Understanding child and young person development from birth to 19 years free essay sample

More co-ordinated; running, hopping, kicking a ball, using larger equipment. More control over fine motor skills: writing, using a cup, drawing and cutting. Continuing to grow, Develop and refine skills. Start to have hobbies; sport, dance, acting etc. Able to make controlled fine movements; drawing, sewing, playing an instrument, drawing. Girls may start early signs of puberty from 10 yrs onwards. Boys; puberty normally begins later on. Growing stronger. Boys start puberty and many girls will have regular periods. Variance in height/ strength. On average most boys are taller than most girls at the end of this stage. Become adults, girls may have reached physical maturity; boys will continue to grow and change until their mid 20s. 2. INTELLECTUAL AND COGNITIVE DEVELOPMENT: Depends greatly on extent of their own experiences and opportunities they are given from the earliest stages. Children learn in a variety of ways and will some particular tasks easier than others due to their own abilities and strengths. We will write a custom essay sample on Understanding child and young person development from birth to 19 years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some theories of cognitive development, which are important to bear in mind which thinking about stages of learning include: †¢Albert Bandura: ‘Social learning theory’; he believed children watch others, in particular adults and role models, and copy what they do – positive and negative behaviour. †¢Jean Piaget: children pass through different stages of learning; he believed the way children think and learn is governed by their age and stage of development, because learning is based on experience. As children’s experiences change, they adapt what they believe. Children need ot extend their experiences in order to extend their leaning. AGESTAGE OF LEARNINGCHARACTERISTICS 0 -2 yrs Sensory motor stagestart to find out about the world around them; discover what things around them can do 2 – 6 yrs . Pre-operational stageStart to develop thought processes and use symbolic play. Find it easier to learn when they can see and use practical examples 6 – 11 yrs Concrete operations stageAble to think on more abstract level. Can use more abstract concepts. 12 YRS +Formal operationsAble to apply what they have learned to new situations. †¢B.F Skinner: ‘Positive reinforcement’; he believed children learn best through positive experiences. We will repeat experiences that are enjoyable and avoid those that are not. †¢Lev Vygotsky: ‘Zone of Proximal Development’; he believed that children need adults to support them in their learning in order to extend their learning†¦He said; children cannot learn as m uch without adults and others helping them. 0 – 3 YRS3 – 7 YRS 7 – 11 YRS12 – 16 YRS16 – 19 YRS Babies: start to look at the world around them, enjoy repetitive activities in which they can predict the outcome. Start to understand that objects are still there even when hidden, learn to recognise different items, can point to them. May start to recognise colours. Numeracy, reading and writing skills start to develop. Continue to learn about their world. Still look for adult approval. Becoming fluent in reading and writing skills. Developing their own thoughts and preferences, ideas about activities they enjoy, able to transfer information and think in a more abstract way. Begin to recognise their favourite activities and subjects; normally motivated in them. May lack confidence or avoid when doing less popular subjects. Selecting GCSEs. Need to feel good about themselves and want to belong. Thinking about career/university choices based on their chosen subjects. Able to focus on areas of strength; look forward to continuing to develop these as they move on. 3. COMMUNICATION AND LANGUAGE DEVELOPMENT: 0 – 3 YRS3 – 7 YRS 7 – 12 YRS12 – 19 YRS Babies enjoy listening and interaction with those around them communication, songs and games. Most try to speak at approx 12 months. If neglected as babies and not spent time with adults, they find it difficult to learn effective communication skills. 1-2 yrs: start to put words together, vocabulary increases, by 2 yrs most have approx 200 words. 2 – 3 yrs: start to use negatives and plurals in speech, vocabulary increases rapidly but they still make grammatical errors. Become more social and have wider experiences. Ask lots of questions, use increasing number of familiar phrases and expressions, more able to talk in past and future tenses. Most children will be fluent speakers and will continue to refine and develop reading and writing skills, able to think about and communicate the ideas. Continue to develop language, reading, writing, Communications skills. 4. SOCIAL, BEHAVIOURAL AND MORAL: How children and young people feel about themselves and relate to others. Need to learn how to have confidence. Become independent of adults as they grow older and begin to make their way in the world. 0 – 3 YRS3 – 7 YRS7 – 12 YRS12 – 16 YEARS16 – 19 YRS Start to find out about own identities. Need to form strong attachment; with parent, carers or nursery ‘key worker’. Frustration tantrums may begin. Will start to want/need to be doing for themselves. Continue to develop their identities, start playing with peers, use imaginative play/role-play. Need to understand the importance of boundaries and respond well to responsibilities e. g. class helpers. Adult approval is needed. Friendships become increasingly settled, with groups of friends. Need/enjoy the chance to solve problems and do activities independently. Increasingly aware of what others may think of them. Continue to need encouragement and praise. Self-esteem may be vulnerable. Bodies take on signs of adulthood. Want adult independence; still require some advice. Spend more time with friends of own age. Can continue to display childish behaviour. May feel pressure to grow up and higher expectations. May be unsure how to behave in different situations. Entering adulthood, may still need adult advice /guidance. Varied experience, emotional maturity and methods of social interaction. BEST PRACTICE CHECKLIST FOR SUPPORTING SOCIAL, EMOTIONAL, BEHAVIOURAL AND MORAL DEVELOPMENT: †¢Be approachable/give your full attention. †¢Fair and firm boundaries with explanations. †¢Ensure they feel valued; give praise and encouragement. †¢Give chance to develop independence. †¢Be aware of each child’s overall development. †¢Be sensitive to their needs. †¢Encouragement to think about the needs of others. †¢Be a good role model. THE DIFFERENCE BETWEEN SEQUENCE OF DEVELOPMENT AND RATE OF DEVELOPMENT: While children usually follow the same Pattern of development; the ages at which they reach each milestone will vary as all children are unique: RATE OF DEVELOPMENT: usual time frame in which development occurs. SQUENCE OF DEVELOPMENT: usual order in which development occurs.

The emergence and growth of multinational enterprises Essays

The emergence and growth of multinational enterprises Essays The emergence and growth of multinational enterprises Paper The emergence and growth of multinational enterprises Paper Essay Topic: Sociology Among the many existing economic and social theories on the emergence of the multinational enterprise (MNE) and its relationship with foreign direct investment (FDI), internalisation theory has room for further development in a present day context, thus is the subject of this study. An MNE is an enterprise that engages in foreign direct investment (FDI) and owns or controls value-adding activities in more than one country (Dunning, 1993, p. 3). Several schools of thought exist in business literature that explain the internationalisation process of firms, such as market imperfection theory (Hymer, 1976; Kindleberger, 1969), product life-cycle theory (Vernon, 1971), internalisation/transaction costs analysis (Buckley Casson, 1976; Williamson, 1977, 1993) and OLI paradigm (Dunning, 1980). This study focuses on internalisation theory due to its great contribution to development of MNE theory. The main objective of this study is to explore the framework of internalisation theory using a case of video game industry in Japan,to further refine the theory. In the first section, the relevant literature on internalisation theory are critically reviewed. In particular, two empirical research projects are highlighted in order to determine which research method is appropriate to this area of study. Further questions are subsequently discussed in the second section. In the last section, the research design is described. 1. Literature Review 1.1 Internalisation Theory The main concept of internalisation theory is that firms grow by internalising markets through foreign direct investment (FDI) to minimise transaction costs (Buckley, 1988). If the cost of using arms-length markets are low, some form of arms-length arrangement (licensing, exporting, franchising, joint venture (JV)) would occur (Buckley Casson, 1976, 1988). Internalisation theory developed by Buckley and Casson (1976) is based on the empirical evidence obtained from their survey research. For the sample they chose 434 large manufacturing firms and collected each firms data including growth rate, profitability, size and capital-intensity in order to examine the relationship between multinationality, growth and profitability which stems from the internalisation. Through the statistical analysis, Buckley and Casson confirmed their postulate that internalisation of markets generates MNEs. Buckley and Casson (1976)s approach to research can be categorised as positivistic approach. There are mainly two different ways of approaching research which are positivistic approach and phenomenological approach (Saunders, Lewis Thornhill, 1997). As a definition of positivism, Benton and Craib (2001) state that in social science it can be seen as an attempt to put the study of human social life on a scientific footing by extending the methods and forms of explanation which have been successsful in natural science (Benton Craib, 2001, p. 28). On the other hand, phenominology is concerned with understanding human behaviour from the participants own frame of reference (Hussey Hussey, 1997, p. 52), PAs Hussey and Hussey (1997) explain, positivistic approach is objective in nature and uses deductive process, while phenomenological approach is more subjective in nature and inductive in the research process. The advantage of positivistic approach is that research findings possess a high level of reliability. The data produced from positivist research is usually quantitative data which refers to all data that is collected in numerical form (Hussey Hussey, 1997, pp. 150). Therefore, if research findings yielded from quantitative data were repeated by another researcher, (s)he could obtain similar results (Hussey Hussey, 1997). In the case of Backley and Casson (1976)s research, large cross-sectional samples and numerical company data made their findings reliable. The disadvantage of positivist research is that validity will likely be low (Hussey Hussey, 1997). Validity is concerned with whether the findings are really about what they appear to be about (Saunders, Lewis Thornhill,1997). According to Hussey and Hussey, because positivistic research focuses on the precision of measurement, often the measure does not reflect the phenomenon which the researcher investigates. Regarding Backley and Casson (1976)s research method, Kobrin (1977, pp. 138) criticised as follows: difficulties of their research are unnecessarily compounded by a very partial reporting of results; for example, statistics rather than coefficients are reported as measures of the strength of association. From a different viewpoint, Backley and Casson (1976)s research has another weakness in terms of data collection. They mention two short-comings of the data: firstly, information on RD expenditure is available only by industry and not by firm, and secondly, an international and interregional breakdown of operations by host country is available only for a very limited number of firms (Buckley Casson, 1976, pp. 84). In quantitative research, such lack of data would be a severe disadvantage. 1.2 Application of Internalisation Theory Considerable amounts of research have been undertaken in order to test the application of internalisation theory. A case study of Coca-Cola in China conducted by Mok, Dai and Yeung (2002) is an empirical tests. In their research, internalisation theory was used to explain Coca-Colas experience and success by changing modes of entry from franchising to JVs. Mok et al. concluded a key of Coca-Colas success in the Chinese market was the internalisation of its market transactions through establishment of JVs rather than wholly owned subsidiaries. The contribution of Mok et al. (2002)s research was they not only provided implications of internalisation theory but also insight into the market expansion strategy of a global soft drink manufacturer in China. For research methodology, Mok et al. (2002) employed case studies in addition to general data collection. The case study is a research strategy which focuses on understanding the dynamics present within single settings (Eisenhardt, 1989, p. 534). It involves gathering detailed information about the unit of analysis with a view to obtaining in-depth knowledge (Hussey Hasse, 1997). There would be three strengths in Mock et al.s case study. First, Mok et al.s choice of sample fully matches their objective of research. Since Coca-Cola is undoubtedly one of the biggest MNEs and has long history of investment in China since 1979, it is a good sample with which to explain the growth of MNE and FDI. In addition, China is a preferable location because its market was a typical imperfect market (Mok, Dai Yeung, 2002). Secondly, Mok et al. (2002) took advantage of qualitative data gained from interviews. Qualitative data is concerned with qualities and non-numerical characteristics (Hussey and Hussey, 1997, pp. 150). Mok et al.carried out interviews with high-level management of Coca-Cola. Their main purpose of the interviews was to obtain information about the companys business operations, especially its relationship with local partners (Mok et al., 2002). They emphasis the importance of interviews as follows: only rarely was this type of information obtainable from any other publicly available sources (Mok et al., 2002, pp. 40). According to May (1997), the advantage of interviews is that they yield rich insight into peoples experiences, opinions, aspirations, attitudes and feelings. In the case of Mok et al.s research, companies entry mode choices were made clear by examining managerial perception revealed in the interviews. Such evidence would not be found sufficiently in official data. However, there are limitations of Mok et als case study. First, since the sample came from a single industry, thus the generalisability of the results is restricted (Mok et al., 2002). Second, as Dunning (1993) claims, the information obtained by field questionnaires and/or interviews with MNEs represents the subjective judgment of the responders to questionnaires or the interviewees. 1.3 Discussion After establishment of its basic concepts, the internalisation theory was confirmed by many researchers as a general explanation for the MNE trend. However, it is questionable that internalisation theory can sufficiently explain the recent variety of activities of MNE. The emergence of global E-commerce companies could be cited as a prime example. For these companies, internalising advantage would be less of a factor since the Internet reduces both internal coordination and market transaction costs (Dunning Wymbs, 2001). Another example is Japanese video game companies which are multinationalised but less internalized to their market. Nintendo and Sony have great share in the video game industry both domestically and internationally, but they seldom have a joint venture or partnership with foreign partners and their almost all production takes place in Japan1. Their overseas subsidiaries are mainly only responsible for sales and marketing. Unlike with E-commerce, the video game industry requires a certain physical space to manufacture and convey its products, similar to other mass-production industries. Nevertheless, the fact that internalisation rarely occurs in Japanese MNEs in video game industry is problematic. It can be supposed that unique characteristics of this industry cause this phenomenon. Thus, further study is needed to examine whether internalisation theory can apply to the video game industry in Japan. 2. Research Method The purpose of this research is to test the applicability of internalisation theory and reconsider the theoretical framework of the theory. Finally, suggestions are made with regards to further research that could be carried out in relation to the discoveries made in this study. 2.1 Research Design This research takes a positivistic approach. As noted above, while phenomenological approach is concerned with generating theories, positivistic approaches focus on hypothesis testing (Hussey Hussey, 1997). In this research, the data collection is concerned with testing a theory rather than generating new theories. The research approach can also devided inductive or deductive (Hussey Hussey, 1997). Deductive research is defined by Hussey Hussey as a study in which a conceptual and theoretical structure is developed and then tested by empirical observation. Hussey Hussey describes inductive research as a study in which theory is developed from the observation of empirical reality. It is this former approach that applies to this study. As a research strategy, this research uses a case study. The research strategy is a general plan of how you will go about answering the research questions (Saunders et al, 1997) The different strategies are experiment, survey, case study, grounded theory, ethnography and action research. As Saunders et al. (1997) mentioned, case studies can be a very worthwhile way of exploring existing theory. It is the main aim of this research. In addition, a case study will be of particular interest to a researcher if (s)he wishes to gain a rich understanding of the context of the research and the process being enacted (Morris and Wood, 1991, cited in Saunders et al., 1997). This research will be effective by gaining rich and detailed information in a particular setting. 2.2 Data collection method This research utilises methodological triangulation both a quantitative and qualitative data collection method (Easterby-Smith, Thorpe Lowe, 1991, cited in Hussey Hussey, 1997). According to Hussey and Hussey (1997), triangulation is advantageous in understanding a research problem and can overcome the potential bias and sterility of a single-method approach. In this research, quantitative data are collected by survey, and qualitative data are gathered through interviews. Mail-in survey questionnaires will be sent to the Japanese video game companies that expand their business overseas including hardware makers and software providers. The objective of questionnaire is to obtain general information on MNEs profiles and performances and to explore their strategy for market entry mode. In order to complement the survey data, secondary data will also be used such as annual reports of companies and government publications The collected data will be analysed using appropriate measuring. At the same time, interviews will carried out with management level staff in a Japanese video game company or those who have knowledge about this area of study. Such qualitative interviews will be used to provide significant quantitative results.