Children s Learning And Development - 1159 Words

Cognitive development Piaget The essay focuses on children’s learning and development. I will attempt to outline and discuss the fundamental theory of Jean Piaget who has established the foundation of childhood development. In particular I will discuss Piaget’s stages of cognitive development, Schemes, the pros and cons of his theory, the criticism of other academics in relation to Piaget’s findings and contrast them with my own observation and practice of childhood development. Jean Piaget was born in 1896 in Switzerland and died in 1980. His career in psychology spanned seven decades. He is regarded as the most influential theorist in the study of cognitive development. He wrote his first article at the age of 10 on albino sparrow he observed in a park. Piaget had three children with whom he experimented most of his research. Piaget stresses that the essential building element for cognition is the scheme. A scheme is an organised pattern of action or thought. It is a vast concept which can refer to organised patterns of physical action, for instance, an infant reaching to grasp an object or mental action for instance, a high school student thinking of how to solve a mathematical question. As children interact with the environment, individual schemes become modified, combined, and reorganised to form more complex cognitive structures. As children grow, these structures allow more complex and sophisticated ways of thinking. These, in turn, allow children to interact inShow MoreRelatedChildren s Development And Their Learning3537 Words   |  15 Pagesorder to aid children through their development. There are three key principles; Planning, Teaching and Assessment (Education Scotland, 2011). Throughout this essay I will focus on how these principles affiliate children’s development and their learning. Two English Lessons completed during the introductory placement will underpin this evaluation. Planning At the core of any planning lies the National Curriculum. Before Planning can even begin a teacher must know what the children need to learnRead MoreChildren s Learning, Well -being And Development1344 Words   |  6 PagesEducational Psychologists are concerned with children`s learning, well -being and development. A child or young person may experience barriers to their learning, for example learning difficulties like dyslexia, persistent absenteeism, and low levels of confidence and self- esteem. Their role is to help manage or eradicate these barriers altogether in order for the child to progress with their learning. They also assess, help and support children who have challenging behaviour. They will visit a schoolRead MoreThe Effects Of Bullying On Children s Learning And Development Essay1587 Words   |  7 Pageshaving a negative effect on children’s learning and development (Lodge, 2014). Therefore, it is crucial that schools and teachers are aware, understand and e ducated on how bullying can impact children’s learning and development; to be able to effectively implement policies, respond, educate and eliminate bullying in the school environment. The purpose of this report is to highlight how bullying is a growing issue that affects children’s learning and development in Australian primary schools. The reportRead MoreThe Effects Of Bullying On Children s Learning And Development Essay1002 Words   |  5 Pages2. Findings Bullying in Australian primary schools is a current issue affecting children’s learning and development (Ladd et al., 2012) The impact of bullying and how it effects children’s learning and development is based on the findings discussed below; bullying, types of bullying, factors contributing to bullying and the potential effects of bullying in relation to children’s learning and development in the primary school setting. 2.1 Bullying As stated by Bullying. No Way! (2016) and Rigby (2011)Read MoreSocialisation And Its Impact On Children s Learning And Development2834 Words   |  12 Pages Socialisation and its Impact on Children s Learning and Development Nirmita Christian Swinburne Online University â€Æ' Abstract In all over the world children are adapted into different cultures and we know that the cultures differ from place to place. Throughout a person’s phase of life, the reactions of others influence and modify their behaviour at all times. As a child grows, they advance in different areas and different manners. Each parent socializes their child into their own patterns and instilsRead MoreThe Impact Of Social Emotional Learning On Children s Development2192 Words   |  9 Pagesits role in early childhood contexts Social emotional learning (SEL) is the ability to recognise, manage, and express social emotional aspects of life. SEL is also a key component of children’s healthy cognitive development and is important in creating a strong foundation for future academic success. According to Collaborative for Academic, Social, and Emotional Learning [CASEL] (2008), SEL refers to the process that supports children to develop the fundamental social and emotional competenciesRead MoreRole Of A Senior Practitioner With Children s Learning Development Stages1472 Words   |  6 PagesA child’s learning and development stages start from his birth and continue till he reaches the age of 15 to 16 years. The most significant years when a child starts to understand the world around him, and starts to make sense of his carers is usually from birth to age 5. From birth to age 5, the learning and development stages are kept at under strict eye by the carers since it is important to see that all the activities of the child are monitored and that the child is growing in the right way.Read MoreThe Importance Of Quality Care For Children s Healthy Development And Learning826 Words   |  4 Pages1. As you have been learning, quality care is crucial to promoting healthy development. Using at least three examples from the â€Å"Introduction† media segment, explain how relationships and interactions provide the cornerstone of quality care and why quality care during these early years must be a priority. 2. According to Gonzalez-Mena and Widmeyer Eyer, a â€Å" respectful and responsive curriculum is based on relationships that occur within planned and unplanned activities, experiences, and happenings†Read MoreHow Parenting Styles Influence Children s Learning And Development1976 Words   |  8 PagesAs we have discovered, children are active learners from birth and parents are seen as children’s first educators. â€Å"Children of all ages need encouragement, adequate nutrition, shelter, parental interest in their schooling, and consistency in rules and expectations† (Barnes, 2006; Mental Health America, 2009, in Lamanna, Reidmann and Stewart, 2014:230) this should be in correspondence to the child’s age or development level. This chapter is going to explore theory from Baumrind to discover how differentRead MoreMy Resource And How It Supports Children s Learning And Development2252 Words   |  10 Pagesabout my resource and how it supports childrenâ₠¬â„¢s learning and development. The resource that I have made is a book. The concept of my book is based on a fairy tale story. Throughout this essay, I will be answering why was the resource made, who is the target audience, because of the target audience what was prepared specially in the resource, what techniques will be used to make it engaging and fun, how it would support children’s learning and development and lastly produce an overall summary on how

Demographic Profile Goshen, Indiana - 1329 Words

Demographic Profile: Goshen, Indiana The Electric Brew Coffeehouse is around the corner on main street, abstract artwork line the brick walled buildings, and twinkling lights cross the bustling town streets. This is Goshen, Indiana. To the normal eye, this is an average Indiana city, but there is much more than what meets the eye. The town, which consists of a total of 32, 983 people, is extremely diverse in ethnicities and race. 16.3% of the entire population is foreign born and many more are part of the generations of Hispanic immigrants living in Goshen (â€Å"Quick Facts- Goshen Indiana† 1). Most of the citizens, no matter the race, work for industrial employers. The major employers are Norfolk Southern, a railroad and transportation†¦show more content†¦They range from Mexico, with 3,910 representatives, to the Dominican Republic, with around three representatives. Bolivia, Haità ­, El Salvador, Honduras, Guatemala, Costa Rica, Argentina, and Nicaragua are also represented (â€Å"Races in Goshenâ €  1). Most Hispanics from any of the above countries are around 20 years old (â€Å"Races in Goshen† 1). The Hispanics are welcomed into the schools in Goshen, but only fifty percent have a GED and completed high school education. 14% have some college education and even less, 8%, have a bachelor’s degree or higher (â€Å"Goshen IN Education Data†). With an average of so little education, the average income for a Hispanic in Goshen is 25-30 thousand dollars a year. This is makes sense when considering their primary place of employment is a job in manufacturing (â€Å"Races in Goshen† 1). All Hispanics do not work for manufacturing companies, but a majority of them find that being hired and working at such a company is very easy to access (â€Å"A Report on the Impact†¦Ã¢â‚¬  13). The Hispanic population is large, and common to see around town in Goshen though most are young and have never graduated from high school. So many of these immigrants have come to call Goshen their home, but why did they come? The history of Hispanics in Goshen truly begins in the 1990’s. The population grew by 455% (â€Å"The Elkhart-Goshen Metro Area†). Originally Goshen had a two

Why Did a Campaign for Women’s Suffrage Develop After 1870 Free Essays

string(60) " of a Liberal meeting for shouting for women’s votes\." Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP’s that support equal rights, giving women a better life. We will write a custom essay sample on Why Did a Campaign for Women’s Suffrage Develop After 1870? or any similar topic only for you Order Now Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman’s job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800’s many more men had gained the vote, men with possible less resulting influence than some women had. Women weren’t just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women’s social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women’s suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800’s, but there were still many areas of inequality. In 1870 the married women’s property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women’s role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women’s rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890’s many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement’s members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women’s votes. You read "Why Did a Campaign for Women’s Suffrage Develop After 1870?" in category "Papers" They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn’t consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women’s rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP’s said they wanted women to have the vote. Though much hard campaigning women’s suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women’s education, many people believed that a woman’s place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women’s suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable’ elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men’s decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women’s education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women’s contribution to the war effort. Within the women’s suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men’s jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men’s jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women’s movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women’s rights. How to cite Why Did a Campaign for Women’s Suffrage Develop After 1870?, Papers

Ant Observation Essay Example For Students

Ant Observation Essay The Observation of Ants Introduction Myrmecology has been around since the late 18th and early 19th century. Myrmecology is derived from the Greek word Murmek, which means ant. There are three main names that are most noteworthy: Linne who produced Systemae Naturae which he describes eighteen species of ants. Fabricius created five more genera and further described other species. Latreille was the most significant, he collected and studied the ants of Europe and described many species overlooked by his predecessors. In 1967 a fossil was found that was preserved in amber fossil which showed an extinct species of an ant dating as far back as the Cretaceous Age, near eighty million years ago (as cited in Ant Nest, 2005). Methods/Data The ant farm that was observed was numbered 15. The farm was located in the back of the biology lab room with artificial lighting. The ant farm structure is a clear plastic panel on two sides separated by a very thin space allowing for viewing by the observer, each of the four sides were made of a blue plastic, the inside had a blue fictitious farm looking structure for the convenience of the observer to get into the mental notion of being an ant farm creating a false surface and below ground (surface) appearance. The laboratory room has artificial fluorescent lighting and no windows for natural lighting. Visual observations without touching the plastic structure of the ant farm are to take place during the normal course of each of the six weeks consecutively that I am to be in the laboratory classroom. There are nine ants within the structure of the ant farm. Data is to be collected using the natural observation scientific method. This data is to be taken in note format and be extruded to this written scientific paper for submission. A table plotting a graph of the ant tunnel system and how many have been made has been attached as an exhibit. Results/Discussion During the six weekly visits to the laboratory where viewing of the ant farm was possible I noted ant activities that include the measure of how many ants there are and classified by alive versus dead ants, how many tunnels and to what degree and/or significance they may have to ant colony, then a scale of ant activities classified into several categories to include sleep/rest time viewed during my observation period which was usually around twelve noon each week on Wednesday. These measures taken produced a common schema of these particular common nine reddish colored ants and denoted that their activities had a common collective goal for the greater good of their community (colony). Due to the very limited and structure natural observation viewing schedule the data that has been collected is skewed to this bias. The ants seemed to have a common goal to build a tunneling system that included myriad of tunnels running throughout the ant farm below the artificial surface within the ant farm structure. The ants observed created a total of three homes which appeared as a large opening in the sand below the surface where the ants slept or rested in groups that appeared huddled together. There was no queen ant and only appeared to be worker type of ants that diligently went about the ant business of creating and maintaining the tunneling system. Possibly a better way to view the ant farms would be to either have varying schedules for monitoring the ants by natural observation method. Better yet would be the capacity to view these ants at varying times via the Internet by remote capacity by having the ant farms able to be recorded live through a series of two or more cameras, one of which should have remote control capacity to be able to move about panning from side to side and zoom in and out. .u95b67ec69020fd76b2e0ba29f0525f39 , .u95b67ec69020fd76b2e0ba29f0525f39 .postImageUrl , .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text-area { min-height: 80px; position: relative; } .u95b67ec69020fd76b2e0ba29f0525f39 , .u95b67ec69020fd76b2e0ba29f0525f39:hover , .u95b67ec69020fd76b2e0ba29f0525f39:visited , .u95b67ec69020fd76b2e0ba29f0525f39:active { border:0!important; } .u95b67ec69020fd76b2e0ba29f0525f39 .clearfix:after { content: ""; display: table; clear: both; } .u95b67ec69020fd76b2e0ba29f0525f39 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u95b67ec69020fd76b2e0ba29f0525f39:active , .u95b67ec69020fd76b2e0ba29f0525f39:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text-area { width: 100%; position: relative ; } .u95b67ec69020fd76b2e0ba29f0525f39 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u95b67ec69020fd76b2e0ba29f0525f39 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u95b67ec69020fd76b2e0ba29f0525f39 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u95b67ec69020fd76b2e0ba29f0525f39:hover .ctaButton { background-color: #34495E!important; } .u95b67ec69020fd76b2e0ba29f0525f39 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u95b67ec69020fd76b2e0ba29f0525f39 .u95b67ec69020fd76b2e0ba29f0525f39-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u95b67ec69020fd76b2e0ba29f0525f39:after { content: ""; display: block; clear: both; } READ: Child Abuse Essay Thereby, random samplings of observations can have a larger capacity to fulfill the scientific criteria methods and be more significant in the depth of such a study. References Myrms Ant Nest. Myrmecology Retrieved February 14, 2005, from http://www.antnest.co.uk/index. html .