Persuasive Essay About Chocolate - 786 Words

There is no doubt that chocolate has become one of the most favorite food types and flavors in the world. Chocolates come in different shapes and they are popular for different holidays, such as chocolate bunnies and eggs on Easter, chocolate coins on Hanukkah, Santa Claus and other holiday symbols on Christmas, and hearts on Valentines Day. In this essay, I will explain how you can make your own chocolate Easter eggs in your home. Equipment and preparation part is the most crucial part. Go to craft store and pick up your favorite Easter egg molds (molds are usually made from plastic or silicone, not expensive), then follow these steps to make a delicious and decorative chocolate Easter eggs. In your first step, you should melt your†¦show more content†¦Then, pour the melted chocolate into a mold and work quickly. Use a teaspoon to spread your chocolate both sides of the mold. After that, you should close the mold so the edges join, you can use clips. Shake to coat on both sides, then turn it over and put aside until set. By doing this, chocolate setting only on one of the sides can be prevented. Put your molds in fridge until they harden enough, it will be around 5-10 mins. After that, you can remove the eggs from the mold easily. Gently press the top and bottom of the mold to release the egg. Make sure the press each side one at a time. Now your chocolate eggs are ready to eat, but we have one more step to complete this process. This is the funniest part of making Easter chocolate eggs: time to use your imagination. However, you need to follow some steps in this part also. To decorate the eggs, place the egg in a glass or small cup and use as a stand. You can label the eggs with the process called piping. To pipe the eggs, fold a permanent paper in the shape of a cone, and fill the inside with melted white chocolate (or any other color you wish). Write your custom or desired messages, or paint your favorite shapes onto the eggs. You can also add white chocolate into the mold before any of the steps above, to give the eggs zebra like patterns for additional decoration. If you need more creative and sweet ideas, you can watch some videos on YouTube.Show MoreRelatedComparative Analysis Essay857 Words   |  4 PagesJoel Spencer 3779350 Knowing and Knowledge Assessment 1 Comparative Analysis This  essay  will  be  comparing  and  analysing  the  techniques  used  by  two  Melbourne  based university  lectures,  Robert  Manne  and  Patrick  Stokes.  Both  dealing  with  the  thematic  subject  of opinion. Concerning  Climate  Change  Ã¢â‚¬Å"Clear,  Catastrophic  threats,  Manne  opens  the  article  with  an anecdote,  that  Ã‚  a  Ã¢â‚¬Å"part  of  the  english  syllabus  [as  a  schoolboy]  was  Ã¢â‚¬Å"clear  thinking†Ã¢â‚¬ Ã‚  (Manne 2011).  This  anecdote  should  set  up  a  releRead MorePersuasive Analysis : Charlie And The Chocolate Factory736 Words   |  3 PagesIntroduction. 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Child Deve Free Essays

string(203) " TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†\." Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. We will write a custom essay sample on Child Deve or any similar topic only for you Order Now CC1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1T. C –Yeah | | | | | |C4T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T. C C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1 T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C C1 want to help |Free-play | | | | |C1T. C -yup | | |2:15 |T. C helps change the page of book using pincer |T. CG |Read That One |Story-time | | |grasp |T. CA | | | |2:30 |T. C has Book of her own reading it and is changing|T. C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and zips it up using pincer |T. C A |T. C A- Bye |Home-time | | |grasp | | | | Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil. TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: GillMacmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: GillMacmillian. Piaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T. C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that the baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. You read "Child Deve" in category "Essay examples" TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs. TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation: The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â€Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching. According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would also recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can re member and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: GillmacmillianPiaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me to break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’ re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing singing |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting. I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she also shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food. In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1. Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. |tur ns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development. This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the way a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were they are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T. C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects. TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t asking much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other chi ldren. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor. Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C I Recommend that the creche do more outdoor activities with them so that TC can keep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read. After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhymes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them. After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days cards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation: In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other children. According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. How to cite Child Deve, Essay examples

Art and Architecture of Michelangelo’s David †MyAssignmenthelp.com

Question: Discuss about the Art and Architecture of Michelangelos David. Answer: Rational engagement with Michelangelos David allows the viewer to effectively engage with and fully understand this work of art. Introduction The rational engagement with art enables the spectators to see the art work under the internal light of harmonious spirit. The rational use of art offers an organic and temporary service that satisfies the eternal thirst. Bacon compared rationalists with spiders that spin all out of their own substance (Bacon 2014). However there is a contradiction between the aesthetics of art with the rational appreciation. The aesthetics welcomes the perception based sensitive cognition; the word aesthetic comes from a Greek word aisthetos that means perceptible and sensitive. Rational Engagement in the light of Post modernist Philosophies While discussing the philosophy of art, Baumgarten explains that when knowledge is concerned it is the rational one that holds much higher position than emotional one (Nakamura 2014). Philosopher Immanuel Kant suggested that viewers judgment towards a work of art generally is subjective and the whether a piece of art is beautiful is primarily the viewers subjective experience (Benot 2016). However it is not just the subjective feeling there is also rational engagement embedded. Animals lack this rational engagement with any object. Descartes suggested that the senses could not be subordinated to the intellect if the rationale is not provided (Vibbert 2013). Rational Engagement with David The rational engagement is the engagement with a work of art beyond emotional involvement or appreciation. The viewer develops his or her understanding based on the logic and reason behind the work of art. The middle ages of art did not have the rationalism from the historical perspective and it was more prone towards expressionism. According to the Story of Art the feelings were valued more than logic during the Middle Ages (Gombrich 2014). However the Medieval Greek architecture valued and incorporated more the ancient mathematical principles and at the later stage of the period the reasons started to reflect upon the work of other painters. In Giottos fresco painting the perspective painting techniques got coupled with depth cueing (Lubow 2015). Another painter Masaccio directly combined strict mathematics rules with perspective paintings. Brunelleschi applied linear perspective theory in the architectural art where he amalgamated Gothic style with classical building structures. T he renaissance painting and idealism came under light again in the work of Michelangelo. David demonstrates the application of reason with the reflection of expression of ideas rather than emotion. The Historical Perspective Michelangelos David was created in 1504 that is displayed in the Florence public square. The marble made most recognized sculpture in the world is 135 tall and depicts David waiting for a battle with a stone in his hand (Italianrenaissance.org 2013). David is an example of art where one can find the value of individual human being, physical beauty, rationalism and Greco-Roman influences. The original concept of David is influenced from the biblical story of David, where he did not use his strength directly to defeat Goliath but he thought and planned to use a better stone. David is a nude muscular man whose veins are visible as he is holding a stone firmly. The statute was meant to be placed at the roof of Florence Cathedral, but it is too heavy to be placed there. Davids hands and head are larger than the rest of the body and that is because the viewers were supposed to see this high up. The asymmetrical arrangement or the contrapposto reflects in the artists representing Davids lef t leg as that is also bigger than the right one. The depiction of human figure followed the reasoning of body postures as Michelangelo wanted to perfectly present Davids stance through his bodily gesture. David has put his body weight on the right leg and left leg is resting and this leads to his right hip positions bit higher than the left hip. Because of his stance his torso is bit curvy and his left shoulder is bit higher than his right shoulder. Two Davids One can compare Donatellos bronze made David with Michelangelos marble David to highlight the differences. The basic difference would be the Donatellos David is muscular and manly and without the associated biblical objects like Goliaths head or the sword (ItalianRenaissance.org 2013). Scale wise Michelangelos David is way larger than the other one but that does not make it a giant which his enemy is. Michelangelos David is depicted as he is about to start the battle where Donatellos one has already defeated the giant. The physical presence of David immediately presents the symbolical representation of heroic courage. Michelangelo appropriately depicted the idea of power of spiritual strength to be higher than the arm power through the exact bodily gestures. The Christian and Modernist theory both are rejected are rejected as he does not represent David neither as a giant nor as a victim rather his David is courageous noble man. The statue has a special historical significance as jus t before the statue was completed Florentines won a war against Medicis and held David as the symbol of their heroic act (Paoletti 2015). Conclusion The rational engagement with art enables the viewers with the power of appreciating the subtleties and complexities of art (Dominiczak 2017). The rational engagement contradicts the popular belief that beauty lies in the beholders eyes. When the viewer or critic is truly appreciating the art he needs to differentiate his own theory of beauty from the arts integrity of style and form. In the modern world the viewers engage with the arts on a superficial level mainly guided by their gut feelings. In order to judge the true art it is necessary to build up a sense of reasoning. The rational engagement with David explores many nuances of logical calculations, historical interventions and artistic elements. It highlights the artists knowledge and stance and the viewer gathers knowledge and reapplies those in interpreting the art. Without the rational engagement the statue of David is just a beautiful work of art but the in depth rational engagement helps the viewer to discover all the minu te details and subtleties that makes this art more than just a beautiful figure. References "Donatello's David Italianrenaissance.Org". 2017.Italianrenaissance.Org. https://www.italianrenaissance.org/donatellos-david/ Bacon, Francis. "Analogy, Metaphor, and Pattern."The Art of Social Theory(2014): 80. Benot, Gerald. "The beautifulin information: thoughts about visual literacy and aesthetics."Journal of Visual Literacy35, no. 1 (2016): 60-78. Dominiczak, Marek H. "Michelangelo: The Ingredients of Greatness."Clinical Chemistry63, no. 10 (2017): 1665-1667. Gombrich, Ernst HJ. "Idea in the Theory of Art: Philosophy or Rhetoric?."Daphnet Digital Library1, no. 1 (2014). Lubow, R. E. "Giotto's applications of embodied perception: Lateral and vertical dimensions of space."Laterality: Asymmetries of Body, Brain and Cognition20, no. 6 (2015): 642-657. Nakamura, Tomoe. "The Cognitive and Ethical Scope of Confusion in Baumgarten's Aesthetics."Philosophica44 (2014): 27-46. Paoletti, John T.Michelangelo's David: Florentine history and civic identity. Cambridge University Press, 2015. Vibbert, Charles Bruce. "The Perception of Movement in the Philosophies of Descartes and Bergson."The American Philosophical Association Centennial Series(2013): 313-325.