Merger Between Walt Disney and Pixar - 1070 Words

Part 2: The Change Analysis -Images of Change This part of the project was asking us to analysis the image of Change within the two companies that choice to compare and contrast. While researching the information on Disney and Pixar, I came across some differences between Steve Jobs and Michael Eisner regarding how the two companies will work together. Going through the articles that I have read through they all show that Disney and Pixar has always been competing against each other on who can make the best animated motion picture. Here is a little history Disney has always been about producing animated features and live-action movies and as for Pixar they have always produced computer-animated movies. In this paper I will be talking†¦show more content†¦As well as producing Broadway musicals and having music group under the Walt disney studio production. Disney was able to acquire the core strength of Pixar in producing computer motion pictures that appealed to customers worldwide. When it comes to the pressures for c hange Pixar really didn’t experience as much as The Walt Disney Company did. The reason for putting it that way is because Pixar was already using technology to create their computer animated films, while Disney was still doing motion and live action movies. Disney really needed to catch up with time when it comes to making movies. I believe that there really isn’t any difference of how these two companies work together from other companies merging together. Yes there will be your ups and downs, people reacting to the change and too many chiefs and not enough indians. There was no unintended consequence from Image. I believe that all the parties that were able to do their jobs accordingly to the changes as things unfolded. I believe that Jobs and Eisner were able to be civil enough around each other so that their employees would be happy with the change as well. In the end it comes down to this, Disney is the parent company and Pixar is the child company. We all have t o work together so that we can produce wonderful and great movies in the near future. If the two companies keep going against each other, the speculation that reporters, bloggersShow MoreRelatedMergers and Acquisition939 Words   |  4 Pageshave chosen to examine why Disney and Pixar merged as a company. A brief definition of an Acquisition and a merger will be given following with the difference between them. I will be discussing if these two companies were a success or a failure and why and which were their reasons behind this statement. A merger is a combination of two companies, which form a new firm, while an acquisition is the purchase of one company by another in which no new company is formed. Mergers and Acquisitions take placeRead MorePixar1465 Words   |  6 PagesOctober 7, 2013 Strategic Management 5301 Walt Disney-Pixar Analysis The Walt Disney-Pixar merger carries a number of convincing advantages for Disney, but Pixar shareholders should be less enthusiastic about such a deal. Pixar’s resources and capabilities have set a standard that is extremely difficult to imitate. Through its highly talented employee pool, culture of creativity and collaboration, and proprietary 3D computer animation software, Pixar has created a competitive advantage in theRead MoreWalt Disney Pixar Case Analysis1439 Words   |  6 PagesPatterson October 7, 2013 Strategic Management 5301 Walt Disney-Pixar Analysis The Walt Disney-Pixar merger carries a number of convincing advantages for Disney, but Pixar shareholders should be less enthusiastic about such a deal. Pixar’s resources and capabilities have set a standard that is extremely difficult to imitate. Through its highly talented employee pool, culture of creativity and collaboration, and proprietary 3D computer animation software, Pixar has created a competitive advantage in the animationRead MoreDisney Pixar Case2049 Words   |  9 Pages------------------------------------------------- Re: The Walt Disney Company amp; Pixar, Inc. – To Acquire or Not to Acquire? For more than a decade, Disney and Pixar have enjoyed a very profitable and productive partnership. Disney provided rich resources and entertainment business insight, including marketing and distribution acumen, which allowed Pixar to grow far beyond a software producer to the leader in computer-generated animated movies. Conversely, Pixar revitalized creativity into Disney’s outputRead MoreThe Walt Disney Company and Pixar Inc. to Acquire or Not to Acquire?606 Words   |  3 PagesThe Walt Disney Company and Pixar Inc. To Acquire or Not to Acquire? Andrii Alekseienko Corporate Strategy Case Study 18 September, 2015 The Walt Disney Company and Pixar Inc. To Acquire or Not to Acquire? To answer the main question of the case, we must think of the main problems that it faces. We need to find the solution for Bob Iger. What to do with Disney: to make some improvements in the existed company to compete better with Pixar, or to make a deal with another studio? Or shouldRead MoreThe Disney-Pixar Merger Essay2468 Words   |  10 PagesTable of Contents Disney – Pixar Merger 3 Introduction 3 Aggressive cost cutting 3 Co-production agreement 4 The Financials 5 The Investment decision 5 How had this merger worked in the long run 7 Advantages 8 Disadvantages 8 Bibliography 10 Appendix 11 Exhibit 1 11 Exhibit 2 12 Exhibit 2a 13 Exhibit 3 14 Exhibit 4 4a 15 Exhibit 8 16 Exhibit 9 17 Exhibit 11 18 â€Æ' Disney – Pixar Merger Introduction The Walt Disney Company was established by the brothers Walt and Roy Disney on October 16th 1923Read MoreEssay on Walt Disney Company Analysis1652 Words   |  7 PagesWalt Disney is extremely known for being a film producer and popular showman. He was very recognizing for being an innovator in animation and theme park design. Disney was a visionary in terms of cartoons. Disney views and visions came from his persistence for the future. Walt Disney strives upon building Disney’s to have core strengths in three areas of entertainment and recreation, motion pictures and videos. Walt created his first animated character, Mickey Mouse. Mickey made his first debutRead MorePixar Animation5916 Words   |  24 PagesPixar Animations MBA 615 Mickey Langford/Kimberly Horne Spring 2013 Mickey Langford Pixar Animations is our company of choice for this case study analysis. In 2006, Walt Disney acquired Pixar, but before we get to all of that, let us start at the beginning. Before Pixar, there was Lucas Films. George Lucas, of Lucas Films, decided in 1979 to upgrade their computer division (Animations, 2012). Lucas had a desire to see how far they could take computer graphics within the film industry. LucasRead MoreWalt Disney Company : The World s Largest Motion Picture Multimedia Entertainment Companies Essay1634 Words   |  7 PagesThe Walt Disney Company is one of the world s largest motion-picture multimedia entertainment companies in the world. Disney has several sectors in their company, which include two large well-known theme parks in The United States, which are Disneyland and Disney World. Disney also has sectors in a production company, several other multi-media companies, consumer products, resorts and spas. In the early 1920’s, a young man by the name of Walter Disney had a dream of becoming a newspaper artistRead MoreAcquisition Alliance and Strategic Logic Formation2205 Words   |  9 PagesLogic Formation The famous Walt Disney Company has made strides towards acquiring Pixar in a business deal worth $8billion. They have been rival cousins operating in the animation industry. For the past few years, there have been speculation about the imminent deal. So far, Disney has released all films belonging to Pixar. However, the distribution deal of the two companies is expected to expire after the release of cars during the summer period. The long awaited merger is likely to integrate the

Infanticide And Single Sex Education - 1284 Words

Coeducation and single-sex education are both extensively used around the world. By the 1980s, more and more schools which only severed male or female became coed. Even though, many parents still send their kids to only men school or only women school now days. Then why would some people choose a only men or only women school? Is it against the â€Å"gender equality†? In the early civilizations, education was informally and it was primarily households. As time passed, people began to get educated more formally and methodically. Ancient Greece and Asia focused mainly on the male pedagogy. Then in ancient Rome, the availability of education was extended to women, but they were separated from men. The early Christians and medieval Europeans continued this trend. In the late 19th and early 20th centuries, coeducation grew much more widely accepted. The success and achievement of women at Oberlin College proved that coeducation would be accepted soon through this country. In the late 20th century, many institutions of higher learning which only reserved for one sex have become coeducational. Mixed-sex (or mixed-gender education), or coeducation in American English, is the comprehensive education for male and female students in the same environment. Coeducation and single-gender education are alternatives. Single-gender (or single-sex) education is the practice of conducting education where male and female students attend classes or schools or buildings separately. Before theShow MoreRelatedTaking a Look at Evolutionary Psychology1094 Words   |  5 Pagesin particular, determine the decision for a parent to be involved in their child’s life. Parental involvement increases their offspring’s attractiveness to the opposite sex, which subsequently increases their likelihood of reproducing. The involvement can monetary to improve social status, investments in their offspring’s education, and many other forms, but the common goal of involvement is the enhancement of their offspring’s attractiveness. The authors argue that because of this explanati on ofRead MoreFemale Foeticide1611 Words   |  7 Pagesfoeticide/ infanticide The term female foeticide means killing the female foetus in the mothers womb. How cruel? The practice has been followed in India for ages, a country that once described its women as godessess. For this reason, Indian women will soon get extinct. Surprised? The most active part is being played by the women themselves -- why? Just for the mere want of a boy, mothers dont feel bad in strangulating their daughters in their wombs. Can anyone be more cruel?   In India, sex ratio standsRead MoreEffects of One Child Policy in China Essay848 Words   |  4 PagesThe one-child policy in China forces families to only have one child by using harsh treatments such as undocumented children, forced abortions, and fines. The policy affects the elderly, economy, education levels, personality of children and the value of girls in China. Deng Xiaoping, a Chinese leader, created the one-child policy in 1979 in order to limit population growth of the Han Chinese. The policy takes away couples’ rights to have more than one child. Why does the government have to issueRead MoreGendercide: Elimination of One Sex Essay1715 Words   |  7 Pagesthe elimination of one sex through selective abortion, infanticide, neglecting and abuse. Most of the time the preference is for male. The United Nation specialists estimate that as many as two hundred million girls are missing in the world today. To give a broad figure, they explain that people practici ng gendercide in China and India eliminates more girls that than the number of girls born in America each year. All in all, they describe the phenomenon as the biggest single holocaust in human historyRead MoreEssay about Infanticide1949 Words   |  8 PagesDespite the clear prohibitions against child-murder by all major religions, female infanticide has been for centuries a prominent and socially acceptable event, notably in one of the most populous countries in this world, India. Even today, the extent of the problem is measured in alarming proportions all around the globe: â€Å"at least 60 million females in Asia are missing and feared dead, victims of nothing more than their sex. Worldwide, research suggests, the number of missing females may top 100 millionRead MoreEssay on Chinese Women and the Impact of the One-Child Policy2870 Words   |  12 Pagesand cars. One rarely thinks of a nation populated mostly by men and boys, with a noticeable yet surreal absence of women . While this is a bit of an exaggeration, it has been noted over the past several decades that there is an alarmingly imbalanced sex-ratio. The policy has clearly contributed to the nation’s unnatural gender imbalance, as couples use legal and illegal means to ensure that their only child is a son. There are 117 men to each 100 women in China (Goodkind, 2004). In the 1979, when theRead MoreGender Stratification : The Unequal Access Of Power, Property, And Prestige On The Basis Of A Person1487 Words   |  6 Pages3. Gender stratification is the unequal access to power, property, and prestige on the basis of a person’s sex. One of the big inequalities that women face in the United States in the pay gap between men and women. The pay gap is the earning ration between men and women. The pay gap is found by taking the men’s median income subtracting it from the women’s median income and then dividing it by the men’s median income. In 2013, the median income for men was $50,033 and $39,157 for women in the UnitedRead MoreAmericas Serious Problem of Child Abuse1080 Words   |  4 Pages A serious social problem in modern American society is child abuse. There have been widespread reports of infanticide, mutilation, abandonment, and other forms of physical and sexual violence against children (Moylan, 2010). When a child is abused, a non-accidental injury is inflicted, or permitted to be imparted, by the person accountable for the childs care, regardless of reason (Durfour, 2011). This may include any form of injury, including undernourishment, sexual molestation, emotional maltreatmentRead MoreOne Child Policy1658 Words   |  7 Pagesthe poverty rates have decreased. (Rosenberg) Although it has succeeded it relieving the economic stresses on the country, it has also brought to rise some significant problems. The policy has resulted in an increase in forced abortions, female infanticide, and un-reported female births. The reason for this is that in China, male children are very important to the people because they pass on the family name. If a family can only bear one child, and that child happens to be female, there is a highRead MoreEssay about Comunist China And Civil Rights Violations818 Words   |  4 Pagesa child they must first have a birth coupon issued by the government before giving birth to the child. nbsp;nbsp;nbsp;nbsp;nbsp;quot;Birth Quotasquot; are determined in order to have surveillance of the people who have all ready had their single child allowed to them born. The women of China must deal with their menstrual cycle being monitored publicly to stop the possibility of having a second child. They also must face pelvic examinations if they are even suspected of being impregnated

Comparison of Miss Havisham and Lady Macbeth Free Essays

Throughout both ‘Great Expectations’ and ‘Macbeth’ surroundings are used to influence and define Miss Havisham’s and Lady Macbeth’s characteristics. These surroundings are not only physical, but also psychological; found in their relationships and trauma from past events. Although both women are presented in different forms Lady Macbeth is also strongly influenced by her physical surroundings. We will write a custom essay sample on Comparison of Miss Havisham and Lady Macbeth or any similar topic only for you Order Now Like Miss Havisham, her home is metaphorical of her characteristics. She lives in a great castle from which we never see her leave. Like the castle she first comes across as strong, powerful and intimidating with strong walls, yet we later see these crumble and leave her as nothing but a wreck of what she used to be. The castle also lures King Duncan into a false sense of security the same way Lady Macbeth does, this can be seen when he describes her as ‘Fair and noble hostess’ and states ‘This castle hath a pleasant seat’ showing that he feels comfortable and unsuspecting of both. This is ironic because later that very same night he is murdered, highlighting his naivety. This shows how like Lady Macbeth the castle can also conceal the evil within. Pathetic fallacy is often used in Macbeth to emphasise the atmosphere of the events occurring. For example on the night of Duncan’s murder, when Macbeth and Lady Macbeth are in a state of paranoia, ‘someone knocks at the gate’ . This makes them feel as though they have been discovered by someone and there is almost knocking on their conscience, ultimately leading to Lady Macbeths loss of sanity. The next morning we learn that ‘The night has been unruly’ and ‘some say the earth/ Was feverous and did shake’ reflecting the earth shaking events of the night prior, and further impressing the guilt on Lady Macbeth, influencing her mental state. Another influence on Lady Macbeth appears to be the witches. When we are first introduced to her character she appears to be speaking in incantation which mirrors that of the witches: ‘Come thick night, And pall thee in the dunnest smoke of hell’ This suggests that the witches have some sort of influence over her, or are possessing her so that she can carry out their wishes of over throwing the King, it also shows that she does not fear the religious consequences of her actions. She also goes on to call on spirits ‘Come, you spirits’, this gives the impression that she believes in the superstitious, and not only that but sees it as a source of help. She does not fear it like the vast majority of people in the 1600s. Miss Havisham is also greatly influenced by her psychological and emotional surroundings. The paramount influence over her life was her relationship with Compeyson, as this is what led to her incessant need for revenge, strained relationship with Estella and subversion from conformity. The enormous impact that Compeyson jilting Miss Havisham had on her perception of love can be seen when she describes love as ‘Giving up your soul to the smiter-as I did’. The use of the word smiter emphasises just how deeply she was hurt; her heart was not just broken, but deliberately crushed. She never heals from this pain so dedicates her whole life onwards to breaking men’s hearts. She even goes to the extent of raising Estella to do this ’’You can break his heart. ’’. Yet she shows signs of regretting bringing Estella up ‘so hard and thankless’ and robbing her of the ability to love, like Compeyson did to her. This failing relationship leads her further into depression, but does not stop her need to inflict pain on Pip, suggesting she cannot control her psychological impulses. Miss Havishams failed relationship led her to rebel from the stereotypical Victorian woman, who is supposed to be a married, dutiful wife, well presented and loving. She is quite the opposite of this as a mad spinster, but is left to her own devices due to her wealth and power Throughout Macbeth we see Lady Macbeth change from a foreboding, deeply ambitious and manipulative women, to a regretful and guilt ridden soul. This change creates a sense of sympathy in the eyes of the audience as it is her own actions which lead to her ultimate demise. Unlike Miss Havisham, Lady Macbeth is married and is perceived by outsiders as a typical loyal wife. However, within her relationship it can be seen that she has also rebelled from expectations. In Lady Macbeth’s mind being a woman is a great weakness; she construes femininity as compassion and kindness, preventing her from ever being as powerful as a man. She labels her husband as â€Å"too full o’ the milk of human kindness,† to commit treason, and for this reason she calls on the spirits to â€Å"unsex† her and â€Å"Stop up the access and passage to remorse†, as she thinks this will allow her to carry out acts of evil. She also manipulates Macbeth into doing what she wants: ‘When you durst do it, then you were a man’. This shows that she knows how to use what could be seen as the female method of achieving power, this being manipulation, to further her supposedly male ambitions. This position of power can again be seen in the use of imperative verbs when she talks to Macbeth: ‘look like the innocent flower’, ‘Leave all the rest to me’, displaying her authority and control over the situation. The play implies that women can be as ambitious and cruel as men, yet social constraints deny them the means to pursue these ambitions on their own. Lady Macbeth’s guilt is the crucial psychological surrounding which influences her downfall. Although her will to kill the King was previously so strong, after the murder she begins to slide into madness. She and Macbeth undergo a role reversal, he seems to lose all sense of remorse, whilst her feminine attributes, which she tried so hard to eradicate, take over, leaving her trapped in her guilt. This ironic turn of events can clearly be seen when Lady Macbeth initially comforts Macbeth by saying â€Å"a little water clears us of this deed†, yet she soon comes to realise this is not the case. Her guilt consumes even her subconscious mind leading to her sleep walking, whilst in this state she questions â€Å"will these hands ne’er be clean? and goes on to recount the events of the day of the murder. This illustrates how she is constantly reliving that day, desperately trying to change what happened but can’t. This desperation to clean the blood from her hands eventually drivers her insane, and the only way she can free herself from this mental torture is to end her life. Although Great Expectations and Macbeth were written in different centuries and in different f orms; Macbeth being a concentrated play, written around 1604, and Great Expectations being a lengthily novel from around 1860. They were both considered quite outrageous and innovative at the time, due to their previously unspoken themes of madness, superstition and matriarch. As shown in my essay, Miss Havisham and Lady Macbeth are similarly influenced by their surroundings. Both women used people as their puppets in order to carry out their desires, and both descended into madness through losing their control of their puppets. However Lady Macbeth was power hungry and was willing to take down anyone to satisfy her ambition, whereas Miss Havisham wanted purely revenge, and thought what she was doing was bringing justice. The former is more manipulative and done purely for selfish reasons, so her madness was self inflicted and grew as time progressed. While the latter was done in response to the pain she was caused, meaning her madness was less calculated, but was constant since the cause of pain. Both are middle aged and wealthy women who have rebelled from expectations, however Miss Havisham rebelled due to a traumatic event in her life and does not try to conceal her atypical lifestyle. Whereas Lady Macbeth tries to mask this, and use her apparent innocence to her advantage. How to cite Comparison of Miss Havisham and Lady Macbeth, Essay examples

Child development free essay sample

Physical development looks at the gross motor skills. e. g running, skipping, climbing and the ? ne motor skills e. g cutting, threading and writing. Also, it looks at the physical growth of the child. It is crucial not to assume that the physical growth of a child is just going to happen, but offer them opportunities in multiple ways, as well as, offering them constant support, so they can develop their physical aspect fully. 0-3 years This age group sees huge physical changes. When a child is new born, their physical control is very little. However, by their third month they are able to grasp and smile to faces that smile at them. During their development in this age range, children will follow the sequence of sitting, crawling, standing, and then to walking. It is important to consider that a developing child will follow the same sequence, but not necessarily at the same rate. The gross motor skills, which involves the use of large muscles including walking and running and fine motor skills which single limb movements like catching or the precision of hands and fingers. Intellectual development is the growth of the mind as a child gets to recognize, reason, know and understand and perceive what is going on around them by hearing, touching, smelling, and tasting. Language development is the development of the child’s ability to respond verbally as the child begins to understand and pronounce words. Emotional growth is the development of the child’s feelings and awareness of oneself and other people and the growth of self-esteem. Social development is concerned with the child’s ability to relate with others in a way that enables the child to live in harmony with those around him. Age 0-2 Physical Even at birth a child has the ability to use its senses. They have reflexes that are automatic responses to stimuli; for example that of touch. They have the rooting reflex, the sucking reflex, the graphing reflex, and the stepping reflex. Up to the age of 3 months the child will lie on its back, but it does have some gross motor skills. It can turn its head from side to side and begins to start lifting its head and kicking. They also will be able to watch movement and play with their fingers as well as putting their fist in their mouth and sucking rhythmically. At this stage they can respond to sound and lights and shiny objects and recognizes the face and his main carer. By the age of 6 months, little by little they will begin to roll and sit and grasp objects and control their head quite well. They also will try to put things in there mouths. By the age of 9 to 12 months they will be able to start to get themselves around maybe by holding onto things, rolling and crawling. They also may be able sit unaided for a length of time there ability to grasp, hold and throw toys quite well By the age of one the will be able to sit for a long period, get up form lying position and sit from standing position. They will be able stand for a few seconds, and ultimate from crawling, to bottom shuffling, to walking while holding onto furniture. They will be able to hold a cup or bottle and choose let go of a toy from their hand. They may also be able climb the stairs will some help. At 24 months children may be able to run, kick a ball, walk up and down stairs while holding onto someone’s hand, but they may not yet be able to catch a ball Intellectual From birth to 3 months children have the ability to focus on objects, can recognize familiar faces and can be startled by loud sounds. They can also gaze at patterns. By the age of 3 to 6 months they will start to develop coordination and enjoy bight colours and reach out to objects that take their interest. At the age of 6 to 9 months they are able to take part in simple games and their memory is beginning to develop, they can clap their hands and copy other actions and sounds. By the age of one their intellectual development will have grown greatly. They will be able to draw attention to things that interest them like toys, begin to enjoy role play, understand familiar objects and learn through trail and error. When they reach the age of two they will be able be involved in pretend play and talk to themselves. They even like music and begin understand humour and follow simple instructions. They will have become more confident and try new activities. Language From the age of birth to three months children recognize sound and turn their heads to carers voice, they will cry when they have needs to be met, and grunts and squeaks when they are content. Between 3 to 6 months children begin to coo and gurgle, smile and laugh, but still cries noisily for needs to be met. By the age of nine to twelve months the child can listen carefully to familiar carers voices, shouts and makes sounds like â€Å"brr† and â€Å"dd†. The respond to the word no and can understand instructions like â€Å"hug mummy†. At the age of one the child may be able to speak two or more words even â€Å"mama† or â€Å"dada† and understand everyday words like bath, or bottle or dog. They may even try to join in conversations. When the reach the age of two the child is able to ask simple questions and can have a vocabulary of over fifty words. They often speak quickly and may begin to use â€Å"I’ â€Å"me† and â€Å"you† correctly. They also may well understand a lot more words than they can actually speak. Emotional At birth the child clams down when picked up, and enjoys being cuddled, sucking its thumb and begins to be aware of its surroundings. By three to six weeks they may start to smile and recognize the voice and face of their carer. By three months and over the child begins to enjoy routines that are familiar, like bath time and receiving attention from others. When the child reaches six months they can become very upset if their main carer is not with them. They also begin to seek attention and become more aware of other people feelings for example another child laughing or crying. They can often offer their toys to others. At he age of nine to twelve months they show greater interest in social interaction but at the same tome can become more cautious of strangers. This can also the time when they really begin to assert themselves, one example of this could be the stiffening of body when they are annoyed. By the age of one the child can become attentive and start to be aware of the moods of others and often copy them. Things they don’t understand and begin to share can upset two-year-old children, and they begin to share experience with others, and can be friendly and affectionate to others. At this stage they can build friendships and can cope being without their main carer for longer periods of time. Also the child can express likes and dislikes and might often have tantrums. Social Babies from birth are sociable beings, they enjoy the closeness of feeding and bathing time, and become clam when they are near or can hear their main carer. Between three to six months they enjoy being part of what is going on and when they are over nine months they can feed themselves with finger foods and enjoy company and laughing with others. As they grow nearer to twelve months they become more independent and start to entertain themselves. At a year the child will begin to move about and discover new things for themselves and start to develop a sense of identity. By the age of two they will very independent and will be doing more things for themselves including dressing and feeding. Age 3-5 Physical By the age of three children can walk in different directions, backwards and forwards and sideways. They can jump from a low height and even balance on one foot. They also may be able to use pedal on a tricycle. As far as their fine motor skills are concerned they will be able to build a brick tower, can paint with large brushes and use a fork and spoon to eat. At the age of four the child has a good sense of balance and may be able to walk and run in a straight line and while running will be able to stop and turn controls with control. They can throw, catch and bounce a ball and climb the stairs with confidence. Their fine motor skills will enable them to write some letters for example their name and draw pictures that are quite recognizable. When they reach the age of five they will have begun to dance with rhythm to music and use swings and climbing frames. They can use a bike with stabilizers and will able dress themselves without too much help. They will able to write many letters and numbers and use pencils and crayons, and have the ability to draw a person with head, body, month, eyes etc. Emotional A three year old can explain their feelings with words and show affection for younger children. They become aware of gender roles and are better able to cope with their emotions. At the age of four one of the main changes is the development of their imagination, but also they will have a sense of humour and are beginning to understand right from wrong and can be strongly self- willed. By the age of five the child have grown in their knowledge of how others are feeling and can hide their own feelings and control their emotions. Language At the age of three a child can speak in sentences using past and present tenses, but may stutter when they get excited. By this stage they may well know several hundred words. By the age of four the child will ask questions, why, when, how, etc. They can talk about the future and might make up some words. But they might still find some sounds difficult to pronounce such as â€Å"r†, â€Å"th† and â€Å"str†. When the child reaches the age of five they are confident speakers enjoying conversations with others. They love to tell jokes and begin to show interest in reading and writing. Intellectual By the age of three and over the child will have developed their ability to do pretend play and their fine motor skills will enable them to write and draw and use scissors. They may start to understand time passing and the difference between past and present. Also they can enjoy learning new skills like computer games and can match three primary colours. At the age of four the child’s memory will have developed and they can match all primary colours, solve simple problems and repeat songs and nursery rhymes. By this stage they have a greater ability to focus their attention. Five year olds will be able to count and recognize simple words. They will take interest in things around them and ask lots of questions. They can retell stories and are able to give attention to more than one thing at a time. Social Children can be very socially developed by the age of three. They can make friends and begin to be involved in corporate play, but will start to have a tantrum if things go wrong. As the reach the age of four they will be much more cooperative with others and really begin to like the company of others. When the reach the age of five they will have a few friends and will understand the difference between boy and girl and because of their better knowledge of right and wrong they will be much better at taking turns as they become more aware of the opinions of others. Age 6-8 Physical Between six and eight years of age children’s balance and coordination have become well developed. They may be able to ride a two-wheeled bike without stabilizers, jump from heights and have of control of speed when running. They will enjoy using climbing frames. Their fine motor skills would have developed to the point were they can draw with detail due to the to well developed pencil skills. Emotional They will be better able to explain their feelings and as they become more self-aware they will have become more self critical of their own work. They will want to succeed and therefore will have become more competitive, but this can also lead to disagreement as the child wants to get their own way. Language Between six to eight years old the child loves to talk and can tell complex jokes. They use roughly four to seven words to make sentences, and will be able to say what things are the same and what things are different. By this stage they are asking questions less and they may be able to speak more than one language. Intellect Their mathematical and English skills will be well developed by this age and they will be able to read and write by themselves. They will also be able to understand more complex humour. By the age of eight they will have quite a depth of knowledge from their time at school. Their view of the world around them will have grow considerable and they will tried to develop their own ideas. Social They will be able to build strong friendships between the ages of six to eight but the may also have less friends but a few special ones. They will be more supportive and encouraging of others as they consider other peoples wishes. Question 2: Analyze key social, economic and environmental factors, which may influence development Children’s development can be affected by lots of social, economic and environmental factors in good and bad ways. Because they are so vulnerable they can be affected in ways their carers do not always consider. They range from personal factors like health personal choices and learning difficulties to external factors like child’s background, family environment, poverty and social factors. We will now look at some of these and analyze the affects they could have on a child. But in the first instance these factors are divided into three categories: 1) Antenatal factors from conception to birth 2) Perinatal factors surrounding the actual birth 3) Postnatal factors than occur after birth Although the factors 1 and 2 can have important affects on child development the main factors influencing childe development occur after birth and these are the ones we will be looking at. Health Children who suffer poor health and or physical disability may find this restricting their development. In some cases their illness may keep them off school for long periods of time and will therefore affect education and in the case of a child with a disability may not be able to certain sports and activities. This could not just affect his physical development but also his social development and emotional development as their self-esteem may well be affected. The child can become frustrated by their situation and withdraw from others, but also other children may stop them joining in as they believe the disabled child cannot be involved. It so important for good child development that the carer and later the teacher of this child can support a disabled child and make sure they are involved as far as possible. Another health problem that is very prevalent today is problems caused by food allergies, which in the worse cases can cause death. In some cases this means keeping a child separated from other children especially at meal times and this could cause feelings of rejection on the part of the child. One needs to protect the child while at the same time enable the child to be involved with other children at meals times and in other activities. This will mean that information is shared with everyone involved so that the child is not locked out of his or her social group. Learning difficulties Learning difficulties or disorders is a term for a wide variety of learning problems. Basically it refers to children who have brains that are wired differently from most people and this difference affects the way they receive and process information. They see, hear and understand things differently. The most common learning difficulties involve, reading, writing, and mathematics, reasoning, listening and speaking. In my own case I am now confident that I am dyslexic but this was not picked up at school and this affected my development because I had to have special reading lessons, which meant I spent no time at all learning other languages. And also feel this has affected my English overs many years. Learning disabilities can affect a child development in many ways and needs to be picked up early in life so that intervention may take place. Children should be encouraged to develop in all areas to the best of their ability and carers should make use of all the resources that are available to enable them to achieve this. It is important the carer or the teacher to have the right attitude and expectations for the child or the child could suffer and this can lead to lack of motivation in joining in a particular activity and achievement by the child. This will affect their mental development because they will not pay attention. They may have little sense of self worth and feel rejected as they feel they are being isolated from any group they are in turn this could cause delay in their social and emotional development, as they are not socializing with their peers. Children with a learning disability may be exposed to prejudice or discrimination for the reason that they could be treated differently than the rest of the children. They may be bullied or teased by other children, which will affect their self-confidence and in turn affect their learning capabilities and development. Again this should be spotted by the carer or teacher and procedures but in place to stop this happening. If the child with a learning difficulty is also in a environment that includes poverty they may not be able to get the physical and educational resources that need and this to can delay the development in certain areas. Background and Environment Children can come from a large number of different family environments, cultures and circumstances, all which can affect the development of a child. A loving, caring, sharing, honest and straightforward environment and help a child to socialize and be good at building relationships with others. But an environment that has none or little of those things can lead to the exact opposite. Poor housing, overcrowding, family break up, introduction of a new partner, bereavement, illness, moving house and even moving county can also have a bad affect on the development of a child. Many changes can happen within the environment of a child with the early years of a child life and all of these can affect the overall development of a child. Bereavement can affect a child in many different ways and can take a long period of time to be worked though. The child may try to hide their feelings or show them openingly but it may well affect their learning as they become aggressive or with draw within themselves. Feelings of guilt, denial, anger, and panic may also affect the child at this time and this to may well cause a lack of motivation as they become tired or lethargic much of the time and this to can cause delay development many areas in including that of building other relationships. The child might blame herself for the divorce, regardless of the actual cause, and react with aggression, anger or anxiety. A divorce also can affect how the children feel about themselves and cause them to become more emotionally dependent. It is in early childhood that a child learns about how to build relationships. If the parent due to the divorce becomes less open to their child needs this can cause problems with how the child learns to relate to and trust others. Physical developments such as growth and motor skills aren’t likely to be affected by divorce. However, Peter Haiman, Ph. D. indicates that the drastic change of a divorce can cause some children who were previously potty trained to lose bladder and bowel control and can cause verbal children to become quiet or start stuttering. These developmental setbacks will likely go back to normal after your child adjusts to the changes brought on by divorce. Poor housing can affect every aspect of child’s life, mental, physical, emotional, social and economic, there is much higher risk experiencing severe ill-health and disability before they reach middle age. But in particular, such children face a greater chance of developing meningitis, infections, asthma or other respiratory problems. It can also have a harmful impact on emotional wellbeing. Research shows that homeless children are three to four times more likely to have mental health problems than other children. Were the house is situated can be an important ingredient in the development of a child, a child living in a rural setting were many people living there are poorly paid or are unemployed can be disadvantage with a lack of public transport and opportunity to be involved in many social activities those living in cities can Many of these factors I have mention can impact the amount of time that parents and carers can spend with a child and this lack of one to one time again can affect the development of a child. Poverty Poverty and depravation are likely to play a big part the development of a child. Statistics show that a child who comes form poorer background will do less well at school. But also many children from poorer backgrounds will have fewer resources available to them to enable development for example computers, books, and toys. Children need to be active both physically and mentally in order to grow but progress will be slow if due to lack of money they are not able to be stimulated in the way they need to be to develop. Also if the child is in overcrowded house there will not be enough space to study or to play their development both physically and intellectually will be delayed. Poverty can also mean a lack of good healthy food and therefore a lack of nutrition, which they desperately need help develop in every way. Social factors Children who do not have solid relationships that bring love and affection into their lives can find it hard to build relationships with others. They may have trust issues and therefore will find it difficult to relax with others. On the outside they might seem fine but inside they are just not at peace with others. Even worse than a simple lack of affection is physical, sexual, and emotional abuse that a child may have had to endure. This can have many lasting effects on the growth of a child even into adulthood as the individual struggles to have trusting solid relationships. Personal choices A very simple yet very important factor in the development of a child is the child personal choices in life. The choices of which they decide to be friends with and their activities they are involved in are important, whether they are academic or non-academic pursuits, they can radially determine how they develop as human beings. Question 3: Describe children’s overall development needs To develop in the best way possible a child needs their basic needs to be net. Over the years many people have come up various ideas regarding the developmental needs of a child. A good framework to base any discussion of this topic on is Maslow’s Hierarchy of Needs in which he states that all people have needs to be met, starting the basic needs that one needs for survival (food, clothing and shelter) and then moves onto protection, relationships, self-esteem and finishing with community and wholeness. This is good staring point for looking the basic needs of children. Other studies like â€Å"Every Child Matters† suggest a child needs are, to be safe, healthy enjoyment and achievement, making a positive contribution, and to achieve economic wellbeing. Other research has stated that child must have physical, social, economic, cultural, physiological, and spiritual needs. Overall they all seem to point to the same basic needs of which probably the most important is the need is the need for love and security. This is the basis of learning how to build strong and lasting relationships in the future. For a child to know they have love and security in their lives is the good soil in which productive growth can occur in all areas of life. Within this kind of environment a child can develop positive attitude to self worth but also a good understanding of the needs of others. A good reliable and loving family will help a child to develop a sense of identity, who they are and how to function with a community. Within this loving community their is a need for routine, which will help the child to know their limits and develop skill such as responsibility and reliability. Also within a loving family unit there is a need for praise and recognition for this is a way of encouraging the child to move on and learn through their experiences. I have some family friends who three years ago adopted a Chinese child who had spent the first 18 months of her life just sitting in her cot with no love or simulation at all. She had developed very little in most areas of her life. But three years she has experienced lots of love, security and I must say discipline and she has radically changed; no magic formula, its a loving and caring home with people spending lots of time interacting with the child. Another important need is the meeting of physical needs, the need for shelter, water, food, and protection from the environment, from violence and abuse whether that is mentally, physically or sadly within todays world sexually. A child needs to live in home that enables the child to maintain good health and be safe from the world outside. They need good nutritious food that will help body and mind to grow. A family that is constantly aware of what is happening a child life can monitor what is going on and make sure that a child is safe and not being lead astray into unhealthy pursuits. The resources, space and time to do physical activity is a very important need for a child, so they can develop strong bodies and strong muscles. This reduces the risk of heart decease and strengthens joints, improves balance, increases bone density as well as developing good shelf esteem as they succeed and learn how to do different things. Physical exercise is also a good for a child to express their feelings, develop skills, explore what their body can do and cooperate with others. Within this is a general need to experience to new things. As well as physical activity there is need for mental exercise by reading and writing and listening as well so that he child learn and stretch themselves and develop in these areas as well. Therefore there is great need within and without the home for good education, which should include an understanding of their language and religious and cultural background. Bibliography