Many theories have been written about how we develop from birth to adulthood; the basis of it is explained within the three domains, physical, cognitive and socio-emotional development and although they seem like three separate areas, in reality they are closely related to each other. Arnold Gesell, a theorist, wrote a theory on physical development and explained how a child develops Using age norms, he observed how a child grows and changes from an infant to a teenager during puberty, how the brain develops, which in turn develops general motor skills, i.e. running, jumping, skipping, throwing and catching, and fine motor skills. skills are described with writing, threading and using scissors. Cognitive development refers to how the brain develops, it's not just about what we know, but how we see and interpret the world. One theorist, Piaget, wrote that children develop cognitively through the interaction of their experiences of the world and the process of “growing up” or becoming more mature. They actively select information from their environment and seek to understand. As a child grows, his or her language develops, as does his or her ability to reason, and he or she begins to see things in a different perspective. Social and emotional development refers to the change in emotions. Social relationships change more as we grow and begin to form more secure friendships and changes in moral reasoning by learning to share, including understanding rules and consequences. As an educator, making sure a student feels safe and emotionally protected is an important part of their lives. A teacher must realize the strength of each individual student and work within it. Also set up a buddy system, with a younger student paired with an older student... middle of the paper... most kids don't get this in their daily dose. Implementing a fruit time would help this as some parents do not send fruit to school, saying their children will not eat it. If the teacher had ten minutes before recess for fruit time, the children would receive part of their daily fruit ration. Establishing this program encourages students to bring fruit to school and hopefully creates a model to continue encouraging students to have fruit in their daily intake. References: Wechsler, McKenna, H. Lee,M,S. Dietz,W.(December 2004), Childhood Obesity.McDevitt, TM2010; Ormorod, JE (2010) pp5, 32.Henniger,ML( 29 February 2008.), Pearson Allyn Bacon Prentice Hall, Teaching Young Children.www.childrensmemorial.orgwww.healthyactive.gov.auwww.investinkids.ca