Childrens Learning And Development Unit Children And Young People Essay

Childrens Learning And Development Unit Children And Young People Essay There are three prime areas of Learning and development, these prime areas begin to develop from a base of secure, loving relationships and children learn and develop well in enabling environments, in which their experiences respond to their individual needs. Children have a different way of learning and develop their learning at different rates. The three prime areas of learning and development are as follows: Communication and language development- this involves giving children opportunities to experience a rich language environment, and to develop their confidence in speaking and listening. Physical development-involves encouraging children to be active in their play and learning. Children should be given the opportunity to move around and develop their motor skills. Personal, social and emotional development- this area of development helps children to develop an awareness of themselves, to form positive relationships, develop respect for others. It supports children in managing their feelings, and behaviour and to develop a sense of their self-esteem. The specific areas of learning develop out of the prime areas of development and identify specific skills to be developed. The four specific areas of learning and development are as follows: Literacy development-children must be given access to a wide range of reading materials to develop an interest in books and understanding of written print. This encourages children to begin to link sounds and letters and they begin to read and write. Mathematics- is all about providing opportunities for children to develop and improve their skills in counting, understanding and using numbers through early rhymes and songs, calculating, simple addition and subtraction, and developing an understanding of shapes, spaces, through exploring and categorising objects. Understanding the world-involve guiding children to make sense of their different communities; children will also be given the opportunity to learn about the world around them. Expressions, arts and design- involves enabling children to explore and investigate a wide range of and media and materials and discover how they work, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, role play and design and technology. ((Open Study College Early Years Level 3 pgs. 75,76) Planning to meet childrens development needs is important when planning activities, because all children develop at their own rate in their own time. According to (The Department for Education March 2012) Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Each child is view as a unique person with their individual needs: a unique child will have their own personality, characteristics and interest. When a child is born they can sense love from their parent, and carers, this will make them feel safe and secure in their environment. when planning for an activity in your setting, practitioners should consider the age group that the activity is for an if it is suitable for all the children involved, you also need to take in consideration other needs such as disability or special needs, for example, if the setting that has a child with hearing problems, then the practitioner should consider planning visual activities for that child to be involved and take part. Practitioners should look at what skills and knowledge the children are demonstrating and build upon this. This will ensure that the individual needs of the child are being met. Practitioners must respond to each childs emerging needs and interests, guiding their development through warm, and giving them a positive interaction. Within the early years settings practitioners working with the youngest children especially need to focus on the three prime areas of development, which are the basis for successful learning in the other four specific areas. For children whose home language is not English, practitioners need to take reasonable steps to provide opportunities for children to develop and use their home language in play and learning; they must work in partnership with their parents in order to support their language development at home too. Each area of learning and development must be achieved through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is vital for childrens development, building their confidence as they learn to explore, to think about problems, and relate to others. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning. It is recommended that the practitioners follow a cycle of planning, observation and assessment of each of their key children. Through observing, practitioners can gather a lot of information about a childs knowledge, skills and abilities, through assessment a practitioner will look at findings from their observations and use them to plan further activities for that child. In my previous nursery (x) where I worked we had to plan daily activities, I had to support childrens learning experiences through play, we had to plan activities to suit the individual needs of the children, the indoor and outdoor environment was used as part of play, observation, discussions with parents on the interests of the child, we also carried out a one to one talk with children for their own id eas to help us with further planning. Practitioners need to form a base of secure, loving relationship and a positive environment with young babies and children in order to support the learning and development of the seven areas of learning. Communication and language development is divided into three aspects: Listening and attention- Practitioners can build positive relationships thorough being physically close, maintaining eye contact, sing songs and rhymes during every day routines, practitioners can support childrens learning by listening to children and taking account of what they say in your responses to them, share rhymes, books and stories for many cultures. Play games which involve listening for a signal such as Simon say and use ready steady go. Understanding- Practitioners should look at the baby and say their name and wait for their response. Prompt childrens thinking and discussion through involvement in their play. Show children a photograph of an activity such as hand washing helps to reinforce understanding. Speaking -Practitioners should model language to babies, speaking clearly to them and using appropriate body language and gestures. When babies try to say a word, repeat it back so they can hear the name of the object clearly. When children begin to talk, practitioners should be partners in conversation, modelling the correct use of language. Personal, Social and Emotional Development is also divided into three aspects: Making relationships- Practitioners can support children in making relationships by encouraging children to play with a variety of friends from all backgrounds so that everybody is being involved. Self-confidence and self-awareness- Practitioners should organise the environment for children to access different resources and materials to promote their independent choice making. Managing feelings and behaviour- Practitioners need to find out from the parents as much as they can about the individual children before they start the setting so that the routines they follow are familiar and comforting. Practitioners need to set clear rules and boundaries for children to follow in managing appropriate behaviour. Physical development is divided into two aspects: Moving and handling- practitioners should help babies to become aware of their own babies through touch and movement. Treat mealtimes as an opportunity to help children to use fingers, spoon and cup to feed themselves. Practitioners should plan activities where children can practise moving in different ways and at different speeds, balancing, target throwing, rolling, kicking and catching Health and self-care- practitioners should Plan to take account of the individual cultural and feeding needs of young babies in your group. Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Encourage children to be active and energetic by organising lively games, since physical activity is important in maintaining good health and in guarding Against children becoming overweight or obese in later life. Literacy- Practitioners should provide a variety of books for all children according to their age and stage of development, it is also important to sit down with the child and spend time in reading stories aloud to them in circle time. Practitioners should support early writing skills. Also support children in recognising and writing their own name. Mathematics- practitioners can sing number rhymes s they dress or change babies e.g. one, two buckle my show. Sing counting songs and rhymes which help to develop understanding of number, such as two little dickey birds Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Practitioners can provide shape sorters and jigsaws puzzles for older babies and toddlers to enable them to fit the correct shapes into the hole. Understanding the world- is divided into three aspects: People and communities: Practitioners need to celebrate and value cultural, religious and community events and experiences. Encourage children to talk about their own home and community life, and to find out about other childrens experiences. The world: Practitioners need to help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places. Technology: babies and young children use technology from a young age with action toys. They will learn how to operate the toys. A children grow older they should be given more complex toys such as wind ups or mechanical toys. Children are curious about the technology around them such as computers, televisions, cd players; practitioners should provide them with the opportunity to use this technology. Expressive Arts and Design-is divided into two aspects: Exploring and using media and materials -practitioners should sing songs and nursery rhymes with babies and can provide different musical instruments. Older children enjoy dancing to music; practitioners should encourage movement to the music. Being imaginative- Practitioners should provide a variety of role play materials and support childrens imaginative ideas. Help children communicate through their bodies by encouraging expressive movement linked to their imaginative ideas. This source of information has been taken from (Open Study College-Early Year Level 3 Pgs 81-90). (Development Matters in the Early Years Foundation Stage (EYFS). There are 3 characteristics of effective learning which help us to focus on and understand how children learn. The characteristics of effective learning are as follows: Playing and exploring this characteristics observes how children engage with their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Finding out and exploring- through play children will find out about and explore the objects around them. Play is a key role for children to develop the understanding of different objects in the world around them, also the understanding of different cultures, and religions of others can be developed through play. à ¢Ã¢â€š ¬Ã‚ ¢ Using what they know in their play- play is a key role to promoting childrens learning and development. Free play is important for children as it gives children the opportunity to explore their own feelings, views and ideas. à ¢Ã¢â€š ¬Ã‚ ¢ Being willing to have a go- children will develop their self- confidence and will enjoy challenge and risk. Active learning this characteristic observes how children are motivated to learn. à ¢Ã¢â€š ¬Ã‚ ¢ Being involved and concentrating- will develop childrens ability to hold concentration in activities for longer periods and will help children maintain focus and attention on their activities. à ¢Ã¢â€š ¬Ã‚ ¢ Keeping trying-through trying out new experiences and activities, children will experience failure and disappointment. à ¢Ã¢â€š ¬Ã‚ ¢ Enjoying and achieving what they set out to do- succeeding and achieving new skills will build childrens self-confidence and pride in their own abilities. Creating and thinking critically this characteristics observes how children are thinking. à ¢Ã¢â€š ¬Ã‚ ¢ Having their own ideas- within play children will act out as role models and explore their own ideas. à ¢Ã¢â€š ¬Ã‚ ¢ making links- once a child has discovered their own ideas and methods, they will be expected to try them out again. à ¢Ã¢â€š ¬Ã‚ ¢ Choosing ways to do things and finding new ways- children will develop strategy in their own learning. Children will think about what went well and how to change the activity when they approach it again. Practitioners can support childrens thinking by asking them open ended questions. According to (Tunja  on September 9, 2012) Playing and Exploring is when Children can represent their experiences through play and rehearse what they will be able to do without adult help later on. Play brings together ideas, feelings, relationships and the physical life of a child. Children who are encouraged to express themselves freely through play are likely to be more able to adapt and learn new skills in a school environment. Active Learning often occurs naturally during exploratory play. For example, where children are concentrating on something and keep trying until they succeed in their attempts. This might be something as simple as threading beads on a string or more complex such as assembling a construction toy with bolts and a spanner. Creativity and Critical Thinking is linked to active learning and can occur where children are able and have time to develop their own ideas. This helps them be able to make links between their different ideas. For example, this is often observed in schemas. Such as when children experiment with a theme like rotation. They might rotate themselves, whisk their milk with a straw and spin wheels linking how things move in circles or spirals. According to (Abbot and Moylett, 1999, Early Education Transformed )Educationalist Susan Isaacs states Children in their play can escape into real experiences or out of it and through doing this they learn about reflecting on life, getting a sense of control over their lives, developing self-esteem and feeling abhorred. Piaget  was a French speaking Swiss theorist who posited that children learn through actively constructing knowledge through  hands-on experience. He suggested that the adults role in helping the child learn was to provide appropriate materials for the child to interact and construct Jean piaget believed Children were often viewed simply as small versions of adults and little attention was  paid to  the many advances in intellectual abilities, language development, and physical growth. Conclusion Supporting childrens learning and development is implemented through the seven areas of learning they have been split in to the prime areas and specific areas. The characteristics of learning identify how children learn; the ways in which a child engages with other people and their environments is through playing and exploring, active learning and creating and thinking carefully. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning.

Chemalite, Inc (B)

Problem Set #2: Chemalite Case 1. Record the effects of Chemalite’s 1991 events on the BSE worksheet Cash Flow type (O, I, F) Event Cash A/R 375,000 F P1 (7,500) I P2 P3 (62,500) I (75,000) O P4 230,000 Inventory Patent Cap. Exp. PPE 125,000 7,500 62,500 125,000 7,500 62,500 Notes Pay Paid in Capital RE 500,000 RE Explanation 75,000 75,000 – 500,000 – Balance Sheet O O O O O O I F – T1 T2 T3 T4 T5. 1 T5. 2 T6 T7. 1 T7. 2 O1 O2 O3 O4 O5 Total 23,750) 685,000 69,500 (175,000) (22,500) (350,000) (80,000) (150,000) 50,000 (50,750) (23,750) R&D Expense 754,500 Revenue 175,000 (22,500) Adv. Expense 350,000 (80,000) Admin Expenses 150,000 50,000 (50,000) F (545,000) (25,000) (10,625) O (750) (545,000) (25,000) (10,625) 500,000 Interest Expense Inv. Adjustment Amort. Expense Depr. Expense 113,000 69,500 55,000 100,000 7,500 201,875 – 46,875 Balance Sheet 15. 515 Fall 2003 Session 1 Problem Set #2: Chemalite Case 3. Balance Sheet (6/31/91): Assets Cash Accounts Receivable Inventories Total Current Assets Property, Plant, & Equipment Other (Capitalized Start-up Expenses) Patent Total Assets Liabilities and Stockholders' Equity Common Stock Retained earnings Total Liabilities and SE 230,000 75,000 305,000 62,500 7,500 125,000 500,000 500,000 500,000 15. 515 Fall 2003 Session 1 Problem Set #2: Chemalite Case 3. Income Statement (For 6 months June 30, 1991): Revenue Costs and Expenses Advertising Administration Manufacturing costs Raw materials R Interest Depreciation Amortization of patent – Net Income – 15. 515 Fall 2003 Session 1 Problem Set #2: Chemalite Case 3. Direct Statement of Cash Flows (6 months ended June 30, 1991): Cash provided (used) by operating activities Received from customers Paid for inventory Paid for advertising Paid for manufacturing costs Paid for administration Paid for interest Paid for R expenses Cash provided (used) by investing activities Start-up expenses Purchase of PP (75,000) (75,000) (7,500) (62,500) (70,000) Cash provided (used) by financing activities Cash from stock issuance 75,000 375,000 Increase (decrease) in cash balance Beginning cash balance Ending cash balance 230,000 230,000 15. 515 Fall 2003 Session 1 Problem Set #2: Chemalite Case 3. Balance Sheet (December 31, 1991): Assets Cash Accounts Receivable Inventories Total Current Assets Property, Plant, & Equipment Other (Capitalized Start-up Expenses) Patent Total Assets Liabilities and Stockholders' Equity Common Stock Retained earnings Total Liabilities and SE 113,000 69,500 55,000 237,500 201,875 7,500 100,000 546,875 00,000 46,875 546,875 15. 515 Fall 2003 Session 1 Problem Set #2: Chemalite Case 3. Income Statement (Six months ended December 31, 1991): Revenue Costs and Expenses Advertising Administration Manufacturing costs Raw materials R&D Interest Depreciation Amortization of patent 754,500 22,500 80,000 350,000 195,000 23,750 750 10,625 25,000 707,625 Net Income 46,875 15. 515 Fall 20 03 Session 1 Problem Set #2: Chemalite Case 3. Direct Statement of Cash Flows (For 6 months ended Dec. 1, 1991): Cash provided (used) by operating activities Received from customers Paid for inventory Paid for advertising Paid for manufacturing costs Paid for administration Paid for interest Paid for R&D expenses Cash provided (used) by investing activities Start-up expenses Purchase of PP&E 685,000 (175,000) (22,500) (350,000) (80,000) (750) (23,750) 33,000 (150,000) (150,000) Cash provided (used) by financing activities Cash from stock issuance – Increase (decrease) in cash balance Beginning cash balance Ending cash balance (117,000) 230,000 113,000 15. 515 Fall 2003 Session 1

Analysis of Darcy’s first proposal to Elizabeth Essay

Look again at the Darcy’s first proposal to Elizabeth that is made in this novel. Choose at least two and, write responses to the following questions: * under what circumstances does Darcy propose * how does Elizabeth respond and why * how does Austen present the proposal to the reader That evening, just before Mr. Darcy comes to meet Elizabeth , she rereads Jane’s letters and finds out Mr. Darcy’s ‘shameful boast’ of misery that inflicted Jane’s happiness and it gives her a ‘keener sense of her sister’s sufferings’. To Elizabeth’s ‘utter amazement’, Darcy enters the room approaching her ‘in a hurried manner’ enquiring after her health. He ‘sat for a few moments’, got up, and ‘walked about the room’. Mr. Darcy’s body language shows that he is nervous and agitated. Then he took several minutes to say his true love for her that how ‘ardently’ he ‘admires’ and ‘loves’ her. However, the reader later realises that his nervousness is not due to his love for Elizabeth is so great but due to the hesitation, whether it is a good idea to propose considering the inferiority of her family and social background. Mr. Darcy explains to Elizabeth that ‘in vain’ he has ‘struggled’ to ‘repress’ his feelings towards not to love her’ he expresses his love for her unromantically and was less ‘eloquent on the subject of tenderness than of pride’. He talks about ‘his sense of her inferiority’ and the ‘family obstacles which judgment had always opposed inclination’. He means that although he had loved her for a long time he knows that her family is beneath him. Mr. Darcy considered his wealth and status as ‘sufficient encouragement’ for Elizabeth to accept his hand of marriage. Elizabeth ‘could see that he had no doubt of a favourable answer ‘as he ‘spoke with apprehension and anxiety’ although his ‘countenance expressed real security’. When Mr. Darcy first enters Elizabeth’s room, her ‘astonishment was beyond expression. She stared, coloured, doubted and was silent’. Then Darcy tells Elizabeth how much he loves her in spite of her ‘inferiority’ and her family’s degradation’. Despite of her ‘deeply-rooted dislike’ for Mr. Darcy, Elizabeth ‘could not be sensible to the compliment of such a man’s affection’. She is flattered when she realises how much he loves her and ‘she is sorry for the pain he was to receive, but she ‘lost all compassion in anger’ with his subsequent criticism of her ‘family’s inferiority’ while asking her to marry him. As Mr. Darcy ‘spoke with apprehension and anxiety, Elizabeth’s ‘colour rose to her cheeks’, she refuses Mr. Darcy and says that she could not ‘feel any gratitude’ towards his proposal and she has ‘never desired’ his good opinion. Mr. Darcy is furious and looks at her ‘with no less resentment than surprise. ‘His complexion became pale with anger, and he was struggling for the appearance of composure’. He enquires ‘in a voice of forced calmness why she refused him ‘with so little endeavor at civility’ Elizabeth replies in a confrontational manner asking why he has spoken with ‘so evident a design of offending and insulting’ her by telling how much he loves her against his ‘will’, ‘reason’ and his ‘character’. She uses this opportunity to express how her feelings have been hurt by his insulting comment. Furthermore, she goes on to explain that even if his feelings had been ‘favourable’ she would never marry a person who has ‘ruined the happiness of a most beloved sister’. Although Darcy changed colour at this moment, he showed no feelings of remorse and listens ‘with a simile of affected incredulity’ as Elizabeth explains how he destroyed Jane’s happiness by splitting up Jane and Bingley. Mr. Darcy admits that he did ‘everything in his power to separate his friend from Elizabeth’s sister and he adds ‘to him (Mr. Bingley) I have been kinder than to myself’. This ‘civil reflection’ of Mr. Darcy, which she disdained, was unlikely to ‘conciliate her’. Elizabeth replies that Mr. Darcy’s interference in Jane and Bingley’s relationship was not the only reason for her bad opinion against him. She mentions what she had heard from Mr.Wickham. He responds to this ‘in a less tranquil tone and with heightened colour’. He answers that she taken ‘an eager interest’ in his concerns and Elizabeth accuses him of depriving Mr.Wickham, ‘the independence which was no less his due than his desert’. She is shocked by seeing Mr. Darcy speaking of him ‘with contempt and ridicule’. Mr. Darcy’s says that ‘perhaps these offences might have been overlooked, had not your (Elizabeth) pride been hurt by my honest confession of the scruples that have long prevented my forming of any serious design’. This explains that he believes his honesty has made her reject him and asks her ‘Could you expect me to rejoice in the inferior of your connections? To congratulate myself on the hope of my relations, whose conditions in life is so decidedly beneath my own?’ Jane Austen comments to the reader that Elizabeth ‘felt herself growing angrier every moment’. However, ‘she tried to the utmost to speak with composure’. When she says to Mr. Darcy ‘you could not have made me the offer of your hand in any possible way that would have tempted me to accept it’, Mr. Darcy astonished by this remark and looks at her ‘with an expression of mingled incredulity and mortification’. She further comments that she disliked him from the very first time they met because of his ‘arrogance†¦.conceit†¦ self disdain of the feelings of others’. Her ‘immovable dislike’ has made her feel that he was ‘the last man in the world’ that she ‘could be prevailed to marry’. After Mr. Darcy left, Jane Austen writes that Elizabeth cried for half an hour. It seems she felt it was ‘almost incredible’ that Mr. Darcy is so much in love as to wish to marry her in spite of all the objections which had prevented his friend (Mr. Bingley) marrying her sister. She feels it was ‘gratifying to have inspired unconsciously so strong an affection’ but Elizabeth condemns Mr. Darcy’s ‘abominable pride’ and ‘his shameless avowal of what he had done with respect to Jane’ and Mr. Darcy’s ‘unfeeling manner’ when he spoke of Wickham. Jane Austen portrays how men and women in her times considered marriage through different characters in the novel. Mr. and Mrs. Bennet’s family especially shows that middle class women could not work; it would be seen as improper. Mrs. Bennet is desperate to get her daughters married to wealthy young men. This shows that parents were very much involved when it came to their daughter’s marriage and would play a large role in finding a husband. Jane Austen views love as the foundation for a happy marriage. This view is mainly portrayed through Darcy and Elizabeth’s marriage and this is thought be the best marriage in the novel along with Jane and Bingley’s marriage because they are well suited and they are financially secure. Mr. and Mrs. Bennet, Lydia and Wickham and Charlotte and Mr. Collin’s marriages are viewed as bad marriages as their marriages lack the element of love that the other two good marriages have a plenty. Jane Austen portrays that these marriages are bad due to lack of intelligence and wit that neither person has, the lack understanding and communication between each other in their married life. Lydia running away with Mr. Wickham without getting married was a big scandal in the novel. She was excluded from the society as she went against its traditional values of the society in those times. However, getting married reduced the shame slightly that was passed on to the family. Jane Austen shows the consequences that will occur to women who live together with a man without getting married. Charlotte married Mr. Collin because she felt she was already a burden for her family and this would be a social embarrassment. Mr. Collins is Mr. Bennet’s closest male who will inherit his estate, which meant that he had definite financial security. This marriage shows that there was a lot of pressure on women like Charlotte from society. She is influenced to marry a man for financial security, protection and a house of her own.

Guidelines For Children Without Punishment And Was Written...

Abstract I looked for articles in an online parenting-advice magazine called Aha! Parenting. The article I chose is called 10 Steps To Guide Children Without Punishment and was written by Laura Markham (2015). The child development aspect looks closely at child discipline. The main idea of the article is that parents should not punish their children, and instead parents should stay calm and kind when children misbehave. According to the author, this is because punishments are limited at changing behavior, and in fact create even more misbehavior. I will critically look at the advice in this article using the class teachings and relevant literature. Skinner’s model of punishment and reinforcement The main theme of Markham’s (2015) article is that disciplining children does not improve their behavior. One of the most famous researchers into the nature of punishment was B.F. Skinner, a behavioral psychologist. Skinner believed that well-learned associations between causes and consequences largely cause behavior. He created the theory of ‘operant conditioning’, which states that behavior can be changed by ‘operant’, which are negative or positive stimuli. Although most of his theory came from experiments on rats, he believed that operant conditioning also plays a major role in human behavior, and that operant conditioning is therefore relevant to child psychology. His model of punishment and reinforcement broke down like this: †¢ Positive reinforcement is where the parentShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pageslikewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps