Obtained by talking to Wekapipo with $50000 and a Wrecking Ball.
[Passive A]: Steel Ball Ammo
The user has 5 Wrecking Balls and certain moves require the use of the steel balls. When the steel balls are used, they will slowly spin on the ground and rotate back towards the user replenishing their “ammo", the user can also manually walk over to them and pick them up and instead of just waiting for the balls to automatically return.
[Passive B]: Spin Charge
The user has a bar which they can fill up by holding (G), the bar will slowly decrease by 2% every second if (G) is not being held or an attack hasn't been used in the past 3 seconds. Whenever the bar is filled up, each 1% of it filled up gives the user a 0.35% attack boost and when it's over 50%, a 20% increase in the AOE shockwaves range, and gives extra effects to some moves and when it's over 75%, it increases the duration of Left Side Ataxia by 35%.
[Passive C]: Satellites
If the user's Wrecking balls hits another projectile, both will stop mid air and the 10 satellites on the steel balls will fire out towards the original destination of the steel ball. If the Wrecking Ball misses, it will land on the floor and still fire out satellites, however, the satellites will have higher spread making it harder to hit. This does 1 damage and slight knockback and if the target is hit or caugh .in the extremely small AOE of the satellites, it inflicts [Passive D] for 3.5 seconds.
[Passive D]: Left Side Ataxia
Certain moves will inflict this passive where the user is unable to see anything on the left side and everything looks like its missing its left side even the user and other player's bodies. This causes their screen to be tilted to the right as they are unable to feel their left side also reducing their movement speed by 35% and their attack by 30%. The user is also unable to use any attacks relating ONLY to the use of the left leg and left arm. This will last for the specific duration stated in the move. If hit by this passive, they will be immune to it for 7.5 seconds afterwards and all moves which inflicts this, their cooldowns only start when the passive is over.
(E): Wrecking Shower
The user takes out two Wrecking Balls and throws them into the air and they clash together firing out 20 satellites towards the user's cursor with each satellite dealing 1.5 damage with a very small AOE. This is blockable and inflicts [Passive D]: for 3 seconds.
-[COOLDOWN]: 13 seconds
(R): Spin Arts
The user has rotational energy spin around their right hand as they punch forward dealing 34 damage and slight knockback. When spin charge is above 50%, when it hits the target they will be stunned for 2 seconds. Breaks block.
-[COOLDOWN]: 9 seconds
(T): Wrecking Havoc
The user enters a free aim state (where they can zoom in by holding RMB) and for 5 seconds, if (T) is repressed they will throw a Wrecking Ball towards the cursor. The Wrecking Ball does 30 damage and slight knockback and inflicts [Passive D] for 5 seconds. Breaks block.
-[COOLDOWN]: 23 seconds
(Y): Homing Ballistics
The user throws a Wrecking Ball towards their cursor and it will curve towards the nearest target in that direction if it misses for 3 seconds, it will do 25 damage if it hits and inflicts [Passive D] for 4 seconds. Blockable. If above 50% spin charge, the ball will track for an additional 2 seconds.
-[COOLDOWN]: 27 seconds
(G+): Rotional Charge
The user slows down by 50% as they rotate their right arm charging up their rotation energy and filling up their spin bar detailed in [Passive B]. This move can be held to fill up the spin bar and will be unable to use any moves.
-[COODLOWN]: NIL
(H): Meteorite Wrecker
The user takes out a Wrecking Ball and throws it in front of him creating a medium sized AOE which ragdolls anybody and inflicts [Passive D] for 10 seconds. Bypasses block.
-[COOLDOWN]: 38 seconds
(J): Spinning Wires
The user takes out a mess of wires and throws it a slight distance when the user represses (J), they throw forward a Wrecking Ball which causes the wires to curl and twist, if anyone is standing in the wires, they will be trapped and entangled in the wires, stunned for 6 seconds.
-[COOLDOWN]: 36 seconds
(B): Rebounding Wrecker
The user raises both of their hands revealing two Wrecking balls for 4 seconds. The user will be immobile whilst doing this and if hit by any projectiles, they will be deflected back towards the target dealing 10% more damage. Blockable/Breaks block depending on the projectile.
-[COOLDOWN]: 28 seconds
[POSE]:
pose 1
pose 2
pose theme 1
pose theme 2
[QUOTES]:
“I was chosen to win... It was a miracle, [Target's Name]."
“If things were so convenient, then anyone could be standing where we are now. Someone else would have this job."
“Be more modest!"
“One step! It seems that I am one step ahead of you."

Hey guys. Here is a continuation of what I was writing. Sorry for the formatting, just typing it out in my notes and copy and pasting here.
Our story begins with our friend Jackie Chan and soon to be an unknowingly hero of the people as he journeys through a Bavarian jungle towing with him a group of people, a scholar and exhibitionists who would seek out a treasure to gain fame and attention from the world, either in academia or media attention, to announce to the world and peers that they broke through the many traps that the castle says to contain. Trudging through this weary jungle comes along the castle they seek, our friend Jackie, a lean individual, unassuming and gentle hearted who is deceptively athletic and studies and practices martial arts, continues his journey into the castle. "The mad king Ludwig would invite many guest into the castle but would fall victim to many of its deadly traps" says the scholar "Rude..." an exhibitionist joins in saying. "That's why his name was not Lovable Ludwig or good neighbor of Bavaria - Huh, stand back..." says Jackie. Jackie stops dead in his tracks with his group to follow, well enough light pours into the castle that would lead unbeknownst treasure seekers to rummage the castle recklessly to fall victim to its many traps, with nothing a stir and everything quiet, Jackie finds this to be too eerie and finds in their way a wire, though invisible to those who enter the castle, not invisible to Jackie as his fine tuned senses crafted by his self-discipline and with a sensible sharp mind are at work, lowers himself with aerosol can in hand and makes visible the invisible wire. "What are the odds that these traps still-..." remarks one of the men. Jackie motions over to the exhibitionist and grabbed his hat to drop on the wire, suddenly two walls collide into each other this time only in succeeding in killing a hat. Loud clicking noises and rumblings of the walls suggest that the mechanism for the trap is resetting and moments later the two walls come apart leaving the invisible wire intact waiting for its next victim. The exhibitionist stares in disbelief by the sudden closing and opening wall of death and has his jaw left gaped opened by his astonishment that he nearly just died was closed by Jackie and motions forward leaving an air of unspoken reason that following Jackie's lead may keep them alive. Following hallways left and right leading to a room with pictographs and decorations of stone statues, against the far wall has a human skull that Jackie handles to find a handle that releases the door. Looks of triumph that he beat the castles traps and looks of shock and excitement on the group, Jackie has found the treasure room. As the door rises revealing the treasure room, light pours into the room and Jackie leads forward to light torches along the wall and once was a dimly lit room is now glowing brilliantly with gold, gold coins, golden assortments from goblets to swords, gems and expensive stones covering the floor and piled high. "Ludwig's lost treasure..." remarks the scholar. "I'm sure that the booty is booby-trapped so don't-...." begins Jackie to everyone. With blind enthusiasm, the would be still alive exhibitionist runs towards the treasure picking up a golden sword hilted in rubies, sapphires and emeralds, then the room and door begin to convulse violently, another trap! As quickly as the room begins to rumble and the door jerks downward threatening to close them inside, Jackie kicks up a spear into the air and with a spin through the air, kicks it toward the closing door jamming it open as Jackie shouts "Go! Go! Go!". Motioning everyone out, everyone in a panic stricken run, all begin towards the door until Jackie finds himself running into the door when the spear snaps finding himself alone as the group escaped. Moments later an arrow shoots across Jackie's face and launches himself backwards as arrows after arrows begin ejecting themselves from the walls that would kill any person or persons who gets this far; yelping out the words "bad day! bad day! bad day!" Staggering backwards and leaping into the air, above these arrows, ducking more, spinning mid jump over treasures, in a leap lands over a golden shield emblazoned with some chicken scratch, begins to deflect arrows left and right cornering Jackie. Jackie in danger of never being seen again, looks up, a hole in the wall, Jackie wall jumps into a sliding tunnel and in a panic places the shield under himself to ride the shield down the trail and finally bursting out of the castle and within view the group is spotted to have also exited the castle, with Jackie landing and coming to a stop on the shield sliding on the ground, "Snowboarding works better with snow" says Jackie, relieved for everyone to have made it out alive. From a distance, strange men observing Jackie with binoculars, the seemingly men to appear to be the leaders issuing an order to their men. "Follow him..." "Follow him..."
Jackie returns from his trip to Bavaria to his home in San Francisco. Jackie resides in his uncle's two story antique shop, "Uncle's Rare Finds". In his room we carry on as Jackie blow by blow, ebbs and flows, as he strikes a dummy. In his studio room for his training displays a number of photographs, taken at events or jobs he was hired on to take people on exhibitions, there in all his photographs is a man who never has trouble finding his smile in all of them either as a leader or competitor. Jackie with another day of training in, is summoned by his uncle with the clattering of a bell. Jackie's uncle is a fairly old man, in his signature bright yellow vest, glasses, gray standing hair and his garlic and mung bean smell, that originates by his consumption of garlic and mung beans that he always believes is good for you. From the second story calls out to his uncle, "What is it Uncle?". "Come, give Uncle a hug", Jackie jumps over the railing and effortlessly twist in mid air to land and give uncle a hug, SMACK, Jackie was just struck over the head by Uncle's strong fingers that he uses to scold. "Ow!" Jackie yelps. "You did not make coffee this morning, coffee is the only thing keeping Uncle's ancient heart beating, you want dead uncle? No? Then you make coffee" "Ok" replies Jackie "One more thing" uncle begins again, "You received phone call from the University, they want you to translate parchments" "Ok" replies Jackie "One more thing" Uncle continues before Jackie begins his work, Uncle examines the newly brought in golden shield, talking out loud with his thoughts of the ancient chicken scratch on the shield with an odd encrusted pewter center with a rooster emblazoned on it, "I cannot translate inscriptions, very old writing, I must reference my journals." "Ok" replies Jackie "One more thing" Uncle continues "This is Jade, your niece, she will live with you for a year? Ok?" Jackie with no second thought on his list of instructions from Uncle, "ok" Taken back, Jackie exclaims "I have a niece?" Now discovering the child in plain view by the entrance as she wears a scowl under her black hair that spikes downwards with her arms folded. Uncle explains, "Your cousin Shin's girl from Hong Kong, Jade is not behaving well there, doing poorly in school, your cousin thinks she will do better with you" "Nobody asked me" exclaims Jackie. "Did not want to bother you" Uncle coolly states, then sends Jackie to tackle his new instructions. Jackie nervously chuckles, "Hello, I am Jackie". Jade, stiff as a statue, continues her scowling and looks with contempt for being in this dibilated antique shop. "No English?" Jackie tries another greeting, "Ne Ho Ma-...." Three men enters the shop. Jackie welcomes the new customers and begins exercising his retail sales abilities, as Jackie also helps Uncle in his Rare Finds shop as a salesman. "You're Jackie Chan, the archeologist?" Asks one of the three men. "Oh, I dabble in the study of past civilizations" replies Jackie. "Well, we are aware that you recently dabbled a shield from a Bavarian Castle, our extremely wealthy employer is interested in purchasing the shield"
Jackie seeing this is not the regular customer Uncle's Rare Finds usually receives, wearing a 70's style white suit, all red blazing combed back slick hair and seems to be having trouble clearing his sinuses and seems a bit on edge. His two companions, just as unremarkable and out of the ordinary among usual customers, one quite tall and burly, sporting a wrinkled black jacket, red tie and white shirt with dress shoes that could do with some polishing, Jackie faintly smells alcohol from where he stood and the other, short but stands tall with his bright orange sunglasses and leather coat suggest he may kick you up side along the head at the wrong moment.
Jackie with great suspicions, "I'm sorry, I have already donated that piece to the university" "Really...?" The man in red and white nods to the others behind him to send a small message, pokes out his wild swinging hand and pokes out a finger to drive an antique to the floor but unable to shoot straight misses with a hurried "whoops", tries again, sending two antiques rolling to the floor! Jackie thoroughly shocked, dives across the floor coming to a roll right under the falling antiques and catches them on his back - the shorter of the men with a smirk on his face sends flying an antique, but in a flash Jackie sends off a cushion from a nearby seat, throwing the two in hand and with a bounce with the cushion, Jackie runs forward to catch all three antiques in a snap, antiques in hand, puts them down safely and takes a seat with a smile. Looks of horror and awestruck coves over the three, as well as Jade, whose left speechless of his Uncle's ability, just stood standing in place. "It would be in your family's best interest to undonate the shield, Mr. Chan... places hand over Jades head by this time tomorrow", the three exit without another word. Uncle walks in "did they buy anything?" "No" Jackie answers "You are a terrible salesman!" "Watch the girl and hide the shield" Jackie instructs. "Where am I going to hide a big shield? sputters on where did I put the shield?" Uncle continues on as Jackie exited to follow the men and unknown to Uncle, so did Jade.
Jackie exiting Uncle's Rare Finds finding the vehicle leaving, quick and light on his feet, leaps for the fire escape of the building, leaping gracefully and the mastery of his body to do so, clambers onto balconies and shop signs onto a roof catching up to the vehicle. Running along side the vehicle, Jackie peers in, the man in red and white is hunched over and takes a great deep inhale, crushed powder in forms of lines on a plate is visible to Jackie. The wrinkled out suit man is also clambering with something in hand, Jackie is catching up as the vehicle comes to a stop, running to the ledge, down gutter pipes, SNAP, the pipes snatch free from the wall sending Jackie down BANG. Wrinkled out suit man chokes on the contents of his flask and sputters, finding his breath and the man in red and white being seen hiding his plate and all three wordless, Jackie continues innocently, "That will buff right out" pointing at the ding he has caused as if it's the only problem there. Angry, the gas petal is floored with Jackie and gutter still on top, coming onto and off side walks sending people wildly running in all directions to come to a sudden stop at a fenced playground. The three exit to introduce themselves more physically to Jackie, launches themselves at him. Jackie pulls back from attack, dishes one of his own with the gutter sending them away, Jackie jumps and rolls into the sunroof of the window, the men, SLAMMED by the doors that Jackie kicks open, ejects himself from the vehicle, musters up his strength and leaps over the fench, rolls to a stop, sitting upright begins to mock the men, "Nya Nya!" The three men remain to be unknown to Jackie, had not even realized they were watching him in Bavaria nor did he know that they're extremely wealthy employer has equipped them with military grade electric rods, these men were The Enforcers. The Enforcers leap forward with their electrified rods, melting the fence and sending Jackie backwards. As agile Jackie is, he swerves, ducks, rotates and spins, comes to a semi truck and takes the windshield wipers with him, coming to a landing with a flourish of the wipers in a stance that says I'm ready. With a chuckle of the Enforcers, Tap! Tap! Jackie has struck two over the hands, disarming them and kicked another away. Running off to the still occupied playground, Jackie yells out "No more playtime, Go! Go!". Children running and the enforcers come around, on the right slow going, Jackie kicks a tether ball right around to the man in the wrinkled out suit face and almost lazily falls over. Jackie looks up and finds another lunging from a nearby jungle gym, Jackie kicks and with a loud CRACK, finding a broken nose "that's where I put my drugs!". The third, short yet strong, comes to spare with Jackie, jabbing in and out, showing signs that he learned martial arts is swept backwards onto a rocking horse and sits down dazed and defeated. The other two continues still, after Jackie, they are led to a swing set, "Oh hey! - what the --" Jackie has tangled them together in the swings, stuck together now Jackie jumps onto a jungle gym with continually readiness. "Wow!" Says one "Let's get out of here" says another. The enforcers make a run for it, watching them run, leaps down to discover Jade has followed him, taken aback, "Jade?" We have another man appear from behind and with a weapon that released a gas, renders Jackie unconscious.
"Now he's coming too" remarks the men inside the van Jackie finds himself in, is saying. Jackie opens his eyes, "Aaahhh! Agustus Black!" Jackie opens his eyes and finds a familiar face with the others left in confusion, "hmmm?" Jackie continues "What are you doing here? Ow, what am I doing here?" "I'm afraid its official business, Jackie. Replies Black. "Where have you been? I don't hear from you for six years, BOOM, you're in San Francisco saving me from those thugs" "Jackie, I knocked you out" explains Black. Jackie outraged, the van stops to a screech, Jackie exits. "Why did you do that?" Jackie continues. "Jackie--" Black beckons "I thought we were friends" "We are, Jackie." Replies Black. "I'm sorry but this location must be kept a secret. "Oh, yes, I can see this is some very special garbage, maybe I will see you in another six years" "Jackie--" Black stammers Excuse me, while I call a cab" "Jackie--" Black calls out. Jackie turns to a lone telephone booth amongst the garbage. Enters. Jackie dials, "Oh?" With a sudden jerk, the telephone booth is swallowed by the wall and in a rush Jackie screaming for dear life, the booth is fast tracked along a corridor to a halt and let's out a sigh of relief but without warning it drops. Screaming once again trying to keep himself centered, DING! the booth landed, doors open with Jackie plopping out. "Tried to warn you" Black states. "How did you get down here?" "The stairs... Follow me." "Jackie, Welcome to Section 13." Leading Jackie in, Black shows him around. "I thought you were with interpol" "Even with them I was shepherding this agency in secret" answers Black. "You're a spy?... are they spies too?" "Law Enforcement, Jackie, Elite Special Forces." "So why give me the big tour?" Asks Jackie. "We are aware you've recently acquired an artifact in Bavaria" explains Black. "Why does everyone know that?" Jackie continues, "You are the second one to ask about the shield today" "I was afraid of that" Black leads Jackie to a terminal. "Secrion 13 was founded to investigate large scale international crimes - crimes which often can be traced back to The Dark Hand, a criminal syndicate. The Dark Hand has connections to nearly all criminal activity and their leader is this man pulls up image of a man in striking white long blonde hair that is tied back in a nice Italian suit Valmont. Today you met his cronies that Valmont sends on personal errands around town. Finn, who is Irish and believes disco will never die, another only known as Ratso then there is Chow, as you seen, Chow has some martial arts training. The three known as the enforcers but won't think twice to push over an elderly lady if it meant completing their orders.

I have an anxious attachement style, my partenr avoidant(with some anxiousness mixed in). We are in a ldr and since february due to his work I was the one who spend many many weeks in his country, where I don't have a real life and failed to make friends for myself. That is on me because I didn't put enough effort in. In 2 weeks we are supposed to move together and he has a very tight schedule and obviously wants to also spend time with friends, which I 100% support. The only thing is that I spend at least 8hours a day by myself at his parents house (we have been staying here for a month) and like I said before, I don't really have friends or acquaintances here. Yesterday for the first time I met up with the girlfriend of his best friend which was lovely and today we are going roller skating together. It's great but a bit to late. We had a huge conflict a week ago and were in a crisis mode for a week which exhausted us both, things were great for a couple of days, but I started to feel like a shell of a person and on thursday -after a party we went to were basically everyone refused to speak english with me even though they speak it just fine- he tried his best to involve me, switched languages, translated and was really kind in general about it- I suddenly got triggered by him going to rehearsal for 8 hours(with commute incl.) and then going to play football for an hour with a little over 2 hours commute on top. I know it is silly, not logical and definitely not fair towards him but spending 10 hours by myself in a place were I'm just a guest combined with the exhaustion from the crisis mode, my fear of losing him being triggered (he wanted to open the relationship last week cause he developed a crush on one of his actresses) just kind of got to me. I was grumpy the few times we interacted- at breakfast a tiny bit, then in the break (we then went on a walk and I explained to him how I was feeling, a bit lonely and empty but not because of him, that the party got to me and made me feel isolated but I appreciate how much effort he put in and that he did everything right) and then at night when he came back. The talk was good but for whatever reason when he came back I suddenly felt like shit. I said to him that it's not on him, this is me having unfair feelings towards him that are 100% on me but nevertheless I wasn't clear in saying what I need and in handling the emotions without putting it on him. I did. Yes I said it's not because of him but I couldn't deal with it myself so he experienced me being grumpy, indecisive and a bit distant. We had a huge fight the next morning and now, two days later he is very angry still. I really want to solve this thing on my part- obviously he has also stuff like some anger management issues that he needs to solve but I want to focus on solving my shit to be a better partner. How can I create a rich life for myself and not get triggered or at least not put it on him or the relationship. I want to be the best partner I possibly can to him and I want him to have a happy life on his own and with me- same goes for me

After taking a bath wearing a lungi, I came to the dining table. I took a seat, and Abhilasha served me roti and dal. While eating, Abhilasha kneeled before me and pulled my lungi apart. She inserted her hand into my briefs and pulled my cock out. Seeing it still swollen, she played with it.
She said, “I can’t believe it. You are still hard after shooting so much cum a few minutes before. At this age, you are incredible. Shall I suck it, Darling?”
Looking down at her said, “My penis is sore from 2 hours of jerking. Please let me have lunch in peace, Abhilasha.”
Abhilasha: I will miss this live dildo till evening. You have your lunch while I suck my toy. (she removed her kameez, baring her breasts) If you want, you can play with my tits, Mama.
I wondered what had gotten into this girl. The morning she was an educated shy housewife, and now she was behaving like a real slut. I quickly finished my lunch while Abhilasha sucked my cock, trying to make it cum, but no. I washed my hand on the plate, pushed her head away from my cock and got up.
Abhilasha, too, got up, and I saw a hint of anger on her face, pushing her leggings and panties down to reveal her pussy. I saw her pubic hair triangle. She came forward and took my cock in her hand.
She said, “See Mama, how my pussy is burning. I have been living like a saint. I enjoyed sex with my first boyfriend during my college days. The second BF was not that good, and my husband is a fucking loser. Please satisfy me, and I will do whatever you ask. Being a married woman, I can’t lower my image in society, begging my male friends for sex.”
She started crying, placing her face on my shoulders, and crushing her big boobs on my arms. I felt pity for this horny bitch. But I knew there was a child hidden in her. I knew the frustration of not getting enough sex from my nephew made her behave like this.
Patting her head, I said, “I know, Abhilasha, but I am late for the meeting. If you want, you can rub my cock on your pussy and satisfy yourself. But no penetration. I won’t be satisfied with a quick fuck. We will think about it in the evening.”
Abhilasha looked up at me sobbing, murmuring thanks and began sliding my cockhead on her bottom lips. She was dripping a lot, wetting my cock with her juices. Abhilasha was concentrating on her clit. My hands went to her back, and cupping her soft ass cheeks pulled her into me.
She moaned and said, “For a moment, I thought you would desert me, seeing me act like a kid. Thanks, Darling, for not letting me down. I will fulfil all your desires tonight. Just tell me what to do.”
I was kissing her forehead, cheeks, and chin, wetting her face, hands firmly gripping her ass. She was busy rubbing my cockhead up and down her pussy lips.
Then the doorbell rang.
I was frightened and pushed her away. I said, “It must be Raman. Get dressed and answer the door. I am stinking. I will take a bath and meet him later.”
Halfheartedly, Abhilasha let my cock, pulled her leggings up and picked up her discarded kameez. I rushed to the guest bedroom. I went to the bathroom and opened the shower. This was the second shower of the day. After 5 minutes, I heard the door knock and Abhilasha’s voice.
What the hell she wants now, I wondered. I opened the door, and she came in, kneeled before me and started sucking my cock. Her dress was also getting wet, along with me. I pulled her up, slapped her cheek, and said, “What has got into you, Abhilasha.”
Abhilasha, crying, said, “Hit me, Darling, I deserve it. I will go mad if you don’t have sex with me today, please, Mama.”
Me: Was it Raman?
Abhilasha: Yes, Mama, I told him you are taking a bath, and he, too, went to take a bath.
Me: Get dressed. You are soaked wet, Abhilasha.
Abhilasha: Am I not attractive, Mama? Don’t you love my body?
Me: That’s the problem. You are young, beautiful and got a figure to die for. I am an old man. What do you see in me?
Abhilasha: This is what I like in you, Mama. Men would have mauled my body, and you behave like a gentleman. You are handsome, well-mannered and know how to tease a girl with your deadly weapon.
Me: Please leave. I want to meet Raman in a sober state, not an excited one.
Abhilasha kissed my nipples, turned to leave, and said, “See my figure Mama and remember that this will be waiting for you.” She swirled around, showing her body curves as her wet dress clung to her. My cock jumped on, seeing her deliciously curvy body.
I shook my head, finished the bath, dressed and came to the living room. By then, Raman was having his lunch. I wished him and asked about his work. He was in a cheerful mood and asked me to have lunch. I said I had already. Abhilasha was a good host and took good care of me.
I left, saying I was getting late for the meeting. The meeting was in the Taj Deccan Hotel until 8 pm. It was successful. I had dinner with my clients. After they left, I went to the bar lounge alone and started drinking whiskey. I was wondering how to go to Raman’s place.
Now I knew what Abhilasha had in her mind for tonight. I didn’t want to have sex with my nephew’s wife in his house, under his nose. My mobile rang, and it was Raman calling. He asked me when I was returning. I told him I already had dinner and told them not to wait for me.
He requested me to come ASAP. I took another two drinks and left the hotel by 10.30. I reached Raman’s house by 11 pm, and he opened the door. I said, “I am tired, Raman. I need to sleep. We will talk in the morning.” I went to the guestroom, changed my clothes to a lungi and T-shirt and hit the bed.
I heard Raman and Abhilasha talking but couldn’t hear what they were talking about. I tried to sleep. After fifteen minutes, I heard the door knock, warily I got up, opened the door and saw Raman. He came in.
Abhilasha entered the bedroom behind him, wearing a white silk saree. Raman was in shorts and a T-shirt. I was worried about what was in store for me now.
Raman: Abhilasha wants to say something to you, Uncle.
Me: Can’t we talk in the morning, Raman?
Abhilasha: You promised me that you would come to me tonight, Mama.
I was dumbstruck on hearing her. She had the audacity to chide me in front of her hubby for not going to fuck her! I helplessly looked at Raman.
Raman: I know what happened between you two in the morning. I am not mad at either of you. She has desires I cannot fulfil, and I don’t mind her getting them from you instead of my lousy friends. I am tired of them talking and laughing behind my back. I have changed my job twice because of this. Please help her Uncle.
Me: What are you saying, Raman? She is a child and has wild imaginations of love and sex.
Abhilasha: I will behave like a good girl Mama. Give me a baby and make my life worth something. As I said, my cycle is ripe to conceive if I have good healthy sperm. Just spend three nights with me. I promise I won’t even look at other men once I get pregnant. I will be a good wife to Raman.
Me: Why can’t you get her pregnant, Raman?
Raman: My sperm count is very low. Uncle. I have got erection problem with premature ejaculation. I don’t want an unknown man’s child in her womb. She doesn’t like going for IVF and wants to carry her baby herself. I can’t see her suffering, Uncle. You have to help her.
Abhilasha came near me, placing her hand on my chest and saying,” I promise I will take good care of your baby and nephew. I am sick of getting fucked by random horny men who want to devour only my body and don’t want my love. After these three nights, I won’t trouble you, Mama. Even if I don’t conceive, I will remain faithful to Raman.
I looked at the couple. Sighing said, “Only three nights, Abhilasha. And you will stop behaving like a slut like you did in the morning with me. You will stop seeing your male friends too.”
Abhilasha smiled, gave a hug, went got laid on the bed and said, “Yes, Yes, Darling. I won’t even look at other men. Anyway, I got my dildo to satisfy me if I get horny. Raman will help me with the dildo, won’t you Raman,” and he nodded.
Me: Ok, Raman, if that is what you both wish me to do. I will send her back in an hour.
Abhilasha: No, darling, Raman will stay. Watch us having sex, and he may learn something from you.
I was in a fix. She wanted her husband to see me fucking her like a cuckold hubby. I saw him sitting on the bed beside his wife’s left side. Shaking my head, got on the bed, between her legs and tried to pull her saree up her legs.
Abhilasha stopped me and said, “I don’t want you to just FUCK me. I want you to make love to me like a newly wedded bride. Just imagine your first night with Suma aunty and make love to me like that, Darling.”
I removed my T-shirt, got laid on her right, rested on my left elbow, and pulled her saree pallo revealing her white blouse. Abhilasha’s breasts flesh was trying to pop out from the blouse top. I inserted my fingers between her cleavage and unhooked her blouse to see her bra.
While removing the blouse from her shoulders, my hand went down to her stomach. I felt her smooth, warm skin. I pulled her saree folds tucked into her petticoat near her navel. The saree came out, and I pulled it from her body. I untied the petticoat cord and pushed it from her legs.
Abhilasha was lying in her white bra and matching panties between me and her hubby. She didn’t try to cover her modesty but smiled at me, anticipating my next move. I saw her panties moist in the front and thought she had an orgasm already. I removed my lungi, pulled her over me, and embraced her firmly.
Abhilasha giggled like a little girl and gave me a peck on my lips. Not allowing her to remove her lips, started kissing her, and she kissed me back, sucking my lips. This was the first kiss between Abhilasha and me. The way she was kissing, I knew she was a good kisser.
I turned towards my right. Raman was keenly watching us kissing, and his hand was on his crotch, probably getting aroused on seeing his wife kissing me. My hands went to her back, unhooked the bra and pulled it from her shoulders, still kissing her.
Abhilasha’s naked warm breasts crushed my chest, and her Mangalsutra was stuck between us. My hands moved further down, and holding her panty’s waistband, pulled it down. Abhilasha helped me by lifting her hips. Once it came down to her knees, I pushed it down.
She shook her legs to dismantle her panties. Now her bare pussy was crushing my hard cock on the briefs. My hands were holding her ass, still kissing her. We kissed for almost five minutes. I saw her struggling to breathe. I removed my lips from hers and started kissing her earlobes, cheeks, nose and chin.
My saliva moistened her face, and she kissed me back on my cheeks. I sensed her hands moving down, trying to pull down my briefs, I rolled over and got on top of her, and she was lying close to her hubby. Abhilasha whispered in my ears, “Are you hard, Darling?”
“Didn’t you feel it, dear, when you were pressing your pussy against it?” I said loudly. Abhilasha blushed and said, “Why don’t you show your weapon to Raman Darling?”
Holding her breasts, I pulled her to her knees and stood on the bed. Abhilasha’s face was at my crotch level. I said, “Why don’t you show my cock to your husband yourself, Baby?”
Abhilasha blushing more, looked at her husband and said, “Do you want to see your Uncle’s cock, Raman?” he nodded. She pulled my briefs down, and my cock jumped at her face dripping pre-cum. I removed my legs from it and looked at Raman.
He was staring at my 8-inch hard cock with a surprised look. Maybe he never anticipated that I had a big one at this age. Abhilasha fondly held my cock and started licking off my pre-cum from the tip. She was licking it from bottom to top, stretching her tongue out.
Her one hand was playing with my balls. I looked at Raman, who was keenly watching his wife licking my cock. I thought it was time for some action. So I pushed Abhilasha back on the bed. I turned around in the 69 position and got on top of her.
I rested my knees at her head and brought my cock close to her mouth. I got between her thighs and my face near her pussy. Holding her thighs, I pushed them wider, making room for myself. Her glistening pussy lips opened up, showing her pinkish insides despite her abundant pubic hairs.
This was the first time I saw her pussy closely. I saw her throbbing clitoris and gave it a lick. Abhilasha’s body shivered at my lick. Taking her clit between my lips sucked it hard for a few seconds. She quickly took my cock into her mouth to reciprocate my sucking.
Abhilasha was gorging on my cock. Raman was close to seeing his wife sucking me like candy. I moved my tongue down, licking her juices from her lips. I dipped my tongue into her vaginal hole, trying to tongue fuck her. Abhilasha was holding my ass and slurping my cock, wetting it with her saliva.
I saw her pussy gushing out juices. I was tongue fucking her, and I was swallowing all of it. Abhilasha’s body was shaking when she was experiencing her orgasm. I thought it was time to take her, got up, and pulled my cock out of her mouth. I heard her groaning.
Lying beside her, I asked, “Do you want to play more or…” looking at both husband and wife. Abhilasha looked at me and then at her husband. Raman said, “I never thought sex would be so wonderful without actually fucking. Go ahead and enjoy yourself, dear.”
Abhilasha gave a peck on her hubby’s cheeks. Turning towards me, she asked, “Do you want me to lie down or….”
Me: Your wish Abhilasha, If you come on top, you will be in control. If you lie down, you will be at my mercy. I don’t know if you can take me deep. I can’t control myself once I start fucking.
Abhilasha: No worries, Darling, you can go deep in me as much as you want. I am not selfish. I want you to enjoy my body and my pussy.
“Your wish, Dear.” I got between her legs, spreading her legs wide and pointing my cockhead at her hole asked again, “Are you sure you want me to do this?”
“Yes, very much, Darling,” Abhilasha said, turning to Raman, asked, “Will you do the honours of pushing your Uncle’s cock inside your wife’s pussy, Dear?”
Raman and I were startled at her unusual request. I saw Raman moving towards me, seeing his wife’s pleading face. I was in a fix. I was about to fuck his wife, and he was about to help me penetrate her. I saw him holding my cock, rubbing it up and down his wife’s pussy lips.
“She loves it very much when her pussy is rubbed by a cock, Uncle,” saying he stopped rubbing, pointing my cock at her pussy said again, “Make her yours, satisfy her and give her a baby, Uncle.”
Abhilasha smiled but screamed when I pushed all my 8 inches into her in one go, pressing my cock down deep, hitting her cervix. Her orgasms had lubricated her pussy pretty much. My cock went in with extra force, and her inner muscles gripped me tightly.
I laid on her sweating body and said, “Shall I cum now, Abhilasha?”
“What? So soon? No,” Abhilasha said with panic in her eyes.
Pulling out my cock a bit, pushing it again deep, said, laughing, “I was joking, baby. I will fuck you as long as you can withstand my pounding.” I started hammering her pussy. She was receiving it like a sport showing no discomfort on her face.
I was fucking her. I found her pussy tight for my thick cock trying to milk, despite her earlier young year’s sex adventures. Abhilasha began screaming, and I thought neighbours might hear her screams. Thought of sealing her mouth with mine, but I got a wicked idea.
Looking at Raman asked him to remove his shorts and gave his wife his cock to suck. Both husband and wife were shocked hearing me. But being a good sport, Abhilasha said, “Yes, Raman, give me your cock. I want to suck it when Mama is fucking me. Both my holes will be sealed, and my long-time desire will be fulfilled.”
Raman removing his shorts and underwear, knelt before his wife, placing his cock close to her lips. I was shocked to see his tiny cock, which was about 3 inches and flaccid. Abhilasha took it fully inside her mouth and started sucking like a lollipop. I was hammering her pussy.
Occasionally I bent down, licking her nipples and trying to suck her boobs. I fucked her tight pussy for fifteen minutes and was sweating a lot. But Abhilasha was showing no discomfort and was sucking her husband’s small one happily.
Her breasts swayed all over her chest due to my thrust. I wondered how much milk she would produce if she gave birth. Still pumping her gripping pussy I asked, “Will you feed me your milk if you have a baby, Dear?”
Abhilasha removed her husband’s cock from her mouth. She looked at me with a naughty smile and said, “Of course, Darling, my soul and body is yours now, and you don’t have to ask me. You just have to order me. Come on fuck me, make me pregnant so I can feed my Darling my milk from my tits.”
I fucked her for another fifteen minutes. I was getting tired and badly needed a release. I looked at the bedside clock and saw the time was past 12. It was almost one hour before the couple came to my room. I needed to cum very urgently. I asked, “Shall I cum, Abhilasha?”
She looked at me and said, “Ok if you want to. But don’t pull off till I say so. I want to feel your dick throbbing in me.” I began to release my cum in Abhilasha’s pussy. The first three spurts were huge, filling her up. The next spurts of semen were overflowing from her pussy and wetting the sheets.
Abhilasha was kissing all over my face like a puppy showing her affection to get satisfied. My nephew was looking at us, showing any emotions. Abhilasha’s pussy was trying to milk my cock for more which was not there. I drifted to sleep as she kissed me with my flaccid cock still buried inside her.
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Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

• broaden their understanding of the inclusion of digital technology in the early years
• explore effective strategies to embed play-based digital practices
• support children’s concept development of digital technologies

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.

‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)

The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

• Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
• Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
• Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
• Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
• Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

• how educators can think more broadly and deeply about fine motor development in infants and children
• the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
• the importance of routines as learning experiences with embedded fine motor learning opportunities.

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

• the role of the adult in supporting children’s learning and development through play
• how to build reciprocal relationships where children and adults are co-contributors to the creative process.

When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?

Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)

Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?

Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.

How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?

The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
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This diagram can be used by educators and teams to reflect on their practice. Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.

It's been on my mind for a while now and it still confuses me. I'm 23 m currently. Nothing was ever physical but still doesn't feel right. To start. My father never really gave me privacy. Going so far as to watching me shower in my teen years to "make sure I'm cleaning well". I don't mean like sitting in the bathroom while I shower, I mean standing outside the bathroom opening the door just enough to not be noticed to watch me. (He would also refuse to get locks for the bathroom door and shower curtains that weren't clear bc they were more "expensive") this in particular has always bothered me. Another thing that really bothered be was his incessant demand for me to be "normal" accusing me of being gay at a very young age because I didn't notice women's chests or other privates. Going as far as showing me nude images of women to "show me what men should see first". Or pointing out women's camel toes in supermarkets to me my entire life. He would always try to engage in nsfw conversations with me also. Any time I would get a partner irregardless of age he would ask for their nsfw pics. Just his overall sexually charged nature has bothered me and it has bothered me my entire life. I wasn't thinking about sex at 6 or 8 years old. But I guess I was supposed to according to him. Let me know what y'all think. There is a lot more but it's early morning and I am tired sorry.

Alright I'll start this one off by saying two things; I'll actually start caring about structuring my posts a little more. I've had too many people point it out, it's a problem lol. Secondly, a huge thank you to Albuquerque! I arrived here on Thursday and the streets were empty. I ended up using the abundance of free time to work on videos which I got three out thanks to that, and I took a break from writing.
I decided to post in Albuquerque to find out what I was missing out on, since everywhere I went was desolate. I ended up setting up my busking in front of a little food district and I made $9 mostly thanks to a really nice couple of guys also trying to make money washing windows. I heard from a user that there was an art walk happening Friday at 05:00 P.M. so I spent the next morning prepping the outlines for my next videos since I have to show some of my playing to my viewers.
The art walk was not only so incredible to see but also the city just came to life suddenly. Thursday night I got to see the clubs were active but everyone was indoors. I got to check out a book store and the owner actually ended up gifting me a book, which I plan to start reading after Cat's Cradle, which my aunt got for me. I ended up making so much money while I was here which really helped because going to Big Bend really set me back on finances. Some girl also bought me a taco and some other guy brought me a water. I also ended up seeing that person who recommended the art walk to me, so it's great to meet you guys in person lol.
There are a few bad things however. Most of them are about the concertina (which is my instrument). My case is destroyed. The top of it is just coming apart and needs to be repaired pretty badly overall. I've abused it. Secondly, I now have multiple reeds going bad and I lost one of my most important ones. The only place I knew to get concertina reeds from was in Alabama so I'm really worried about what to do. The reed that has gone sour is way off now and I can't get away with playing it anymore, and it also constantly makes noise when I'm not even using that key.
I'm considering just going to a cabinet shop and seeing if they can do anything about the box, but I feel like that might end up being pricey. I want to open the floor up to you guys about the box, because I feel like I can call and bug enough music stores to have someone help me take a look at the reeds. If any of you have any decent experience in woodworking, I'd be more than happy to pay you for your time even if you just end up glueing it up. I wanted to have my friend make me a travel box for the trip but he was short on time. I'm really serious about this though, if you or someone you know is in Arizona, California, Oregon, or Washington, let me know! I'll be trying to see if I can get anyone to fix it in person of course, especially the reed issue, but the box problem is something I can deal with for some time.
Sorry this ended up being such a long post, but I think that covers everything. Reach out to me if you want to help me get this box fixed! It might be worth it to do that through my Instagram since I have Reddit notifications off, but I'll be checking both (Instagram in bio). Thank you guys again for following along! I'll post again soon!

Not sure what time I should get there? And do the doors close is there a certain amount of time the doors remain open bcs I’m sure it starts in the morning I can’t make it in the morning I have work I can go around 3 pls lmkk before I buy tickets I checked and it said “Thursday approximately 11 AM to Midnight; Friday from 10 AM to 2 AM; Saturday 10 AM to 2 AM; and Sunday 10 AM to 5 PM.” I can only go Sunday maybe Saturday but idk if I will Make it who knows the traffic in LA is crazy sometimes..

Hey guys! I’m hoping to get some help please. My neighbour has recently moved to the UK and was getting her garden done by someone. They’ve quoted her a ridiculous amount of nearly £7000 to get the job done. She paid a deposit of £4350 and has been unable to get the job completed or get help from her bank. What options does she have here?
The gardener has a revolut bank account but not sure if that’s of any use?
The message she sent regarding this said “1 found a gardener in online, who help me lay patios and turf but he received my money but he couldn't finish and his reason is no money to buy materials to keep working on our garden, but I paid him 50% deposit, he just started one day work and gone now, even though we are discussing several time, he agreed to give me back a part of money (1/4), but he didn't give me back, it was 3 weeks until now. And I received a bad news in this morning, Finally, Skip in front of my house was not paying, this bad gardener ordered that before 3 weeks ago, he took all my money said he will order the materials for my garden but he actually didn't pay or order anything for my garden, just rent a digger to dig out my old turf.. ..ridiculous " Please help me, I just moved in UK, my language also is limited , just want to asking you all for get more opinion from your, how can I do? Police Advise? Or something action I can take?”

To quote Social Distortion:

There's gotta be a heaven, cause I've already done my time in hell

• When The Angels Sing

I think I needed that good cry. Gonna get up in the morning and hit the rock climbing gym with my friends. Some day life will be easy, and I'm gonna keep going until it is. Stay strong friends.