Martina also involved herself in role playing, this could be linked to Richard and Rodgers' theoretical view of language as an interactional view. They “see language as a vehicle for establishing interpersonal relationships and carrying out social transactions between individuals” (Tompkins, 1998, para. 5). Martina's role playing could help her with her communication skills. An idea to support Martina's language development during this phase would be to sing songs with her and make music with her using a tambourine. Martina's emotional development during this age could be linked to Erikson's phase of autonomy vs. shame and doubt. “Children at this age are becoming more independent and want to gain more control over what they do” (Cherry, 2015, par.3). This is shown when Martina trains herself to go to the toilet, an idea that could be used to support her emotional development would be to talk to her about people, places. and hugging her often. Martina continued to develop socially, she developed a strong relationship with her teacher in the second term. Bruner stated that "educators who engage in timely, meaningful, age-appropriate interactions with children contribute significantly to children's learning and development." One way that could be used to support her social development would be to let her play with other children in the sandbox under the supervision of educators. Martina continued to develop cognitively, this is demonstrated when she asked for food and toys which were not present, which could be linked to suggesting that she was in stage 2 of Piaget's constructivist theory. Martina's thinking was “still self-centered and she had difficulty accepting the point of view of others” (Atherton, 2013, p.1). This was evident when Martina ignored her mother when she disapproved of her throwing food on the table.