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Child development psychology classifies child development in the infancy stage into three sub stages. From birth to fifteen to twenty seconds it’s the pertinent period. Until the time the baby emerges from its mother’s womb separated by cutting and tying of the umbilical cord, the child is a parasite and makes no adjustments to the postnatal environment. From thirty minutes to the end of two weeks the infant is now separate, independent and individual-no longer a parasite.
Physical development:
The physical growth development is fast with a faster rate in function of nervous system.
Child development behaviors:
All child development theories hint out that infancy stage of child development is the shortest of all developmental periods. Infancy begins with birth and ends when it is two weeks old. It is the time that the fetus must adjust to life outside the uterine walls of the mother after approximately nine months.
i) It requires approximately two weeks to adjusting to the new environment.
ii) Infancy is a plateau in development. The rapid growth and development which took place during the prenatal period suddenly comes to stop with birth. There is a slight regression such as loss of weight, less strong and healthy than it was at the time of birth. This characteristic of plateau is due to the necessity for radical adjustments to the postnatal environment. Once the adjustments are made the infant resumes its growth and development, so no fear is needed about this characteristic.
iii) Infancy is a preview of the later growth development. It is not possible to predict exactly what the future development of the individual ll be on the basis of the development at birth. We notice only a clue of what to expect later on.
iv) The child development period in infancy stage is hazardous both physically and psychologically. Physically the infant finds it difficult in making adjustments to the new environment. Psychologically the infant suffers a little when the attitudes of significant people towards the infant radically changes.
Environment of adjustments:
The infant begins to gain child development skills and make adjustments to the new environment after birth.
i) Change in temperature requires adjustment. There is a constant temperature of 100*F in the uterine sac and it is 60 to 70*F in the hospital or at home ii) Breathing by own starts. When the umbilical cord is cut the infant must begin to breathe on its own.
iii) Sucking and swallowing is a self learning development. When the umbilical cord is cut off, the child gets nourishment by the reflexes of sucking and swallowing instead of receiving it from the mother through umbilical cord.
iv) Elimination of waste products begins. Letting out urine and stools is not a matter of adjustment
v) But some infants are seen to have trouble shooting with elimination matters.
Emotional development:
Specific and identifiable emotional changes cannot be seen at birth. Anyhow some reactions may be there as facial expressions of pleasantness and unpleasantness. These are characterized by the relaxing and tensing of the body. Whatever may be the stimulus the resultant emotion is intense and instant.
Social development:
There is nothing to tell about this behavior as it’s just the starting point.
It’s best suggested that the mother maintains a child development chart of everything about the infant child and for achieving the child developmental milestones.
Introduction
Although there are web modelling tools available it still needs considerable effort to adapt these tools for educational use. Research is needed into creation of Semantic Web models for educators to use in order to create learning objects and models. This educational modelling research should focus on the creation of a web based knowledge management system, and migration of simple models that are normally created in spreadsheets to a shared learning environment.
With the development of technologies under the broad terms of Semantic Web and Web 2.0 there are opportunities to establish a highly interactive web based learning environment. The constructionist approach to understanding problems is to learn about them by modelling them. This approach can be used in combination with research into enabling end-user programming techniques in order to provide an environment for non programmers to model their problems. Visualisation and interaction provide rapid feedback that gives a powerful representation of the environment to be modelled.
Many people would like to make greater use of computer technology but are hampered by the need to learn programming languages if they are to fully interact with software. Instead they are limited to the use of certain features that are provided for them. A further constraint is the cost of software, and it is important to develop free software and encourage a community of end-user developers, and modellers.
The aim should be to create a software development environment that enables people to customise their own software solution. This is an alternative to provision of software as a finished article that can’t be changed. The e-learning software can be customised without requiring programming expertise.
Methodology
A Semantic Web modelling infrastructure could be created to be the basis of future research in learning systems. In order to achieve these aims it is important to examine applications that assist in model building and critically review them. The system we could be used to promote engineering to a skeptical public who see the profession as poorly paid and dirty, ‘House of Lords Select Committee on Science and Technology report science and society’ [1], and remote from the public [2]. The aim of this research is to try to bring together the areas of E-Learning, End-User Programming and the Semantic Web.
Since Engelbart’s Augment [3] there have been attempts to create systems to aid learning. Papert [4] and Smith [5] built on the Augment research to develop a method of Human Computer Interaction (HCI) that can be applied to e-learning. These systems were defined prior to the Semantic Web. It is important now to re-examine and apply this research using Semantic Web/Web 2.0 tools and techniques. Some examples are available [6], more information about the history of end-user programming is available [7].
Mechanisms of Web 2.0 [8] applications include Google web spreadsheets [9]. These applications are increasing in popularity, and can provide modelling capability over the Web, the use of Web 2.0 for public policy is examined in [10]. The advantages of open source collaboration are that as well as allowing researchers to co-operate and work together where they share an interest; it also allows the untapped potential to be developed of those who do not have an official research position. This includes students, people employed outside the academic environment, retired people and amateurs who have useful expertise. Astronomy, for example, has harnessed skills of this very diverse range of people to make new discoveries. The expertise provided by anyone involved can be applied to feedback on usefulness, or ease of use of software, as well as actual involvement in software development. This means feedback would be sought from users of software even if they were not software experts. Researchers would benefit the community by providing education tools online and for libraries. This is different from other open source communities in that the intention is to make the software easier to use and develop, and so involve those who have not previously been capable of participating in software development.
An E-Learning and Modelling tool could bring together experts in science, engineering, systems modelling, computing, web development, and Human Computer Interaction. In any location there are likely to be several researchers examining a different part of a related overall subject, such as web based systems. This means there is a need to co-ordinate researchers, in computing and engineering in a project to link together work on information management and visualisation for modelling and decision support.
Many people who are experts in their domain want to create software models. Scaffidi et al [11] show that most people who develop software are end users not professional programmers. End-user programming is particularly important in this research to make it possible for people who do not have a programming background to create their own educational tools. Semantic Web tools and techniques can be used to create a web based end-user programming environment, these aims are also explained in [12]. People can then use this to create their own software. This software could allow interactive visual modelling of information. This corresponds to the type of work normally undertaken using spreadsheets for modelling, and web editors for knowledge management.
Semantic/Web 2.0 Web Tools
The need is for an alternative way of representing these models, which does not require the user to write code. The tool created must make it practical to interact with and change educational models and to share information with others. Such a project can involve use of editing tools such as wikis [13][14][15], blogs, and semantic web editors [16][17][18] to allow discussion and explanation of the models.
There is an urgent need for Semantic Web tools to illustrate the benefits this technology can provide for education, ‘EASE: The European Association Semantic Web Education’ [19] explains this need. Some Semantic Web tools are available, explained by EASE and in the Jena User Conference [20] or being developed at present, but they are still difficult for people to make use of as they require a good deal of development expertise. REASE (the repository of EASE for learning units) [21] provides a way to find and create learning materials for industrial applications of Semantic Web technologies.
The key problem is enabling a Semantic Web infrastructure that will be the basis for future research in learning systems. To achieve this, a modelling environment needs to be created in order to allow people to customise their own models. This environment can be created using an open standard language such as XML (eXtensible Markup Language). As the high level translation this infrastructure would depend on tools developed in order to assist the user, provide an interface and manage the user interface. This is why tools should be used such as Prot