workplace and leader centric culture. Thus employees perceive career progression opportunities and stay loyal (Heckl et al. 2010). These HRM strategies explain the competitive advantage of the organisation over other successful companies in the market. It can be concluded that HRM plays a crucial role in workforce development. An organisation like American Express gains competitive advantage in financial services sector by relying on its human resource managers for recruitment and selection of best talents, training and development programs, rewards and recognitions schemes and successful retention programs. The HRM practices that lead to competitive advantage of an organisation are leadership-centric model, powerful employee value proposition, effective performance management tools, employee career opportunities and empowerment. References Heckl, D., Moormann, J. and Rosemann, M., 2010. Uptake and success factors of Six Sigma in the financial services industry.Business Process Management Journal,16(3), pp.436-472. Hendry, C., 2012.Human resource management. Routledge. Retrieved from: https://books.google.co.in/books?hl=enlr=id=iTEsBgAAQBAJoi=fndpg=PR3dq=HRM+strategies++american+express+in+financial+sector+ots=EcCaGAKbOBsig=PglJYQXZH83IOnL3W9_mpp0YSdI#v=onepageqf=false Hewitt, A. 2018.Best Employers Regional Case Study American Express. [online] Aon.com. Available at: https://www.aon.com/apac/attachments/talent-organization/best-employers/2013%20Reports/Aon%20Hewitt_BE_Case%20Study_AmericanExpress_final.pdf [Accessed 13 Mar. 2018]. Jauhari, V., Sehgal, R. and Sehgal, P., 2013. TALENT MANAGEMENT AND EMPLOYEE ENGAGEMENT: INSIGHTS FROM INFOTECH ENTERPRISES LTD.Journal of Services Research,13(1), p.161. Jensen, J.A., Cobbs, J.B. and Turner, B.A., 2016. Evaluating sponsorship through the lens of the resource-based view: The potential for sustained competitive advantage.Business Horizons,59(2), pp.163-173. Marshall, A.J., Ashleigh, M.J., Baden, D., Ojiako, U. and Guidi, M.G., 2015. Corporate psychopathy: can search and destroyand hearts and minds military metaphors inspire HRM solutions?.Journal of Business Ethics,128(3), pp.495-504. Stone, D.L., Deadrick, D.L., Lukaszewski, K.M. and Johnson, R., 2015. The influence of technology on the future of human resource management.Human Resource Management Review,25(2), pp.216-231. Terera, S.R. and Ngirande, H., 2014. The impact of rewards on job satisfaction and employee retention.Mediterranean Journal of Social Sciences,5(1), p.481. Wright, P.M., Boudreau, J.W., Pace, D., Sartain, L., McKinnon, P. and Antoine, R., 2011.The chief HR officer: Defining the new role of human resource leaders. John Wiley Sons.

May 31, 2000 Essays - Irregular Bones, Skeletal System,

May 31, 2000 Comm 101 Topic: New ways to aid in nerve regeneration. General Purpose: To inform Specific Purpose: To inform the audience about news techniques and mechanisms that aid in nerve regeneration. Central Idea Statement: The new techniques for nerve regeneration involving magnetic, electrical, and chemical mechanisms look very promising. INTRODUCTION I. The site is rather common: someone in a wheel chair unable to use their lower body, or worse, unable to function from their neck down because of an accident. You may even know one of these people. They all have one thing in common: spinal nerve injury. To the majority of us, one of the more famous and recent cases involving spinal trauma is that of Christopher Reeve, known to most of us as Superman. Reeve was riding his horse when he fell off, landed on the back of his head and twisted his neck. His spine was damaged near the second cervical vertebrae; that being two vertebrae away from the base of the skull. He states that after his accident he saw a handbook written in 1990 that didn't even mention anyone higher than [the fourth cervical vertebrae] because 70 percent of them didn't live longer than five days. I am very lucky my injury happened at a time when treatment and surgery had improved. Dr. Cotman from UCI, who worked with Reeve says that Reeve remains optimistic that a c ure is only a few million dollars away. II. Prior to the end of the Second World War, if a person survived a severe spinal cord injury, the injury still usually resulted in their early death. This was because of complications that accompanied the injury, such as infections to the kidneys and lungs. Though the development of new antibiotics has greatly improved life expectancy, until recently medical science had not been able to restore nerve function. III. According to researchers at the University of Alabama using data from the regional SCI Centers, there are 7,800 traumatic spinal cord injuries each year in the US. Yet these numbers do not represent accurate figures since 4,860 per year, die before reaching the hospital. Current estimates are that 250,000-400,000 individuals live with spinal cord injury or dysfunction; forty-four percent of these occur in motor vehicle accidents. More than half of these injuries occur to individuals who are single, and more than 80% of these individuals are male. IV. Within the last five years, a great many things have been happening in the area of neurological research. Research and treatment involving spinal and nerve injury has progressed considerably. In this speech I will inform you on the new and promising techniques that are currently undergoing testing for human treatment, in terminology that we will be able to understand. BODY I. The nervous system consists of the brain, spinal cord, and all branching nerves. There are two parts: the central nervous system, or CNS, and the peripheral nervous system, or PNS. The CNS, consists of the brain and spinal cord, while the PNS involves all the nerves that branch off from the spinal cord to the extremities. A. When the spine is crushed or bent in an extreme accident, the spinal cord inside is severely bruised and compressed, causing localized injury and death to many of the nerve cells and their fibers. Some of injured nerves fibers survive intact, but lose their electrical insulation, or myelin, over the very short distance of the injury zone. Nerve impulses are blocked at this point. 1. The myelin is the part of the nerve that actually transfers the electrical signal that enables your muscles to move when you want them to move. B. Nerves regenerate at the rate of about a cm a month. Keep in mind that not all nerves can regenerate (the spinal cord is a prime example) and if a nerve is too damaged or is severed it cannot come back C. Peripheral nerves will regenerate to a certain extent on their own, but they don't regenerate over very long distances. D. The big problem with treating spinal injuries is the fact that mature nerve tissue does not spontaneously regenerate. II. The three basic ways to treat nerve damage are: first, produce regeneration of the remaining segment of a nerve fiber, or make new connections on the other side of

Development of the Individual Essay Example

Development of the Individual Essay Example Development of the Individual Essay Development of the Individual Essay For the purpose of privacy my case study child will be known as A throughout this assignment. I have gained permission from A’s parents and my work setting. A is a 7 year old female and is in Year 3, she attends her local mixed sex Primary school. A’s parents separated when A was about 3 years old, it was not an amicable separation although both parents are on better terms now. A lives with her Mother and older sister who is 12 years old. A has regular contact with her Father and goes to stay with him every other weekend and sometimes during school holidays too. According to Bronfenbrenners Ecological System (Doherty amp; Hughes, 2009) these changes were in A’s Microsystem, â€Å"the microsystem is our most immediate context, and for most children, is represented by their family and their home. † (Rank, 2009) Mother says A was not hugely affected by the divorce, however A’s Father has since remarried and has a baby girl who is one year old, this change in A’s Microsystem has affected her. A’s Mum has found her to be quite attention seeking since the arrival of A’s baby half-sister. Both I and the class teacher (CT) have observed A making up stories to her peers and staff in school that appear to be a way of gaining attention. When A was in Reception it was noticed by staff that she struggled to see and used to put her face quite close to the paper when writing, although this was mentioned to A’s Mum at the time, A did not start wearing glasses until she was in Year 1. Apart from this A has no other health problems and her physical development is normal and on track for a child of her age. According to National Curriculum assessment test results she is average in literacy and numeracy. A relies on the few close friends she has within the classroom quite a lot, she often gets upset if they do not sit with her in class, she prefers working with them to working alone. A is not a very confident child and she gains confidence from learning alongside them, this demonstrates Vgotsky’s Zone of Proximal Development theory where â€Å" Vygotsky views interaction with peers as an effective way of developing skills and strategies. † (McLeod, 2007) Despite a lack of confidence A is generally a happy child; she is kind to other children and is always polite and well mannered. From observations A tries hard in class although she does tend to daydream and this can impinge on her then carrying out a task if she has not listened to instructions properly. This viewpoint is supported by A’s Mother who has said A can sometimes be quite ‘dizzy’ at home and ‘in a world of her own’, she forgets things quite easily and has to be reminded quite a lot by her mum, Mother thinks this could be another way of getting her attention. Descriptions and Analysis of Evidence This case study will focus on the areas of social/emotional development and cognitive development. Its aim is to show that A is developing normally in these areas, observations (Appendices A1, A2, A3, A4 amp; A5) of A will be used which, when applied to child development theories, will provide evidence to support this. The method of observation used for this case study was narrative observations made within the classroom. Piaget’s cognitive development theory proposes that there four periods of cognitive development that are common to all children. These are the sensorimotor period, the pre-operational period, the concrete operational period and the formal operational period. According to Piaget A should be in the concrete operational period, which runs from age 7 – 11 years. In this period children ‘begin to think logically about events they experience and can order, evaluate and explain them’ (Doherty amp; Hughes, 2009, p 40). During one observation (A 1) A was completing an activity that involved putting a list of sentences in the correct order to make a set of instructions. A was able to do this accurately and with minimal assistance, this demonstrated that ‘children in the concrete operational period are able logically order objects’ (Doherty amp; Hughes, 2009, p 265). A was also observed (A3) using coordinates to locate places on a fictional map and then making her own map and writing up the coordinates of various places on it. This demonstrates an understanding of spatial reasoning which is another sign that she is in the concrete operational period. Within the concrete operational period Piaget states that a child is able to conserve number and liquid quantity at age 6-7 years and substance and length at age 7-8 years. ‘Conservation is the understanding that any quantity remains the same, despite any physical distortions’ (Walsh, 2011). Appendix 5 shows that when A was asked to perform a liquid conversion test and an object conversion test she was able to do both of these correctly, this again shows that A’s cognitive development is at a level that is expected for her age when compared with Piaget’s cognitive development theory. A flaw in Piaget’s theory is that it does not take into account the role of social interaction, ‘Piaget ignored the role of social interaction. It seems highly likely that children’s learning is strongly influenced by teaching from others. (Walsh, 2011) Piaget believed that development preceded learning; this is unlike Vygotsky who felt social learning preceded development. Vygotsky believed that â€Å"every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). † Vygotsky (cited in Lear ning Theories, 2012). Vygotsky’s theory encompassed three themes, the More Knowledgeable Other (MKO), the Zone of Proximal Development (ZPD) and social interaction. He believed that someone with greater subject knowledge or ability than the learner (MKO) could help the learner develop; the MKO would usually be a teacher or older adult but could also be a peer. The ZPD is, according to Vygotsky, the zone where learning takes place. It is the gap between what the learner can actually do independently and what they can potentially achieve with help from a teacher or with peer collaboration. To Vygotsky social interaction was hugely important and ‘it is through these interactions that children are able to acquire the important values and skills of a society. (Doherty amp; Hughes, 2009, P. 40) Observations of A (A 1 amp; 2) demonstrated that she acquired new knowledge with the help of others. When A was observed during a comprehension session (A 1) she worked together with her partner in order to answer the questions correctly. Peer collaboration, where two students work together to achieve a particular goal, is an important part of Vygotskyâ⠂¬â„¢s theory. When A was stuck on a particular question her partner looked back through the text with her and helped her find the correct answer. This shows that having a MKO helps a child’s development as without her partner A would have been unable to find the answer. In the Literacy lesson (A2) A was given a list of sentences to reorder into a correct set of instructions. From observations it appeared A struggled slightly at first, however the CT took time to go back over with A the work they had completed in previous lessons on instructions. CT then linked the previous work to the new task A was being asked to complete. A completed the task after this with no further assistance. The CT had identified A’s ZPD and had given her enough support to then enable A to complete the work independently. This also incorporated the ‘scaffolding’ approach, where prior knowledge is identified then a new concept is introduced and finally the new learning is connected to the prior knowledge. The observations demonstrate that A’s development within the classroom was aided by her social interactions with her peers as well as her CT. Without these interactions A would have been unable to fully complete the tasks she had been set. According to Erikson’s Social Learning Theory A is in psychosocial stage 4 which is known as Industry vs Inferiority. During this stage (which covers the ages of 5-11 years approximately) ‘through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. ’ (Cherry, 2012) Erikson believed that in this stage children are more willing to share and be reasonable; they want to work hard and do well at school. Peer groups begin to have greater significance and can have an impact on the child’s self-esteem and confidence. If children are praised and encouraged during this stage they can feel industrious and confident about their abilities. However if they are not encouraged they can feel inferior and doubt their abilities and therefore they may not reach their full potential. (McLeod, 2008) During an observation (A3) A was working with a group of 4 other children. They all worked well together, they shared ideas and cooperated with each other to complete the task. This agrees with Erikson’s theories that during this stage a child wants to do well and can share and be reasonable. At the end of the lesson the CT told A’s group to put their names up on the class reward chart for working so well together and completing the work to such a high standard. From observations it was apparent that this really pleased A, she cheered out loud and could be heard saying to another classmate how happy she was. This indicated that being given praise about her work really made A feel confident about her abilities. During a free play activity A was observed (A4) with 3 other classmates who are part of a friendship group with A, they were drawing pictures of their houses. During this activity one of the classmates said that A’s picture was not very good. A was upset by this and spoke to the CT about it; she told the CT that she was ‘rubbish’ at drawing anyway. After this A didn’t want to draw anymore and instead went and sat on her own and read a book. This observation shows that A’s peer group had an effect on her emotional wellbeing. The classmate had made A feel inferior about her work and this meant that she then doubted and lost confidence in her abilities. Bandura’s social learning theory proposes ‘that children learn by watching and imitating others. (Doherty amp; Hughes, 2009, P. 38) Observations of A demonstrate that A does copy what she observes her peers doing. During observation A4 A was watching two girls dancing, from what the CT has said the two girls are considered popular within the class and from other observations it has been noticed that A does try to make friends with them on a regula r basis. After the two girls had stopped dancing A approached them and started trying to dance exactly as they had. The two girls watched her and then clapped and said she had danced really well. After this A then danced in a similar way again. This shows that A’s social development is following Banduras theory, she has observed a behaviour and then she has reproduced it. Bandura states that there will be ‘a consequence that changes the probability the behaviour will be performed again (reinforcement and punishment). ’ (Doherty amp; Hughes, 2009, p. 39) A’s motivation for performing the dance was to win the approval of the two girls; she achieved this and therefore performed the dance again. This also links back to Erikson’s theory that peer groups play a more important role during this stage of a child’s life. The observations show that A’s social and emotional development is, as both Erikson’s and Bandura’s theories demonstrated, linked to the environment around her and the social interaction she has with people around her. How can the individual’s development and learning be extended? When compared to some child development theories the observations have shown that A’s cognitive and social development is in the normal range for her age. They have also shown however that there is room for A’s development and learning to be extended. For example, A’s confidence could be improved. The observations demonstrate that A becomes upset when she receives negative responses from her peers and teachers. A could be given praise for tasks she completes well to improve this. When A had her name put up on the classroom reward chart the observations show that A’s confidence was enriched. As these observations were all class based it is uncertain whether A has a reward system at home but it could be suggested to A’s Mother that it might benefit A to have one. Observations (A1 amp; A3) also appear to show that A has more confidence when she is working within a group; she seems to need the reinforcement of others. When A is working alone (A2) she is less confident in her abilities; this seems to be because she does not have the reassurance of others working with her. To build A’s confidence A could be praised more for her independent work than for her group work as ‘reinforcements through praise, demonstrations of approval and tangible rewards increase the frequency of desirable behaviour reoccurring. ’ (Doherty amp; Hughes, 2009, P. 06) It is useful to see that peer collaboration provides a good way for children to extend their learning, A worked well within a group especially when the group was of mixed abilities (A3). It is important to remember that sometimes, such as Vygotsky’s MKO theory shows, children can peer tutor those less able than them with great effect. The observations of A were all carried out wit h the classroom, this does mean there are certain limitations to the findings about A’s development. In order to get a more rounded picture of A’s development observations within the home would also be necessary. Bronfenbrenner’s ecological systems theory places high significance on the environment with which a child interacts, it recognises that how a child lives and is bought up are important influences on how a child develops. ‘Development should be studied in the home, schools and community where children live. ’ (Bronfenbrenner, 1979 cited in Doherty amp; Hughes, 2009, P. 43) There are many different child development theories and this case study has shown that the development of a child cannot be measured against one theory alone. All of the theorists that have been used as examples within this assignment each take a different stance on how a child develops and learns. The ideas within them overlap and in order to gain a better understanding into a child’s development it is useful to apply more than one theory to the observations. References Doherty, J. and Hughes, M. , 2009, Child Development: Theory and Practise 0-11. Harlow: Pearson Education Ltd A Level Psychology. (2008). Piaget’s Theory of Cognitive Development (online) Available at

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