Educational Status of Women in India

Educational Status of Women in India INTRODUCTION Education and literacy can be viewed as essential prerequisites for the full integration of women into the social and economic life of the nation. Apart from providing greater opportunity for employment in the skilled and prestigious high-income jobs, female education and training have important consequences for the whole familys welfare, as well as for its individual members. Where the mother of the household has above average education she is more likely to enter the labour market and use her supplementary income to raise the standard of well-being of the family. In addition, most studies from around the world have found a relationship that is inverse between a womans education and her fertility, and that is positive between her education and the early survival chances of her child (Ghazi, 1985). A childs academic achievement is also likely to be closely associated with its mothers level of schooling. The educational status of women therefore is the key indicator of the stage of so cietal development and the potential for progressive change. Literacy is an important indicator of development among tribal groups. Among women in general, high literacy rates lead to lower infant mortality rates (Kingdon, 1999; World Bank, 1997), reduce the number of pregnancies and enhance the status of women both in domestic life and society. Additionally, the mothers literacy status and educational attainment have significantly positive effects on the childs human capital attainment (Sengupta and Guha, 2002; Colclough, 1982). The tribal population, in general, lags behind the Hindus and the Scheduled Caste population both in literacy and educational attainment. This discrepancy in human capital attainment between the mainstream population and the tribes is particularly marked among tribal women. However, the literacy rates for scheduled tribes in India have also improved substantially from 1961 (8.54 per cent) to 2001 (47.10 per cent) for both males (13.04 per cent to 59.17 per cent) and females (2.89 per cent to 34.76 per cent) respective ly. OBJECTIVE OF THE STUDY The present paper aims to focus on the educational status of Muthuvan women belonging to the state of Kerala. THE STUDY POPULATION The tribes under study are known as Muthuvans who are residing in the Chinnar Wild Life Sanctuary in Devikulam taluk of the Idukki district in Kerala. The Muthuvan settlements are located in the interior of the forest. To reach the Muthuvan settlements are too difficult because of the segregated nature of settlements in the interior forest. Necessary and relevant information was collected from three Muthuvan villages in the Sanctuary namely Eruttalakudi, Puthukudi, and Fifth Mile. The study generates ethnographic data through secondary sources, participant observation, orally conveyed memories, personal observations and interviews. In the 2001 census report the population of Muthuvan tribe is clubbed with the Mudugar tribe of Wayanad district therefore does not give the correct population of both these tribes. The population size of Muthuvan/Mudugar tribe has been given as 21000. The Muthuvans are settled agriculturalists, cultivating lemon grass, ragi, maize, beans, sweet potato and other allied vegetables. Their chief food items are ragi and rice with leaves and vegetables. Each household produce their food. LITERACY LEVEL OF TRIBES IN KERALA In all the five year plans, priority was given to educational development of the Scheduled Tribes. The main reason for the very slow spread of education among the Scheduled Tribes is the peculiar nature of their habitation. Majority of the Scheduled Tribes are living in remote areas far away from educational institutions. The socio-economic condition prevailing in the tribal settlements are not conducive for studies. Lacks of sufficient educational institutions in tribal areas, their poverty etc, curtailed effective educational development among Scheduled Tribes. However, the literacy rate of the tribes in Kerala (64.9 per cent) is far ahead of the tribal areas in India (47.10 per cent) and even higher than the literacy rate of the total population of the country (64.8 per cent). The Muthuvans are very poor. Many of the students discontinue schools at Primary and Middle school due to financial difficulties. Though the state and central government is providing enough financial assistance in the form of scholarship, free boarding, lodging facilities, provision to text books and mid-day meals in primary schools, stipend and hostel facilities, not many tribal children are attracted to education. The Muthuvans have not been earning much to educate themselves. Their cultural surrounding and poverty creates hindrances in the process of their education. NON-FORMAL EDUCATION AMONG THE MUTHUVANS Among the Muthuvans the dormitories were a kind of training institution for unmarried boys and girls. It is in this Chaavati (male dormitory) and Kumari Madam ( girls dormitory) that the traditions were passed from mouth to mouth, from older age group to youths and from youths to younger ones. The parents and the elders of the village initiate the child into different customs and traditions of their community and group. The dormitory system exist as a kind of school where the Muthuvan youths of either sex learn how to perform their conjugal and social duties as also the lore of the clan. These Muthuvan dormitories are chiefly meant for imparting social education to the Muthuvan children. Muthuvan dormitory especially the Chaavati functions as if it is a club, a place for juvenile happiness, a non-formal school, and also a training center for children for making the Muthuvan boys as mature community members. At least up to the second quarter of the 20th century Muthuvans had both male and female dormitories (Krishna Iyer, 1939; Luiz, 1962) to train their youths to a useful and mature community member. But now the female dormitories (kumari madam- where kumari indicate the young unmarried-girls, madam indicates dwelling) had undergone a process of decay. The Muthuvan dormitory (Chaavati) acts as a club for members to come together to share traditional experience. Their folk-tales, folk-songs and folk dances reveals lessons in different agricultural operations, hunting, wood cutting, honey collection, and in economic pursuits. These stories and anecdotes speak about sanctity of Muthuvan discipline, social approbation, social justice, law and order in their community. Chaavati enables them to get to know how to protect the community by learning the ways of defence against animal raids and enemy attacks, teaches them how to be useful for the community through co-operative labour, enables to know the community rituals and rites and also how to participate in them, provides an avenue to be community conscious and corporate in their feelings and actions thus making them responsible to the community. Members are also taught how to make fishing nets, traps, mats, ornaments etc., whereas in formal schools this kind of activities are absolutel y not seen and home could not attract the Muthuvan children. From the dormitory, each Muthuvan acquire the knowledge about the flora and fauna, the forest track path, medicinal plants for various diseases and so on. In the Chaavati Muthuvan children are properly educated in order to face future eventualities of life and cope ages with the cultural requirements. FORMAL EDUCATION Formal education is considered as important tools for social change and development. Formal education can be broadly divided in to two, primary and secondary education. Primary education is intended for all children aged between 4 years to 12 years where as secondary education is provided for children aged 12 years and above. In general any type of education oral or written is the action of developing the individual mentally and morally. For primary education in all the study villages government established primary schools with a single hut class room which will house all the students up to IV standard, handled by a single teacher. Muthuvans send their children to school up to primary level. To attract the children to school, government provides many facilities for students in primary level. All students in the primary school are provided with book, pencils, and slates for free of cost. Government also provided mid-day meal to all students in the primary level. In mid day meal per day 150 gram rice and 30 gram dal and 2 eggs in a week are provided. Children above the IV standard will be sent to the tribal hostels and tribal schools away in the block or district headquarters. But once they come for vacation, majority of them never return to hostels. The strange life style and schedule at the hostel, being away from the parents and the village, missing all the cultural and social freedom, all these make them quit the hostels and keep them still close to illiteracy. Like any other people they too feel comfortable to speak their own language and dialect, the enavan pech (our own speech). LITERACY TRENDS AMONG THE MUTHUVAN WOMEN Among the Muthuvans the demand for education is much lower than as compared to other tribes in Kerala. Muthuvan women have to work in order to cope with their daily living and do not place a high value on education. Additionally, in the remote Muthuvan hamlets where a good infrastructure is lacking, women find it difficult to have access to schools. Many are not even aware of the existence of schools in their areas due to lack of communications and networks. LITERACY LEVEL OF THE MUTHUVAN WOMEN Even though Kerala has a high literacy rate even in the rural areas (90.9 per cent), women among the Muthuvan tribe are still lagging behind in literacy (36.98 per cent compared to the women literacy rate of Kerala, 87.80 per cent). The general trend of high female literacy rates in Kerala and the high status of women in the state have no impact on the literacy rate among the Muthuvan women because of their isolation and living in the dense forest away from the main stream. Considering the educational qualification of the women respondents in the study area, out of the total 211 respondents 71.09 per cent are illiterate, 18.48 per cent studied up to the primary level, 10.5 per cent were in the Middle school level. Only two respondents were studied up to Higher Secondary Level and two were studied up to graduate level. Due to the provision of incentives such as mid- day meal programmes and distribution of uniforms, there is a slight increase in the number of children who go to school. In the sample population, Muthuvans in the age group of 5 to 19 years showed some inclination towards schooling. Out of 92 boys and 83 girls, 81.66 per cent boys (75 boys) and 80.53 per cent (67 girls) attended school. These are obviously the first generation learners because the largest number, 82.66 per cent boys (62 out of 75 boys) and 79.10 per cent girls (53 out of 67 girls) were in the primary school. The number of girls and boys in the Middle and High school were meager. There are many reasons for this condition. Non-availability of middle schools in the vicinity of tribal settlements as well as the failure of ITDP schools in the state of Kerala to offer Middle schools and High Schools is the two most important reasons for the educational backwardness of tribal children. Poverty of the parents is yet another re ason. Above all they are still unaware of the importance of education. EDUCATION OF THE MUTHUVAN GIRL CHILDREN The girl child among the Muthuvans is denied the future opportunity of the total development. The reasons associated with not educating girl child are financial constraints, early marriage, submissiveness, and motherhood. After attaining puberty, Muthuvan girls are not allowed to go to school even if the school is located in the settlement itself. Girls have no say on the topic of education. It is entirely their parents decision. Regarding their aspiration to educate their daughters, the parents had different response. More than half of them wanted to send their daughters to schools but others thought it was futile. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Where parents are enthusiastic about educating their daughters, they enroll their daughters in schools but rarely allow them to complete their schooling. The girls study up to primary scho ol only; since there is no middle school in their area they have to go to town to continue their education. The Muthuvans are reluctant to send their girl children out of their settlements since they are very much concerned about the safety of their daughters. Thus they discontinue their education at the primary level and turn to household chores and agricultural activities. From early childhood itself Muthuvan girls play a prominent role in running the family. By the age of 12-14 years most of the girls join the agricultural force. The girls also supplement the household income through their labour-force and also participate in minor forest produce collection. If they have spare time in spite of all these activities and obtain permission from their parents then they may go to school. According to 47.86 per cent of the respondents the reason for their present educational status is that the facilities were not available for them to get educated, 0.94 per cent revealed that girls education was not allowed, 6.16 per cent said the reason that because of agricultural activities and household chores they did not get time to study, 3.31 per cent opined that they did not have any interest to study since this education is worth less for them on account of that they are staying in the forest and they possess enough knowledge from the forest itself to cope with their lives. Out of 211 respondents 93.36 per cent are ready to send girl children to school up to primary level, while 6.63 per cent shows unwillingness to send their girl children to school. They are of the opinion that girl children should first learn how to manage household chores and agricultural activities as they have to manage her husbands house after marriage. From early childhood to begin with, girl children are trained in various domestic chores. As soon as girl is grown up enough to play she is regarded old enough to work. She may be seen assisting her mother in all domestic work bringing fuel from the forest, carrying water from the nearby pipe and by attending to small babies. She has to attend all kinds of domestic work. When the girl children started to manage the household mother can go for agricultural activities without any hindrance. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Other than going school 50.23 per cent of the girl children were managing the household chores, helping in agricultural activities and taking care of the younger children. Even if the schools were located in their hamlet itself, due to these work burdens girl children were always withdrawn from the schools. DROP-OUT AMONG THE MUTHUVAN CHILDREN Drop out is an evil of primary education. Primary education is imparted with two main objectives as to make the children literate and to prepare them for becoming responsible citizen of the country. So the children to be literate should have at least four years schooling and to be a responsible citizen most have and eight years of schooling. The drop out pupils of the study area is large. So it is very important to analyze the cause for drop out. REASON FOR DROP-OUTS The reasons for drop-out are depending on family status, economic imposition, bi-lingual education, lack of interest, etc. Among the Muthuvans it was found that the problem of dropout is not an isolated phenomenon, but it may be attributed to so many other facts. 1. Economic Backwardness The Muthuvans depend on agriculture for their subsistence. Further they also engaged in wage labour and each family income ranges from Rs 800/-to Rs.1000/-per month. As such they find it difficult for them to spend hard earnings on the expenses of their childrens education. Though majority of the families depended on agricultural produce and collection of Non-Timber Forest Produce (NTFP), barter system has no longer very much effective in their daily living. Everything has a price now a days including education. Exploitation of non-tribes in procurement of agricultural produce from Muthuvans and consequently trap in vicious cycle of indebtedness accentuated the problem of poverty. Due to their poor economic condition, children assist their parents in familial subsistence. As such this drop-out problem is perpetuating in the study area. 2. Socio-cultural factors Socio-cultural practices of Muthuvans play a significant role in the overall development of children in the study village. The formal education which is imparted to Muthuvan children is devoid of learning about their own society and their vernacular language, they are forced to learn alphabets in alien language. Even the teachers are not well versed with Muthuvan language and they teach in text book language. They are not bothered about whether the children are capable of understanding what they are taught. It is the fact that despite their tradition and culture these societies have to accept the innovation for getting employment. But they feel that the medium of instruction should be local up to primary level and the syllabus should be based on their culture and society. Lack of such amenable medium of instruction and territorial based education causing lot of confusion among the children. Eventually they turn down this education under those psychological pressure and phobia about the formal education. 3. Non-availability of facilities All the settlements had primary schools and Anganwadies, but these settlements do not have Middle school and High Schools. The Primary Schools in the study area was working with a single teacher in a small hut having only one room. All the students from Standard I to Standard IV were sitting in the same class room and the single teacher managed all the classes. Further analysis of the reasons for dropout showed that after the attainment of puberty girls never allowed to go to schools, in addition to this their economic conditions also forced them to dropout. The dropout generally occurred after the child completed the school. Where schools are not located at close quarters from the settlements, rates of dropout as well as non-enrollment are high. There is a natural hesitation on the part of most parents to send children to schools located at a distance. Lack of appropriate atmosphere of schooling, continuous attendance, parental interest, study interest are some of the important problems of education faced by Muthuvan children. Few teachers perceived economic problems, inadequacy of clothing, lack of books and stationery as the reasons for poor attendance of students. Poverty coupled with insufficient infrastructure is responsible for the prevalence of large scale drop out among the tribal children. The Muthuvan settlements are located in forest belts. Often children have to walk through wild animal infested forest tracts to reach the nearest school. This is a big safety risk. For example, not a single child in the school going age in the settlements in the midst of Chinnar Wild Life Sanctuary was going to school, where the schools are located away from the settlement. The Muthuvans are especially apprehensive about sending girls through lonely forest tracts for a very genuine fear. Many a time not only they encounter wild elephants but also wild and lusty men. There have been instances when forest contractors, non-tribal men in the neighbouring villages have tried to make sexual advance at these young girls. PRE-METRIC HOSTEL FOR FEMALE CHILDREN The Kerala state provided a boarding institution for tribal girls- pre-metric hostel as it is called, in Marayoor, the nearby town of the study area, for the convenience of the tribal girls who are coming from the remote settlements. The hostel has now thirty-two boarders who are students in Government-run and private schools. Of them, only six are from Muthuvan community. As Muthuvans consider themselves as superior to the other tribes they do not prefer to admit their children to the hostel where they would have to live, interdine, and interact with the Malapulaya children. Muthuvans are claiming superior status over Malapulayas. The school dropout rate among Muthuvan children is said to be considerably high. It would seem that besides their hesitancy to stay and interact with Malapulaya children, Muthuvan children who are used to high altitudes and evergreen forest habitat and associated way of living find the hostel and school alienating. The resistance of Muthuvan parents to the ir children intermingling with Malapulaya children is very high. This also forms one of the reasons for not sending the children in the schools away from Muthuvan hamlet. DISCUSSION Low literacy among the Muthuvan tribe in general and women in particular, presents a very serious problem. The demand side of labour market has a feedback effect on the investment decisions on the Muthuvans in education. They are relayed on agriculture for their livelihood. The Muthuvans consider both boys and girls as economic asset to the family, therefore sending them to school upsets the traditional pattern of division of labour. Muthuvan girls usually help their mothers at home in all possible ways and work in the field in the agricultural seasons. In non-agricultural seasons they are usually engaged in the collection of minor forest produces, grazing cattle and goats, under these circumstances parents never force the children to go to school at all. Although economic constraints hinder tribal girls from getting educated, cultural, social and family structures also contribute to the tremendous variation in dropout rates of girls among the Muthuvans. Besides going to school majority of the Muthuvan girls are managing the household chores, taking care of the younger children, helping in the agricultural activities, collecting minor forest produces and firewood. They also bring water from the far away pipes and looking after the livestock. Parents want the children to help them in agriculture and other allied activities. On the top of that, school vacations are not synchronized with the heavy agricultural seasons of sowing or harvesting. So the parents cannot be faulted for pulling out their children for getting of little extra help. The study area has only primary and middle level schools. After completing middle level education, they are unable to go to town for higher education due to cultural and safety reasons as mentioned earlier. The Muthuvan literacy level, in general is quite low. But in case of Muthuvan women it touches the lowest bottom. Muthuvans as settled agriculturalists lack enough food grains to maintain the family whole year. Education therefore is a luxury for them which they can hardly afford. Each school- going girl in a Muthuvan family is an economic unit and contribute to the family. If the girl is taken away from her normal economic work to attend school, the family is deprived of little income which she brings; instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family. Merely increasing the number of schools in tribal areas or throwing up superficial incentives per se will not bring development to the doors of the tribal women or girl children. The actual needs and real life situations have to be taken cognizance of while planning schemes for tribal development. In order to facilitate tribal girls to make extensive and effective use of schooling facilities, schools must be located within easy and safe reach of children. This definitely is a meaningful incentive for a large number of tribal parents who are desirous of sending their children schools. One cannot expect young girls to walk for miles through dangerous animal and human infested forest tracks. It is easier to offer scholarships and gold medals to successful tribal learners than opening new schools in distant tribal belts or removing the actual hurdles to effective utilization of existing facilities. The introduction of formal education is not without any negative impact. A set of values totally alien to the Muthuvan culture have now been introduced to their community. Often, the curricular content of class room training is in direct contradiction to their real life experiences. Barring a few exceptions tribal education programmes do not take into account the needs and conditions of tribal life and culture. A curriculum that is alien to their culture and ways of life leaves them confused. Such concepts as the father being the sole bread earner, mother attends only to household chores, boys playing out-door games and girls engaged in domestic work leaves them perturbed. Even the gender insensitive games that are taught in the non- tribal schools do not have positive attitude towards tribal values. The non-tribal culture at large does not have a very pro-women attitude and the same is reflected in the attitude of these teachers towards female children. The teacher addressed the gir ls as waste, burden, and scolded them whenever they did not show interest in the lessons or failed to answer their questions. They made a point to repeatedly remind the female students that their place was in the home and that kitchen work does not require any formal schooling. Teachers with such attitudes are doing great damage to the motivation of girl children because of their gender blind attitudes. Ideas that had hitherto not crept into Muthuvan mind have now been introduced. Many female teachers also act as a negative, influence on women and girl children. They express their displeasure and disapproval about such tribal practices as elopement, divorce and widow marriage. These young children are slowly developing a sense of aversion towards their indigenous practices, many of which are very progressive.

Ethical Principles for Research

Ethical Principles for Research There is four well-known moral principles constitute the basis for ethics in research. They are first, the principle of non-maleficence. It means that the research must not cause harm to the participants in particular and to people in general. Second is the principle of beneficence. That show the Research should also make a positive contribution towards the welfare of people. It should be provide benefit for whatever treatment is. Third is the principle of autonomy. The research must respect and protect the rights and dignity of participants. For my perspective if my doctor ask me to take an antibiotic to treat the infection, is my right to consent the treatment or withdraw my consent. Next is the principle of justice. The benefits and risks of research should be fairly distributed among people. The ten general ethical principles, presently relevant for social science research in health are as follows. First is essentiality. This is for undertaking research it is necessary to make all possible efforts to get and give adequate consideration to existing literature/knowledge and its relevance, and the alternatives available on the subject/ issue under the study. Second is, Maximisation of public interest and of social justice. That means that the research is a social activity, carried out for the benefit of society. It should be undertaken with the motive of maximisation of public interest and social justice. Third is knowledge, ability and commitment to do research. It shows that sincere commitment to research in general and to the relevant subject in particular, and readiness to acquire adequate knowledge, ability and skill for undertaking particular research are essential prerequisites for good and ethical research. Next is the respect and protection of autonomy, rights and dignity of participants. This research involving participation of individual must not only respect, but also protect the autonomy, the rights and the dignity of participants. The participation of individual must be voluntary and based on informed consent. Next is the privacy, anonymity and confidentiality. It shows that all information and records provided by participants or obtained directly or indirectly on/about the participants are confidential. For revealing or sharing any information that may identify participants, permission of the participants is essential. Then, the precaution and risk minimisation. For this research all research carries some risk to the participants and to society. Taking adequate precautions and minimising and mitigating risks is, therefore, essential. Then,non-exploitation. The research must not unnecessarily consume the time of participants or make them incur undue loss of resources and income. It should not expose them to risks due to participation in the research. The relationship within the research team, including student and junior members, should be based on the principle of non- exploitation. Contribution of each member of the research team should be properly acknowledged and recognised. Next is public domain. It needed all persons and organisations connected to research should make adequate efforts to make public in appropriate manner and form, and at appropriate time, information on the research undertaken, and the relevant results and implications of completed research. Then, accountability and transparency. The conduct of research must be fair, honest and transparent. It is desirable institutions and researchers are amenable to social and financial review of their research by an appropriate and responsible social body. They should also make appropriate arrangements for the preservation of research records for a reasonable period of time. Last but not least, totality of responsibility. The responsibility for due observance of all principles of ethics and guidelines devolves on all those directly or indirectly connected with the research. They include institution where the research is conducted, researcher, sponsors/funders and those who publish material generated from research.

Human life development Essay

Introduction Growth refers to an increase in size, such as changes in an individual’s body for example size, weight, height and shape. Development usually comes in stages, as in the changes in the complexity of an individual and a rise in skills or knowledge, such as learning how to walk. Conception to birth (0-9 months) P1) The internal development is the development of the embryo in the mothers body which is needed to absorb oxygen and food from the blood for the baby. At this stage all of the developments are physical changes. M1) Physically about two weeks after a woman’s menstrual period the ovary releases an egg, which then travels down the fallopian tube. Sperm travels through the cervix and swims into the fallopian tube – one single egg penetrates the egg cell and the resulting cell is called a zygote, then the fertilised egg travels down the fallopian tube. While doing this the fertilized egg divides once it has travelled through the fallopian tube, the embryo implants into the womb lining. From four weeks the embryo now relaxes in the womb lining, the outer cell reach out like roots to come together to the mothers blood supply. The inner layer of cells form into two then later on shape into three, each one of these layers will grow to be different parts of the baby’s body. One of the layers becomes the brain and nervous system, the eyes, skin and ears. Another layer will form into the lungs, gut and stomach; finally the third layer will grow into the blood, muscles, heart and bones. The fifth week is the time of the first missed period when many women are only just beginning to think they may be pregnant. Nevertheless already the baby’s nervous system is starting to develop. A groove forms into the top layer of cells. The cells fold up around to make a hollow tube called the neural tube. This will form into the baby’s brain and spinal cord. At the same time the baby’s heart is coming together and already has some of its own blood vessels. A string of these will link baby and mother and will become the umbilical cord. From week six to seven there is now an outsized bulge where the heart is and a bump for the head because the brain is developing. The heart begins to beat and can be seen beating on an ultrasound scan. Dimples will appear on the side of the head which  will become the ears and there are thickenin gs where the eyes will form. On the baby’s body there will become bumps where the muscles and bones will be forming. At seven weeks the embryo has grown to 10mm long from head to bottom, this measurement is called â€Å"crown- rump length†. By week eight a face is gradually forming, the eyes are more recognizable and have some colour in them. Also there is a mouth in which the tongue has formed. There are now the beginnings of hands and feet, with ridges where the fingers and toes will be. The major internal organs are all developing which are the, brain, heart, kidneys, lungs, gut and the liver. On week nine the baby has grown to about 22mm long from head to bottom. Week ten to fourteen, just 12 weeks after conception the fetus is fully formed. Its development all their organs, muscles, bones, limbs, and its sex organs, from now on it has grown and matured. The baby is now able to move about; however, the movement’s cannot yet be felt. By fourteen weeks the heart beat is well-built and can be heard through using an ultrasound detector. The baby’s heart beat is extremely fast, about twice as fast as a normal adult’s heartbeat. At fourteen weeks the baby is about 85mm long from head to bottom. From week fifteen the baby has now growth swiftly, the body grows bigger so that the head and body are more in proportion and the baby doesn’t look so top heavy. The face looks much more human and the hair is beginning to grow as well as eyebrows and eyelashes. However the eye lids stay closed over the eyes. The lids of the skin of the fingers are now made, so now the baby has its own individual fingerprint. Toenails and fingers are growing and the baby has a firm hand grip. At twenty-two weeks the baby is covered in a very fine, soft hair called â€Å"lanugo†. At about sixteen to twenty-two weeks you will be able to feel the mothers baby move for the first time. The baby is now moving about vigorously and responds to touch and to sound. You may be able to feel the baby hiccup which will make the baby jerk. The baby may also begin to follow a pattern for waking and sleeping. From this stage you are now capable of hearing the heart beat through a stethoscope, also your partner may even be able to hear it by putting an ear to your abdomen, but it may be difficult to find. The baby is now enclosed in a white, greasy substance called †Å"vernix†. It is thought that it is maybe to protect the baby’s skin as it floats in the amniotic fluid. The vernix mostly goes before birth. By twenty-four weeks the baby is called â€Å"viable† this means that the baby is  now thought to have a chance of survival if born. Around about twenty-six weeks the baby’s eye lids are exposed for the first time. The eyes are almost always blue or dark blue. It is not until some weeks after birth that the eyes become the colour they will stay, although some babies do have brown eyes at birth. The head to bottom length at thirty weeks is about 33cm. By the time the baby is thirty-one to forty- weeks is it growing chubbier, so the skin which was quite wrinkled before, is now smoother. Both the vernix and the lanugo begin to disappear. By about thirty-two weeks the baby is typically lying downwards braising for birth. Sometime beforehand the baby’s head may move down into the pelvis and is said to be â€Å"engaged† but sometimes the baby’s head does not engage until labour has begun. Birth to infancy (0-3 years) Physical development P1) When a child is new born they are powerless – this means that it is a parent or caregivers responsibility to ensure it survives however, all children are born with natural physical developments, such as rooting, sucking, swallowing, grasping, stepping and startle reflexes although new born babies have very low muscular co-ordination they are able to focus their eyes and follow sounds from side to side. They are also able to cry and make gurgling sounds which helps indicate the child’s needs. (M1) Humans are fairly helpless and dependent then they are born. To ensure the new-borns survival they need to be looked after. Babies are born with several reflexes which are sucking, rooting, grasping, swallowing, stepping and the startle reflex. New-borns are mostly immobile when they are born and have very little muscular co-coordination. Soon the muscles start to strengthen and babies get going, their movements allow them to begin to explore their environment and learn how their world operates. Physical control progresses downwards, beginning with the head and moving through the arms, neck, trunk and finally their legs. From two months the baby is able to raise its head when lying on its stomach, at four months they can grasp objects using their whole hand, at six months they will be able to sit up without support, at eight months they can start to crawl, at twelve months  they can walk without help, at eighteen months they can climb stairs and run but often fall, at two years they can control muscles which allow for toilet training and they can climb on furniture and kick a ball but not yet catch one, and by three years they will be able to jump and ride a tricycle. Emotional development P1) Our emotional development starts from a very young age that way a child and their main caregiver bond together this will result in the attachment they gain towards one another the emotional development of infancy is all about the intellect of having security around you and the development of trust and self-worth for yourself and others. M1)Emotional development is the way we are able to form effective relationships. Young babies cry if they are parted from their carer for a long time. One-year old babies are about to learn about the effects their behaviour has on their caregiver and they can express emotions through laughter, tears and facial expressions. Two-year old children are known for their temper tantrums as they find it hard to express their emotions. They are able to show a certain degree of empathy, which is often stated through play such as punishing or praising a doll. By the time they get to three, children are most sensitive to other individual’s feelings and are eager to share toys and take turns when playing. They are interested in having friends and this is often when children start nursery or playgroup. Intellectual development P1) At this stage children begin to develop the mind, which allows them to recognise, remember, reason, know and understand things that are around us. This all helps towards developing communication skills which help us to be understood and the start of developing relationships when children start to interact with the environment they develop their own thoughts and responses to the world. Language is also part of intellectual development. M1) intellectual development refers to the development of the mind and lets  us recognise reason, remember, know and understand things around us. As a child co-operates with the environment, they progressively organise their thoughts and develop an appropriate set of responses for dealing with the world. Children should know at least six words by the time the child is eighteen months. Most one-year olds should be able to name straightforward objects and by the age of two most are able to put two or three words together into a trouble-free sentence. By the age of three most speech should be understandable and children should be able to speak in complete sentences. Children at this age love to have stories read to them, often the same ones over and over again. Social development P1) Social development starts a few days after your child is born. New babies will respond to sounds of humans who are around them and will focus on the humans faces social development is linked very closely with emotional development as the first social relationships that are built are with those who are the main care provider for the child. M1) Our need to be sociable seems to be something we are born with, yet babies of a few days old will react to the sound of human speech, touch and smell, however social development starts in the womb. The baby will be able to hear music, a care giver reading a story and how the mother’s mood is. If you watch and listen you will observe that older babies and toddlers make social moves towards each other and are pleased to see each other. At first the most important relationship will be the baby’s caregiver and other family members, whereas relationships with peers become more important as children start to grow up. Young children form relationships and have a habit of showing preferences for particular people. Language skills are vital in the developing of these relationships and, as children develop, they are more able to express their feelings verbally. Children benefit from spending time with younger and older individuals. One way in which children develop social rel ationships outside their families is through play. Childhood 3-11 years (M1) Childhood is such an exciting stage of development with physical skills forming as well as children learning about society in which they live. Children become much more independent and in many cultures already start to take on many responsibilities. Physical Development (P1 When a child leads into their childhood stages they become more independent and take on their own responsibility and choices. The growth at this period is still very fast as they start to develop their body proportions during childhood. These stage children start to develop their growth motor skills which help to co-ordinate and muscle their large muscles, this helps with the skills for an example: walk, run, sit and other physical activities. They also start to develop their fine motor skills which help to co-ordinate and control the small muscles in the body. M1) Growth carry’s on developing rapidly during this phase, however not as fast as in the first few years, and body proportions and beginning to be more becoming more advanced. Children begin to be more aware of things and are cable of tying their on shoes laces, making and decorating a cake, play sport such as football, building a brick tower, play a musical instrument, throwing a ball and gymnastics. Children learn any skills through doing these activities such as co- ordination. Intellectual development For the period of stage children begin to be able to do more logical activities, they also start to understand different concepts whilst you explain things to them however, the individual needs to see them in order to completely understand. As children start to grow up and start to develop intellectual skills their language becomes more fluent and extremely clear. Likewise through this stage children start to develops the sense of the past, present and the future. M1)we can only guess what children are thinking by their gestures and by what they say. During this stage of development numerous things start to change and take place in many different countries this is the time where when  children often start formal schooling, some ideas about what we should be teaching children at this stage are based on Piaget’s theories about what children are capable of understanding. Stage 1- Sensorimotor (0-2 years) the infant learns about the word through their senses such as their mouth and tasting. Born with reflexes- the infant learns to control their muscles and movements. The child needs to develop object permanence- Piaget said s/he doesn’t remember and know that something still exists if it is â€Å"out of sight†. Stage 2 pre-operational (2-7) Children can now use language but Piaget said they can’t think in a logical way. They need to develop â€Å"conservation† i.e. understand that a tall slim glass of water doesn’t contain more water than a short wide glass (children look at the physical size instead of using logic). Stage 3 Concrete operational (7-11 years) the child can use logic but tends to focus on practicable/observable solutions. Stage 4 Formal operational (11+) the individual can now think about problems in their head and come up with different possible solutions. For an example if I turned on the light in a classroom which didn’t work, why do you think this might be. As children are developing and getting older they are able to carry out more logical activities. They start to begin to understand different concepts but often need to actually see concrete objects in order to understand them. For example if the child is learning about fractions they will be able to understand it but only if they can use a concrete example like dividing up a pie so that a number of people can each have a piece. As children retreat through this stage they become more or less fluent in language and may mature a good vocabulary. They start to be able to contrast sentences and use grammar fairly well, it is also during this stage that children begin to see things from other points of views not just their own, Also they have a sense of past, present and future. Moral development is something which also forms during this stage of development this is the process by which children adopt the rules and expectations of the society in which they are brought up and develop of wisdom of right and wrong. This would be learnt from the people around him such as their mother and father. Emotional development P1) During childhood the is the stage where children start to show pleasure towards their families and individuals who the children may be close to. They will create close attachments with these individuals, through this stage children start to develop and show may different emotions which for some changes for the wrong reason. Children will tend to act frustrated, sad and angry. This shows then they start to feel tired or need help with something. M1) as children headway through this stage they start to loosen their attachments with their main carers although they still need their support. They arise to be more individual and start to develop a sense of â€Å"self†. Most of our emotional responses are learned from our primary caregivers. Most children learn to be in control of their emotions responses and to resolve conflict and carers should praise the child when this occurs while trying to understand the temper tantrums of frustration that do occur. At this development the children start to show signs of compassion and empathy and again, carers need to encourage this. During this stage they also start to form the ability to talk about their feelings, even at a young age children will say things such as â€Å"I feel sad† or â€Å"that makes me happy†. Social development P1) childhood is when socialisation occurs to children, this is the development of bonds and friendships between individuals. And this is the stage where friendships outside the family become more significant as they start to move from the stage into adolescence where that begins vital to them. M1) As children form into social begins they go through what is termed â€Å"socialisation†. Primary socialisation takes place within the family although there are many different types of family’s. relationships with people outside of the family become more important as children move through this stage and into teenage years. One way in which these relationships develop is through play. Solitary is where young children like to explore and play with a wide range of toys by themselves. They will also like games  of imagination and make-believe. The approximate age would be 0-2 years, parallel is where toddlers will play alongside others and will even watch what they do but will not play another the approximate age would be 2-3 years. Simple co- operative is where children join in many different activities with others and learn to share and take turns this would be aimed at 3-5 years and complex co- operative is children making up complex games with others, organising themselves and making their own rules. Approximate age would be 5 years and onwards. Adolescence (Teenage ages (11-18 years) Physical development P1) During adolescence the physical change to an individual’s bodies is going through puberty, which is a rapid growth of our bodies an when we become physically able to reproduce. Puberty occurs in both boys and girls usually at the average age of 12. Both female and males go through physically changes such as weight gain and growth spurts. (M1) At puberty, chemicals in your body called hormones set off many physical changes, including growth spurts and weight increases, and boys and girls begin to change and look different as they grow into a young men and women. Similar changes to women and men are under arm hair grows, pubic hair, body smell gets stronger, emotional changes and growth rate increases. Changes which only happen for men are: voice breaks, testes, penis increases, testes start to produce sperm cells, shoulders get wider and hair grows on face and chest. Changes which would happen for women: breasts develop, ovaries start to release egg cells ( period starts) and hips get wider getting ready for pregnancy and birth. Intellectual development P1) At this stage of adolescence the mind develops broader and you start to learn the ability to work with abstract concepts. You also start to develop their long term memory which enables the individual to remember more  information and store it in their brain for a later date such as studying for a upcoming exams, this will be awfully key to in your life stage. M1) Stage 4 Formal operational (11+) the individual can now think about problems in their head and come up with different possible solutions. For an example if I turned on the light in a classroom which didn’t work, why do you think this might be. Teenagers also begin to see the difference between fact and opinion, learns that current actions many have an effect on the future and in late teens they will start to think about what they would like to do in the future for a career. Emotional development P1) At this stage you start to develop your own identify as an individual and your emotional intelligence. Also through this stage their emotional develop is all over the place, it has been portrayed as one of â€Å"storm and stress† in this period it is very common for an individual to feel misunderstood at times and they may start to challenge parental values. M1) At this stage the most important period in development of adult personality. Through this period teenagers may feel overwhelmed; often teenagers alternate from behaving like children and then behaving as adults. They also frequently feel misunderstood and may challenge parental values, deliberately pushing against boundaries by this stage teenagers become less dependent on family for emotional support and turn to their friends for advice. This is called the influence of the peer group. Young people want to be accepted by their friends and this can be sometimes lead to difficult situations, affecting both self- esteem and self- concept which may lead to depression, anxiety, being stressed and confused. Social development P1) this is the most difficult stage for social development because as you come be independent on your peers you may start to find it a fight to fit in with different crowds of individuals. For example the clothing you wear, or the type of personality they have. The main issue for social development  throughout adolescence is peer pressure. M1) Social and emotional development is interlinked and as teenagers gain independent, they spend more times with their friends. This allows them to practise social skills, sometimes called social intelligence. For some adolescents factors such as living in poverty, living in a dysfunction family and/or living somewhere in a are which as high crime make this period of life much more difficult. Peer pressure can also be difficult if in the wrong crowd; this is often a period during which issues such as experimenting with alcohol, sexual orientation and attitudes towards education are examined. However sexual relationships vary on your social group the avenge age is 17 years old. Adulthood ( grown-up 18-65 years) Physical development P1) Individuals which are in their twenties and thirties which would be early adulthood are usually at the peak of their physical development. They are completely mature and it is at this stage that a lot of people have children, Individuals who are in their thirties or older start to see and feel the beginning of physical aging process. M1) Most elite perform at their bet in their twenties and even have to think about their retirement. Good exercise regimes and a healthy lifestyle can help to expand this ad many individuals decide to start to develop their fitness after this age. From around about the age of 30 the physical ageing process begins and individuals begin to note certain changes about their appearance such as wrinkling of the skin, hearing and sight decline, bones lose calcium, greying and thinning hair, flexibility reduces, circulatory system not as efficient and the menopause for women over 50. Intellectual development P1) Early adulthood is the stage where most individuals continue or further their education to get to their desired career, their intellectual health is very important because it helps creativity, general knowledge and common  sense. There is also evidence that memory decreases with age and, just as physical self needs exercise to keep flexible, so an individual’s mind will also need to be kept active. M1) Intellectual development surely does not stop after the age of 18. Some individuals in our society either continue with their education or start work at this stage of development. A lot of young adults continue their education at a collage or university even this stage the individuals intellectual development does not stop. Once at work, many new skills are required and individuals may well also follow a number of more formal training courses. Young adults continue to develop problem solving and decision-making skills. Emotional development P1) Emotional development is very strong at this stage in life as individual aged between their twenties and thirties they will be thinking about life partners and developing close emotional bonds with one another. This is also the time where some people decide to have a family, which means new responsibilities. Most young adults have the emotional maturity to manage these, although there are sometimes too many pressures and they need to access outside help. Middle adulthood from the forties onwards is also a time of change and for some these changes can cause â€Å"Mid-life crisis†. Individuals will start to become aware of their physical ageing, women will go through the menopause, there are a fewer job options, some children are thinking of moving away from their parents, and middle aged adults may be helping looking after their own ageing parents, who are themselves experiencing difficulties. However for many people it is a positive time their experience is valued, they have been productive, there is more freedom as children leave home and people are usually established in their communities. Individuals can look at the contribution they have made to society which gives them a sense of belonging and well-being. Social Development P1) Social changes are significant throughout this stage. In an individual’s twenties they usually do not have too many responsibilities and most people are able to spend quite a bit of free time socializing with other people because friendships becomes vital and they begin to find it exciting being with other individuals and meeting new people. M1) Friendships are vital, both same sex and opposite sex, and meting new individuals is often an exciting activity. Throughout this stage there are many different types of relationships that develop both public and personal. The personal ones will be extended families, long-term friends and, possibly, a life partner. Public relationships are those which take place in the wider world. Such as the world of work, social networks are developed and maintained through a number of different ways. Old age (65+ years) Physical Development P1) This can be a very important stage as physical appears starts to change, the skin starts to become lose and wrinkle in all places, most commonly the face and hands. The hair starts to thin and become grey, in most cases fall out easier. The skeletal bones and the joints become weak and fragile and start to give way. An individual may also develop sight and hearing impairments which is blindness and deafness and the brain stops development if the person is not kept active and this results in memory loss for most individuals. M1) Once an individual hits the age around about their sixties their ageing process progresses more quickly. At some point almost all older people will have to deal with some sort of disability as they are no longer able to the things which they were able to do at a younger stage. Different physical effects of ageing can be their eye sight may find it difficult reading and the brain may cause some memory loss. Intellectual development P1) During this stage keeping mentally active you will still be able to learn  different skills and hobbies, you can keep you intellectual development increasing through lifestyle factors, if you are an active individual this could just be through walking then you are more than likely going to keep your brain mentally more active than those who do not do any physical activity such as exercise. M1) Many individuals do not retire until much later and often act as advisors due to long life experience and wisdom. Older individuals can still learn different skills and hobbies, which has been shown to help people in a positive way. They can learn foreign language, bridge, learn to play a musical instrument, join a painting or pottery glass and play scrabble. Many of these activates also involve others, which in itself provides mental stimulation. Social factors can also be significant. Older individuals who live with their family members and who have a lot of human interactions tend to a lot better both in terms of physical and intellectual health than those who more isolated in old age. Emotional Development P1) Emotional development in old age can be equally positive and negative. When an individual gets to the stage of old age it is known that they have a sense of pride. This is because many young individuals will look up to the older generation and want to listen to the things they have to say. From that it will make them feel like they have made a good contribution to their community. Likewise some older individuals look forward to having their own free time to be able to spend with their family and friends or people who they are with during hobbies. M1)Many old individuals are satisfied to be able to have more free time and are able to spend their retirement visiting family and friends or pursing their hobbies. In some societies the wisdom of old age is valued so those individuals feel they are making a contribution to their communities. But if this is not the cause it can make people feel that they are just a drain. Social Development P1) During old age individuals start to consider retirement, this means that most of the elderly become less social in the community, however it gives them more social time with individuals who care about them such as friends and family. If the individual had strong connections with family and friends this would be the stage where an individual can feel they are losing bonds. This is because people around your own age or older will start to lose their lives which will end up leaving you with a loss of a close friend or a family member is can lead to heavy depression and upset. M1) Many individuals prepare for retirement by developing interests that can followed later and other may do voluntary work. These kinds of social interactions have been shown to be vital for a healthy older age. If families do not live nearby, when partners and friends die or health problems make it difficult to get out, it is easy to become isolated and depressed. But there are now many services designed to help avoid this situation. Bibliography Class notes Text book health and social care Level 2 Btec first : Elizabeth Haworth: Unit 8 published by Pearson Education Limited 2010

Holdens Attitudes Toward Childhood and Adulthood in...

Holden Caulfield is the protagonist in the novel â€Å"The Catcher in the Rye†. In the book Holden hears a quote â€Å"The mark of the immature man is that he wants to die nobly for a cause, while the mark of a mature man is that he want to live humbly for one† (Salinger 188) which he embraces as he matures throughout the story. Holden’s opinions of childhood and adulthood change as he grows through experience. Throughout the story Holden emphasizes his love for childhood innocence. In a passage he says â€Å"The thing with kids is, if they want to grab for the golden ring, you have to let them do it, and not say anything.† (Salinger 211) This immediately points to his affinity for innocence and not having the limits of being and adult. The†¦show more content†¦The irony of Holden detesting phoniness and adulthood is that he acts so much like an adult with his curiosity and experience with alcohol and sex that he misses his own opposition. H olden hates the responsibility, morality, and accountability of being an adult and embraces childhood. This contradicts everything that he desires and to want to take part in. This causes his own corruption and enables a failure to relate to himself. Holden has numerous distinct attributes pertaining to both childhood and adulthood. His transition from growing and relational life, to an uncontrolled spiritual realm, this stresses him. He has instances of introspection that helps him encompass a realization for his own livelihood. When he shares with his sister Phoebe what he would sincerely like to do with his life he says â€Å"I have to come out from somewhere and catch them. That’s all I’d do all day. I’d just be the catcher in the rye and all.† (Salinger 173) That quote reveals the reasoning for the title of the book because Holden wants nothing more than to protect the innocence of children. Holden’s changes throughout the story are tes timony, to his own sincere transition in life. In the book Holden’s symbolized transitionShow MoreRelatedSalinger s A Pretty Good Life Growing Up1269 Words   |  6 Pagesa pretty good life growing up. He was born in New York City on January 1, 1919. Salinger’s academics weren t one of his priorities, but he did want to become one of the most famous authors. After failing several prep schools, he finally graduated from Valley Forge Military Academy in Pennsylvania (Telgen 117). He went to numerous colleges including Columbia University but didn t graduate from any. Salinger’s early adult life revolved around his experiences in WWII. In 1942, Salinger was draftedRead MoreCatcher and the Rye Essay1382 Words   |  6 Pagesnovel The Catcher in the Rye by J.D. Salinger expresses the free will of choice. Salinger cleverly conveys how decisions can alter a person’s perspective of their peer. 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