When Jane began playing with the musical piggy bank, she was very responsive to the sounds; she was able to hear the sound and find its trajectory. Jane also made a few failed attempts to put the large discs through the slot just like her mom. Jane later went to collecting the discs in her hand and transferring it to her other hand. Overall, for about 20 minutes Jane was very engaged playing with her toys and mom. Throughout her playtime, Jane was sitting upright independently, which indicated that she developed the necessary head and trunk control.
In the 1984 Olympics she earned a perfect 10.0 in Vault making her the first female gymnast in the U.S. to win the Olympic All Around title. “Mary Lou Retton’s wholesome exuberance won her many commercial endorsements, including the appearance on a Wheaties cereal box!”(biography.com) She is in great demand as a motivational speaker and corporate spokesperson. She made many commercials, appeared in several movies and T.V. shows, and is a popular speaker. Mary Lou Retton is still an amazing role model for many young athletes including gymnasts.
In chapters four through eight, the audience gets to experience the continuous growth of Scout through her own eyes. Lee’s diction portrays Scout’s curiosity when says that the gum I found was fresh, and “ I licked it and waited for a while. When I did not die I crammed it into my mouth” (Lee 1). In this instance, Lee is trying to remind us of Scout’s innocence and compelled mindset, due to her young age. Similarly, when Dill comes back to Maycomb in the summer Scout starts to feel like a third wheel.
Sammy, the narrator of “A&P”, immediately starts the story by talking about the three girls that come in. He is immediately attracted to them and throughout the story he also seems to be attracted to their presence. Sammy begins describing the physical appearance of the girls also describing their bathing suits, even Suzanne Henning Uphaus states, “The three girls, and especially the queen, are described in intimate and pleasurable detail.” The girls at the beginning of the story are spoken about as if they were just some tangible item and no more (Updike 294). After looking over the story multiple times it became clear that Sammy is only concerned about what the girls, especially “Queenie” thinks of him. Although Sammy is made aware that, “They are of a social class beyond his, for he is a town boy, they are summer vacationers, from families who snack on herring in sour cream as they sip their cocktails” as Uphaus mentions, yet he remains persistent in his pursuit to receive
Secondly, the poem to alludes to the commonly known fairy-tale, “The Princess and the Frog”. “The Princess and the Frog,” tells of a common girl who believes in being something bigger than herself, kissing the frog and finding true love. She only becomes a princess because she is willing to take the risk. However, in Machan’s version, the maid refuses to see herself in a bigger light, she refuses to believe she can be more than what her reality is. She states, “Me, a princess” (11).
In the story, Ella Sarah Gets Dressed, Margaret Chodos-Irvine tells a story of a young girl named Ella Sarah. This children’s story is geared for children in the younger age range, most likely preschool or just entering school. Chodos-Irvine tells a tale of Ella Sarah making tough stylistic decisions while getting dressed in a humorous style. For an early reader, the text was clear and easy to read. It was strategically placed mainly towards the top of each page without an overwhelming amount of words.
In the water play, the preschool gives children an environment to play water whatever they want to. MS. Tammy puts water in a sink, then children start to use their hand to touch the water in the sink. The expression on Olivia’s face is exciting, because Olivia (3-1) wants to play with her friend Tina (3-5). After they start to throw water
As a couple they were devoted and loving, they depended upon each other. Edgar taught Virginia algebra and how to play the flute, he even took the time to complete games of hop frog with her. But, as the Edgar
You want some Sopa? Mmm yummy, the sopa is delicious.” Sigelman and Rider (2015) describe child-directed speech as the speech that adults use when speaking with children. The grandmother was looking directly at the child and talking to her in an exaggerated and high-pitched voice. The exaggeration and high pitch according to Sigelman and Rider (2015) are also characteristics of child-directed speech. Because the grandmother repeated the word sopa many times the child is more likely to remember or use the word in the future.
Another example of this occurrence when the author noted on section twenty-four, “Teresa,” Victor (responded) instantly (to the teacher). Some of the girls giggled (in a low tone). Since Victor responded the teacher with “Teresa” instantly,
This is an opportunity for the children practice their fine motor skills as they hold the cylinder shapes (EYLF 3.2), colour recognition as they look through the coloured cellophane (EYLF 5.1), and to explore imaginative play (EYLF 4.1), communication skills (EYLF 5.1). Emma was first to notice the coloured cylinders and excitedly took one from the table and had a look inside. Emily.E and Aria enjoyed looking through the different length cylinders but both at separate stages turned the short cylinders into drums and started playing them. Emily.E and Safiya stacked their coloured cylinders into 2 tall towers (EYLF 4.1.3). Cooper tried out all the colours.