Wednesday, March 18, 2020
Howards End - EM Forster essays Malcolm Bradbury writes of the novel: The will to vision, the liberal wish for right reason, the claim of the holiness of the hearts affections all are consistently confronted with ambiguity. How do you respond to this assessment of Howards End? Perhaps what makes Howards End a truly great novel is the lack of any tangible resolution of the ideas raised and Forsters reluctance to give the reader any definite answers. Instead Forster presents to us characters, situations and symbols that may cause the reader to draw conclusions that will be repeatedly challenged and supported as the novel progresses. It is the ambiguities that Bradbury identifies that make the characters of the novel more authentic: as in real life, such things as the will to vision, the liberal wish for right reason and the claim of the holiness of the hearts affections are not concepts that the reader can decide simply to champion or reject. They are complex ideas that manifest themselves in many different ways in various people and with diverse results. We might consider the lack of straightforward answers about each of these three concepts an attempt to provide us with an explanation of the realities of modern society in itself. The will to vision and the liberal wish for right reason the love of ideals and the possession of social conscience are attributes that Helen and Margaret can be closely associated with. They sum up the ethos of the Schlegel sisters, at the beginning of the novel at least. We see from the start that this mentality is at odds with the England of the early 20th century their Aunt Juley, a representative of the prejudiced English establishment considers them odd girls. Although, before meeting the Wilcoxes, she claims that Literature and Art are most important, we find that on meeting Charles...
Sunday, March 1, 2020
Pinecone Fish Facts and Information The pinecone fish (Monocentris japonica) is also known as theÃ pineapple fish, knightfish, soldierfish, Japanese pineapple fish, and dick bride-groom fish. Its distinctive markings leave no doubt as to how it got the name pinecone or pineapple fish: it looks a bit like both and is easy to spot. Pinecone fish are classed in the Class Actinopterygii.Ã This class is known as ray-finned fishes because their fins are supported by sturdy spines.Ã Characteristics Pinecone fish grow to a maximum size of about 7 inches but are usually 4 to 5 inches in length. The pinecone fish is bright yellow in color with distinctive, black-outlined scales. They also have a black lower jaw and a small tail. Curiously, they have a light-producing organ on each side of their head. These are known as photophores, and they produce a symbiotic bacteria that makes the light visible.The light is produced by luminescent bacteria, and its function is not known. Some say that it may be used to improve vision, find prey, or communicate with other fish. Classification This is how the pinecone fish is scientifically classified: Kingdom: AnimaliaPhylum: ChordataClass: ActinopterygiiOrder: BeryciformesÃ Family: MonocentridaeÃ Genus: MonocentrisÃ Species: japonica Habitat and Distribution The pinecone fish are found in the Indo-West Pacific Ocean, including in the Red Sea, around South Africa and Mauritius, Indonesia, Southern Japan, New Zealand, and Australia. They prefer areas with coral reefs, caves, and rocks. They are commonly found in waters between 65 to 656 feet (20 to 200 meters) deep. They may be found swimming together in schools. Fun Facts Here are a few more fun facts about the pinecone fish: It is popular in tropical aquariums because of its unique appearance. Despite that popularity, the pinecone fish is known to be hard to keep.They eat live brine shrimp and are more active at night. During the day, they tend to hide more.There are four species of pinecone fish:Ã Monocentris japonica, Monocentris meozelanicus, Monocentris reedi,Ã andÃ Cleidopus gloriamaris.Ã They are all members of the FamilyÃ Monocentridae.They are usually a yellow or orange color with scales outlined in black.Ã Ã The fish are considered on the more expensive side, making them less common in home aquariums. Sources Bray,Ã D. J.2011,Ã Japanese Pineapplefish,Ã , in Fishes of Australia. Accessed January 31, 2015.Monocentris japonicaMasuda, H., K. Amaoka, C. Araga, T. Uyeno and T. Yoshino, 1984. The fishes of the Japanese Archipelago. Vol. 1. Tokai University Press, Tokyo, Japan. 437 p., via FishBase. Accessed January 31, 2015.Ã Mehen, B. Weird Fish of the Week: Pinecone Fish. Practical Fishkeeping. Accessed January 31, 2015.
Friday, February 14, 2020
Is there life out there other than us - Essay Example We are able to see the process of formation and evolution of various planets, far away from our own home. There is life beyond our earth and possibly they are thriving as much as we are. There could also be beings that make use of an entirely different kind of existence which could be totally not interfering with our existence as a matter of fact even invisible to us. The question of whether there is life elsewhere in all the numerous other planets and the various solar systems that go around the millions of stars in this galaxy and in many other galaxies has always been a fascinating query. Many people have remarked in many ways in the days earlier on. But then, today almost no one among the known scientists of the planet today would say that there is no life elsewhere. Looking closely at the various papers, research works and exploration missions, that was taken up in the recent past have concluded successfully that there is a very high possibility that life exists in more than one form, in more than one location on the planets that abound in outer space1. In our own solar system, there are number of planets, planetoids and their satellites which boast of their own atmosphere. A temperature that is nearly as good as that of the earth. But then, the recent advances in the microbial sciences, have led from one discovery to another. It was spotted that there are millions of new bacterium that could possibly exist in Mars and the kind of harsh climates that they could manage to live with2. On closer introspection, one can find that the living organisms on the planet earth have been subjected to extreme conditions and that they lived through these conditions. In a similar way, conditions at many places in the universe are to the extreme side on temperature, on atmospheric conditions and on planetary material. All these have led to conclude that there is a high possibility for living organisms to exist in multi-various locations on the planetary systems3 that are continuously evolving across the universe. 3. Research Continuing research has revealed that the very definition of a living organism needs to be clearer when it comes to dealing with living organisms in other worlds. The question of 'what is a living organism' seems to have rocked the boat of the researchers in more than one way. Though there still seems to be a great amount of latency in defining the living organism, most people as of date seem to have accepted the fact that many of the so called, non-living organisms or man made objects seem to display tendencies that are similar to living organisms. They all eat, produce energy for their purpose and they also 'exhaust' unwanted or used up or unwanted material. They go through a chemical or nuclear or any other reaction that could sustain them. To date, what was found was that artificial objects do not copulate and reproduce. Current investigations into the existence of living organisms assume that the only difference between the living and non living organism is that they do not have a copulation methodology resulting in
Saturday, February 1, 2020
How has the financial crisis impacted the agriculture sector in Albania - Research Paper Example As a result it is more subject to the exogenous fluctuations originating in the macro-economy. This implies that the impact of the crisis on the specific agricultural food sectors and countries heavily rely on the strength of the interconnection to the financial system and the world wide economy. Prior to the impacts of the global economic and financial crisis intensified in the late quarter of 2008, Albania had enjoyed an average Gross domestic product of 6.0%. This had been attributed to the then continued macroeconomic stability and a strong influx of migrant remittances. As pointed out in the report (Swinnen, & Van, 2009.), 60% of the Albania population works in the agricultural sector which implies that most of its economic activities revolve around agribusiness. A similar research carried by (Agra Europe, 2009) indicates that 23% percent of AlbaniaÃ¢â¬â¢s gross domestic product relies on agriculture. This is very imperative sector in economic growth and development of the reg ion. However, the economic downturn of the early 2009 reduced AlbaniaÃ¢â¬â¢s GDP to 0.7%. ... y the weak competitive capacity, their limited access to credit facilities and unfavorable business environment that has been created by unfair competition with superior foreign products and inconsistent application of both fiscal laws and regulations. Therefore, order and sanity in the business has failed due to lack of a sound macroeconomic structures that will enable the region to compete favorable with other nations and states. In addition, there have been cases of deprived infrastructure (energy, communication and transport lines) dubious assets term rights and weak laws that dampen foreign and domestic investments. A recent research by World Bank,( 2009b) that focused on the effects of the economic downturns, credit constraints, trade deficits and their impacts on the production, allocation and consumption of resources in Albania. For instance, different stakeholders throughout the supply chain have suffered due to lack of confidence in the trade. This has necessitated them to cut costs and reduce dependence on the credit facilities. They have had negative impacts on the investment functions which in turn have grave impacts on the aggregate demand of the region. This in turn has driven firm to operate at loses causing loss of jobs. For example as farmers have reduced the use of fertilizers, crop production product and demand for machinery also dropped. This has had negative consequences on the contracts that sustain business in society (Swinnen & Van, 2009). This implies that some lease and hold contracts were terminated leading to lose of business operation that could be profitable. Farmers have also adopted home-made feeds that have reduced the yields such as the quality of meat, the quality and quantity of milk produced. Second financial crisis has made it
Friday, January 24, 2020
A True Hero in the Poem, Sir Gawain and the Green Knight "What makes a man a hero? Where lies the line which, when crossed, changes a mortal man into a legend? World leaders of our generation are mockeries of real men, more like Pilates than Thomas Mores." ( Gagne) In the poem of Sir Gawain and the Green Knight, the definition of a hero is clearly explained. Gawain is faced with trials and tribulations throughout the poem, but what clearly defines the crossover from man to hero? "Tests and decisions are as numerous in any man's life as are the beats of his heart." ( Gagne) But what draws the line between a man and a hero is what he learns from life's lessons. " In destines sad or merry, True men can but try." ( Gawain) " It tells a reader that Gawain means to do his level best in ...
Thursday, January 16, 2020
Ã¢â¬ËCommunication is fundamental to developmentÃ¢â¬â¢ (Crow et al, 2008, p. 11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with. The word Ã¢â¬ËcommunicationÃ¢â¬â¢ basically means Ã¢â¬Ëto shareÃ¢â¬â¢ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on Ã¢â¬Ëtheoretical knowledge, cultural understanding and experienceÃ¢â¬â¢ (Crow et al, 2008, p. 7). It involves an Ã¢â¬Ëinterchange of thoughts, opinions, or informationÃ¢â¬â¢ (www. efinitions. net/definition/communication) which are transmitted through body language, Ã¢â¬Ëtouch, listening, tone of voice, gesture, playing, observing, reassuring, explaining [Ã¢â¬ ¦] and reflectingÃ¢â¬â¢ (Crow et al, 2008, p. 7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause Ã¢â¬Ëconfusion, discriminat[ion], alienat[ion], [Ã¢â¬ ¦] or create problemsÃ¢â¬â¢ (Crow et al, 2008, p. 7). One such barrier is seen due to cultural differences. Through efficient communication, children learn the social rules of non-verbal communication, which includes body language and gestures. Learning these social rules are essential in order to communicate competently, however, communication is socially constructed, and body language and gestures therefore bear different meanings between and within cultures. The differences within sub-cultures are due to Ã¢â¬Ëlanguage acquisition, linguistic differences or [a]different mother tongueÃ¢â¬â¢ (Crow et al, 2008, p. 30). It is also not uncommon for children to develop their own language and signs through the use of modern technology. This, on the one hand, is a positive aspect of communication, as developing bilingually can lead to future success, and technology allows for innovation and promotes relationships, but, not all children are as resilient as each other, and learning two languages at once, be that spoken or sign language, can confuse them a great deal. New forms of communication can also be confusing for practitioners with little experience of modern technology, which can lead to a reluctance to communicate and socialise, especially between generations. Cultural differences can therefore Ã¢â¬Ëinhibit as well as influence communicationÃ¢â¬â¢ (Crow et al,2008, p. 0) with children. Socialisation is of great importance for communication with children. Gerhardt (2004, cited in Crow et a. , 2008, p. 11) claims that it should start from birth because Ã¢â¬Ëcommunication between carer and baby plays a key role in the development of the infantÃ¢â¬â¢s brainÃ¢â¬â¢. These first dydadic relationships and further experiences of socialisation contribute crucially towards a childÃ¢â¬â¢s communication progress as they allow for empathic responses, interpretation of non-verbal communication and the understanding of emotions at a later stage. Children who are not communicated with as babies are reported to suffer restricted brain growth and global delay (Crow et al, 2008, p. 12) due to deprivation of social contact and care. This can create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and they still learn to communicate. Hart and RisleyÃ¢â¬â¢s (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families suggests that the rate of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary. The nature/nurture debate therefore seems at large here in that babies may have an innate predisposition to learn spoken language but that it is their experience of communication and articulation with key members in their environment that shapes / hinders their capacity to learn. A positive environment can therefore promote communication with children; however, a childÃ¢â¬â¢s environment can also be of hindrance in numerous other ways. Children with sensory sensitivities, especially those diagnosed with an Autism Spectrum Disorder (ASD), can face profound barriers which could affect their communication. This is due to difficulty processing everyday sensory information in colourful/lively so called child friendly classrooms. These children, by not being able to cope with all the information surrounding them are likely to become anxious, stressed, cross, or even feel physical pain which can result in challenging behaviour due to their failure to communicate their emotions. There is a clear physiological explanation for this behaviour in that the Ã¢â¬Ëperception of threat causes the release of the hormones cortisol and adrenalin which block cognitive and memory processes and trigger the fight, flight or freeze reactionÃ¢â¬â¢ (Crow et al, 2008, p. 4). It is not only the communication of children diagnosed with ASD that are affected by emotions though. Children who have experienced neglect, abuse or who are being bullied can all suffer in silence. Furthermore, the emotions of practitioners themselves can have an impact on communication with children. If practitioners are angry, sad or not feeling themselves, their emotions and means of logical thinking can become impaired. Practitioners therefore need to find better ways of communicating with children, especially those who face particular barriers on a daily basis. A starting point would be to acclimatise themselves with what Ã¢â¬Ëstudies of communication skills and processes have suggested [Ã¢â¬ ¦] vital to model in work with childrenÃ¢â¬â¢ (Crow et a. , 2008, p. 22), namely expressive skills, listening skills and process skills. Expressive skills are vital to convey messages to others so that they understand what is being communicated. These skills involve facial expressions and body language. Listening skills involve the total opposite to expressive skills, and requires the listener to obtain and understand the messages and information conveyed by the other person. Both these sets of skills are important as they allow the practitioner to understand how they come across to others and to read emotions. Process skills are needed to manage communication, and they essentially help the practitioner to make appropriate choices, retrieve information/ knowledge or collect necessary tools in an orderly manner in order to interact with a child. Practitioners need to be very aware of their expressive skills and distinctive use of language, especially in light of cultural diversity. As Valerie Daniel (The Open University, 2013 a) stated, Ã¢â¬Ëbody language says a lotÃ¢â¬â¢, and alongside gesture, it bears distinct meanings between cultures. Eye contact is one significant area of concern. It is one of the most forthright modes of communication, and where and how you look at someone can alter the interaction. Staring at someone you are communicating with can cause that person to feel uneasy, yet it is important to look at him/her in order to show that you are paying attention. Some cultures however discourage eye contact all together, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one black pupil commented that Ã¢â¬Ëaround the school when itÃ¢â¬â¢s white boys itÃ¢â¬â¢s a group but when itÃ¢â¬â¢s black boys itÃ¢â¬â¢s a gang and I think itÃ¢â¬â¢s wrongÃ¢â¬â¢(London Department Agency, 2004 cited in Crow et al, 2008, p. 16). It is important therefore that practitioners take care in their use of language as what people hear influences their perception (Kay and Kempton, 1984, cited in Crow et al, 2008, p. 5), and perceptions and understanding shapeÃ¢â¬â¢s the experience of otherÃ¢â¬â¢s. Practitioners therefore should use their process skills to gain cultural knowledge in order to be aware of the different implications of expressions and language before judging the actions of a child, as judgments are always based on personal experience. In doing so they can develop a rapport based on respect, and open up communication pathways so that children can Ã¢â¬Ëdevelop their own communication skills and [Ã¢â¬ ¦] understanding of their society and cultureÃ¢â¬â¢ (Crow et a. , 2008, p. 1) As communication methods develop, experience indicates that practitioners need to prioritise ways of communicating their services through modern technology. According to Turner (2003, cited in Crow et al, 2008, p. 11), one attribute children saw in an inadequate practitioner was that they are not interested. It is therefore important for practitioners to engage as much as possible with children and young peopleÃ¢â¬â¢s interests in order to get them to participate and communicate openly, rather than become introvert due to frustration over lack of understanding. Some may argue that Ã¢â¬Ëinformation technology is damaging childrenÃ¢â¬â¢s ability to communicate articulately and effectivelyÃ¢â¬â¢ (Crow et al. , 2008, p. 38). Nonetheless, as Vikki Butler (The Open University, 2013, b) suggests, Ã¢â¬Ëno one wants to participate in something thatÃ¢â¬â¢s not relevant to themÃ¢â¬â¢, and in todayÃ¢â¬â¢s technological age, it is modern technology that is embedded in childrenÃ¢â¬â¢s lifeworlds. Despite lack of training opportunities and funding, practitioners need to find a way of familiarising themselves with childrenÃ¢â¬â¢s culture. Children in turn will learn to respect practitioners for their interest and for not dismissing their innovative skills (Crow et al, 2008, p. 38), allowing communication and socialisation through the formation of collaborations. Providing opportunities for socialisation through group interactions could further develop practitionersÃ¢â¬â¢ communication with the children they work with as it allows the chance to ask open ended questions, which demand reactions longer than single word answers. Practitioners must not however ask too many questions in their quest to extend learning, as children tend to become wary and refuse to open up. Practitioners must also make use of their listening skills by listening to the childÃ¢â¬â¢s intent as well as content, not interrupting them and reflecting empathetically on their answers in order to show the child that they are interested in what they have to say. A group interaction such as circle time is a good method to improve both childrenÃ¢â¬â¢s and practitionerÃ¢â¬â¢s communication. It must be based on interests though because when Ã¢â¬Ëchildren are interested in what they do, [Ã¢â¬ ¦ ] you will be surprised at what they achieveÃ¢â¬â¢ (Valerie Daniel, The Open University, 2013, a). Ground rules of considerate communication must be set however, and these could be negotiated together as a group, but in the long run could result in helping children with their concentration, taking turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who missed out on being spoken to as babies. Practitioners can also provide younger children the chance to communicate and socialise through play. Play allows the practitioner a myriad of opportunities to gain knowledge regarding a childÃ¢â¬â¢s understanding of the world (Crow et al, 2008, p. 33). It also allows time to observe how a child feels at any given time. Further experience indicates that by providing toys such as puppets, toy animals or dressing up clothes, the practitioner provides the child with a means of expression in a safe environment, allowing him/her to detach themselves from an emotional situation. This can also be seen on the DVD material, (The Open University, 2013, b) where the child, an elective mute, used karaoke machines and puppets as a medium of communication. Ensuring safe havens would therefore promote practitioners communication methods with children who place importance on feeling safe. Children often suggest that practitioners could provide security by recognizing bullying as a real problem among pupils (The Open University, 2013, b). Practitioners could therefore prioritise emotional literacy by providing ways of expressing emotions such as placing bully boxes in classrooms. Ensuring equal opportunities between boys and girls would see the practitioner as being fair, which is an important issue during childhood. They could also ensure that every child feels valued at the setting by simply being friendly or by showing care and support for them. This could be done by a simple hand on the shoulder or reciprocating spontaneous hugs (The Open University, 2013, a), however practitioners, especially males, need to be aware of policies and the implications of touch, as contact can be misinterpreted. Actions must therefore always be above any criticism. Nonetheless, allowing a means of safety and ensuring a place where a child feels content can inhibit frustrations and improve a childÃ¢â¬â¢s self-esteem. This can only lead to better communication channels with practitioners. Cultural, social, environmental and emotional factors can therefore create barriers and affect childrenÃ¢â¬â¢s communication. Still, as communication is a social construct, the extent to which it is inhibited depends on time and place. Practitioners, through knowledge of vital skills can alleviate these barriers in order to assist children suppress their frustrations and emotions, and develop their communication skills along the way. Simultaneously, practitioners gain an insight into the way they are perceived, allowing them to reflect and become better communicators with the children with whom they work. As already stated therefore, Ã¢â¬Ëcommunication is vital for developmentÃ¢â¬â¢ (Crow et al, 2008, p. 11), however it is now clear that it has been, presently is, and will be equally vital to the progress of both children and practitioners in the future.
Wednesday, January 8, 2020
Social development encompasses the involvement of the children, in this case, the preschool kids learning values, skills, and knowledge, with the sole purpose of enabling them to effectively relate to their peers, others, and the community as a whole. The social learning activity can be passed to children directly by their caretakers or even indirectly through an adorable relationship with the family and friends. Children participation in the culture around them can also impact social development knowledge to them. Children build two major senses through learning social development; first, they grow with full awareness of the required social values and expectations, and second, they recognize who they are. Children respond to the influenceÃ¢â¬ ¦show more contentÃ¢â¬ ¦They base their self-concept on the feedback they get from others besides their judgment. The way children describe themselves in terms of social development relates to their developing ability for thinking and underst anding in addition to managing their emotions and behavior (Weissman Hendrick, 2013). Preschool kids often show their social development capability through the portrayal of their ability to do something. The physical appearance also influences their self-conceptualization. Take for example when you interact with a four-year-old boy, he will feel comfortable saying that he is a four-year boy living with his mom, dad and the elder sister. He will go further and identify what heÃ¢â¬â¢s best at for instance, Ã¢â¬Å"I love football. I am able to kick the ball to a far distant.Ã¢â¬ Empirical article summary Measure of social and emotional development The first article related to the social development is in the measures of the social and emotional development by Halle Darling-Churchill. The two writers concentrate on the social competence, behavioral problem, emotional competence and self-regulations as means of measuring social development in preschool kids. According to the article, childrenÃ¢â¬â¢s social development at the early age especially before school plays a crucial foundation for their development during childhood, adolescent and beyond, thus prompting the policy makers to put more emphasisShow MoreRelatedEarly Childhood Education : Children s Understanding And Development Essay826 Words Ã |Ã 4 PagesThis does not start and end inside the class room. Early childhood training is debatably the most crucial phase of educational development as it is from this cornerstone that future development and learning happen. High quality programs need to incorporate teaching in reading capabilities, motor skills, vocabulary an d communication abilities. This will create substantial benefits in children s understanding and development. 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