By the end of TKMB by Harper Lee, the change in Scout from the beginning to the end is extremely conspicuous to the readers and her family although it may not be to Scout herself. Scout Finch never wanted to be like her Aunt Alexandra, who was always trying to be polite and lady like. Scout tells her aunt that she didn’t wear dresses because she wouldn’t be able to do “things that required pants” (81). Scout never does anything that requires a skirt, other than going to church. If she did wear a skirt, she is telling her aunt that she wouldn’t be able to do anything.
My second oldest sister was never a big fan of school. She believed she was not smart enough and that school was way too hard for her. She got pregnant by the age of 19 years old; she became a young, and happy mother. Her decision of starting a family at a young age was always part of her plans; she had wanted this all along. Her choice was never based on how school made her feel but on how she felt.
Mother responded “no we are not buying ‘chiquita’ a new toy today.” Suzy asked mother to go to the toy section, mother said that there wasn’t time but Suzy persisted, had a temper tantrum and mother gave in. At the toy section Suzy picked out a doll and told her mother she needed it for her toy collection but mother said there wasn’t enough money to buy any toys. Suzy began pouting and acting up. Her mother insisted it was time to go and that she wasn’t buying a doll. On the way home Suzy cried and didn’t respond to anything mother said or asked.
Hannah begs you to keep this confidential and not tell anyone especially her daughter, who she sees regularly, as her daughter will be very angry. Bi) How would you explain the term ‘confidentiality’ to Hannah? I would explain to Hannah that I do respect her wish to keep this information ‘confidential’, however due to the nature of the information she has divulged, I would have to inform management as she is putting herself at risk by throwing her medication away. This is not following her careplans and the medication has been prescribed to her for a reason and due to her regularly becoming ‘confused’ we cannot be sure that she is fully aware on what the medication is for. I would explain that we can keep certain things confidential such as opinions and beliefs but if information effects their received care or personal wellbeing/health then I have a duty of care to act upon this but only on a ‘needs to know’ basis.
When Barbara says that she will take her back to sunshine hostel Verge says “I don’t belong there.” She then goes on to say “I belong with you” while sitting down on her cases to indicate that she is not going to leave. Shortly after saying these things verge strokes her mother’s face and says “I love you”, Barbara dismisses this by saying that they let her watch too much television. She clearly feels no need to have a close relationship with Verge. When Den starts to say that he may be able to make some room in the house for Verge Barbara yells “NO!
In Catherine, Called Birdy, many women gave Birdy advice but she never really listenened to them, but when she did, she made a decision that changed her life forever. Her mother told her “Don't Stretch your legs longer than your stockings or your toes will stick out. You are so much already, Little Bird. Why not cease you fearful pounding against the bars of your cage and be content?” In other words, she is saying that she needs to be happy with what she has because what she has is all she needs. Also that she needs to stop trying to be who she is not.
‘I’m your mother. In which her daughter replied ‘if you want to be treated like a mother, you should act like one. “ it is evident that the way things are conducted in the family is known to be wrong by the children as she points out to her mother that her actions and behaviour do not depict that of a mother, this shows both maturity and understanding, and again the will to rise above her current situation. "But on that first day of school, Mom refused to get out of bed. Lori, Brian, and I pulled back the covers and tried to drag her out, but she wouldn't budge."
Observing and Listening to Children Observing and listening to children are crucial to the role of early years practitioners. As discussed in Study Topic 5, part 4, observations inform the process by which practitioners; assess children’s developmental stages, relate children’s abilities to the National Curriculum, reflect on effectiveness of provision and plan how to support and challenge a child in their development across all areas of learning. Through analysis of my observations of Sally, a 4 ½ year old girl and with reference to the Curriculum Guidance for the Foundation Stage Curriculum (QCA/DfEE, 2000), I will describe how to plan Sally’s curriculum in order to support her through her next steps of learning. Section 1 - Pen Portrait Sally is 4 ½ years old and this is her 6th term in the nursery. She is an only child whose parent’s are separated.
The infants were observe from a distance. I observed them from my desk while they were playing in the room with their caregivers and professor Matheson and also with each other. Professor Matheson knows Jesse’s mothers from her neighborhood and Jason’s aunt is our classmate. Professor Matheson placed baby and toddler toys on the mat floor, such as a ball, a doll with baby bottle and blanket, phone, shapes, stack cups and rings, blocks, a choo choo train, squeaky duck toy, elmo’s music toy and two children books. At first was just Jesse in the classroom but after 20 minutes the other toddler arrive with his caregiver.
Melissa Swaby Unit CYP3.1 - Understand Child and Young Person Development Understand the expected pattern of development for children and young people from birth – 19 years 1.1 - Explain the sequence and rate of each aspect of development from birth – 19 years There are many different sequences and rates relating to the development of an individual; which are as follows:- 0-3 Months: At this stage 1.2 - Explain the difference between sequence of development and rate of development and why the difference is important Understand the factors that influence children and young people’s development and how these affect practice 2.1 - Explain how children and young people’s development is influenced by a range of personal factors 2.2 - Explain how children and young people’s development is influenced by a range of external factors | 2.3 - Explain how theories of development and frameworks to support development influence current practice Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3.1 - Explain how to monitor children and young people’s development using different methods. 3.2 - Explain the reasons why children and young people’s development may not follow the expected pattern. | 3.3 - Explain how disability may affect development. 3.4 - Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern Understand the importance of early intervention to support the speech, language and communication needs of children and young people 4.1 - Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. 4.2 - Explain how multi agency