...After a few preliminary comments contextualising the claim, I will; 1. Explore the changes in Legislation and Law enforcement agencies in the early to mid-nineteenth century focusing on the ways in which they contributed to the development of the concept of ‘juvenile delinquency’. 2. Consider the arguments of nineteenth century social investigators and reformers and their influence both on the legislative process and on the construction of the concept of juvenile delinquency. 3. Finally and by way of a conclusion, briefly discuss the broader social economic and political context of nineteenth century reforms in order to suggest that whilst legislation is important, the claim in the question overstates its significance. The idea that there can be a juvenile delinquent is impossible without the concept of childhood as a distinct phase of individual growth and development. ‘Childhood’ has become a universal category; a status which affords particular rights, for example those outlined in agreements between states such as the universal declaration of the rights of the child. This recognition of the special status of ‘childhood’ is a social construct (Hendrick, 2002). We may take our understanding of what it is to be a child for granted as ‘natural’ but it is not until the late middle ages that a period and morality of childhood began to be distinguished from adulthood within the aristocracy and nobility (Muncie pg. 49). In the English legal system, prior to the late...
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...evidence for the view that childhood is largely a social construction SUMMARY Sociology emphasises the importance of social factors in the creation of human behaviour rather than biological influences. Therefore the question of whether or not childhood is a social construction or a physical category is an important issue because in it lies the essence of the importance of sociology to our understanding of human behaviour. Attitudes towards children in this and other cultures clearly vary; sociology rejects the idea that what is seen as ‘childhood’ is biologically determined. Instead sociologists argue that the way in which ‘children’ are seen to behave is socially created. You will need to suggest a number of reasons for this, using examples both from Britain and from other cultures. It is also important to try to give a balanced view - although the vast majority of sociological writing on this issue supports the idea that childhood is socially created, you should also try to include one or two arguments from the opposing point of view. Assessment points are italicised in bold in each section of text. A OPENING FOCUS: CHILDHOOD AS A SOCIAL CONSTRUCTION 1. Age is a biological fact but it is also a social fact - that is, the way in which a particular age group is seen in any society may vary a great deal. If it can be shown that in different cultures, subcultures and historical periods there are different expectations of ‘childhood’ and the role of children...
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...The project approach Katz, Lilian G. Scholastic Early Childhood Today12.6 (Mar 1998): 43-44. Turn on hit highlighting for speaking browsers by selecting the Enter button Abstract (summary) TranslateAbstract Engaging children in active investigations of topics that have personal meaning for them can enhance a curriculum and a child's desire to learn. Projects are ways to help children answer their own questions and learn more about the world. Full Text * TranslateFull text * Headnote Enhance your curriculum by engaging children in active investigations of topics that have personal meaning for them. Projects are ways to help children answer their own questions and learn more about the world. A PROJECT IS an in-depth investigation of a topic worth learning more about. The study is undertaken by a small group of children within a class, by a whole class, or occasionally by an individual child. The key feature of a project is that it is a research effort focused on finding answers to questions about a topic posed by children, the teacher, or both. Rather than simply seeking right answers, the goal of a project is to learn more about a topic. The Place of Project Work The project approach should be seen as complementary to the more informal parts of the early childhood curriculum. Project work is not a separate subject; it provides contexts for applying specific skills learned in other parts of the curriculum. Nor is project work an "add on" to the basics; it is integral...
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...The importance of science education for children Published 03/11/2008 Science Communication 17 Comments Tags: Science Education One of the features of wordpress is a list of what web searches have led people to your blog (or at least hits anyway) and they themselves can be fascinating glimpses into what people are interested in or what information on (mostly Tyrannosaurus and Jurassic Park). A recent one was the title of this post and it is a very interesting question (precisely it was “what is the importance of teaching science to children?”). Apart from the fundamental answer (well, everyone should know a bit about biology, chemistry and physics, much as they should know a bit about history, geography, art and maths) it is a good question. What does science bring to the table? It’s hard to put in specific terms, but science as a concept (as opposed to just learning facts and theories, or heating stuff in test tubes) has some nice ideas to offer that would be useful for many people to learn and would be useful throughout their lives. Concepts such as logical deductions and inference, parsimony, and not accepting arguments (or dismissals) based on authority but from evidence, and scepticism would all be handy. Teaching someone how to appraise and evaluate conflicting evidence and any bias in that evidence would be useful ‘life skills’ for pretty much everyone. Let’s face it, it ultimately comes down to trying to spot patterns, work out reasons for them, and to spot errors...
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...learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 Wellington New Zelaand CONTENTS ACKNOWLEDGMENTS v EXECUTIVE SUMMARY Enhancing...
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...[pic] Department of Education and Training RESEARCH ON HUMAN LEARNING Published by the Department of Education and Training © State of Victoria, 2004 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical and photocopying, recording or otherwise, without the prior permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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...CARAGA STATE UNIVERSITY AMPAYON, BUTUAN CITY Importance of Music in Early Education Submitted to: Mrs. Flordelez U. Saspa Instructor Submitted by: Campos,Cristine Q. Nakila,Phoebe kates Quimay,Maria Salome Bagsarsa,Marlyn Balagon,Jessa Abanil,Bliss Lubaino,Josephine Gamolo,Junric Day-om,Richard Hijada,Edgar March 2013 ...
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...Harvard Graduate School of Education HARVARD FAMILY RESEARCH PROJECT NO. 1 in a series SPRING 2006 Family Involvement IN EARLY CHILDHOOD EDUCATION The family seems to be the most effective and economical system for fostering and sustaining the child’s development. Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinued.1 —Urie Bronfenbrenner This brief is dedicated to Urie Bronfenbrenner (1917–2005) whose pioneering research influenced the work of Harvard Family Research Project. Introduction Family involvement matters for young children’s cognitive and social development. But what do effective involvement processes look like, and how do they occur? This research brief summarizes the latest evidence base on effective involvement—that is, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works. The conceptual framework guiding this research review is complementary learning. Harvard Family Research Project (HFRP) believes that for children and youth to be successful from birth through adolescence, there must be an array of learning supports around them. These learning supports include families, early childhood programs, schools, outof-school time programs and activities, higher education, health and social service agencies, businesses...
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...Philippine Education For All 2015: Implementation and Challenges I. General Introduction 1. Filipinos have deep regard to for education. Education occupies a central place in Philippine political, economic social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. 2. A clear evidence of the value placed on education is the proportion of the national government budget going to the sector. The Department of Education (DepEd), the country’s biggest bureaucracy 1 , is given the highest budget allocation among government agencies each year as required by the 1987 Philippine Constitution.2 3. The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” . 4. The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm the policy of the State to protect and promote the rights of all Filipinos by providing children free and compulsory education in the elementary and high school level. This pertains to six years of free tuition fees for children aged 6 to 11, and free four years of secondary schooling for those aged...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...perceive through all sorts of difficulties until this research work was completed. I really feel proud of my honorable respondents who helped me to collect data in regard of my research title. Their helping mind really impressed me. So, I show my deepest sense of respect to them. My supervisor, I thank you for your guidance that brought me to the end of this work. Your politeness & cordial behavior added encouragement to my work. December, 2014 | Roll No:09203219Registration no: 3552Session: 2008-2009MSS, Department of Anthropology | ABSTRACT Being the main force conditioning human relationship, sex is essentially political. In any social context, the construction of a "sexual universe" is fundamentally linked to the structures of power. The construction of sexual meanings, is an instrument by which social institutions (religion, marketing, the educational system, psychiatry, etc.) control and shape human relationships. People define “sexuality” in different ways. Some people define it as sexually motivated behavior. But people all have their own...
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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school...
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... the majority of parents work and many depend upon formal, organized out‐of‐home care. Since there is no federal or state universal child care system or guidelines for child care planning, most communities have supply gaps that are especially pronounced for infant/toddler age groups and lower income families. Preschool‐age programs (mostly part‐day) are proliferating nationally due to public awareness of the value of early learning. State spending on preschool increased from $2.4 billion to $4.2 billion nationwide between 2005 and 2007 (Wat, 2007). Similarly, federal and state spending on child care subsidies has more than tripled in the last decade, but most communities still face problems with inadequate supply of quality, affordable child care (Warner 2007). The majority of child care and part‐day preschool centers are run by private or nonprofit entities (rather than school districts or cities) and supported largely by parent fees and the use of low‐cost space in churches or schools. The extent and diversity of local early care and education is usually determined by the availability and/or assertiveness of child care operators and intermediary agencies as well as parents’ workforce participation rates and ability to pay fees. Planners can influence child care programs by creating policies,...
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...EARLY CHILDHOOD EDUCATION AND CARE key lessons from research for policy makers An independent report submitted to the European Commission by the NESSE networks of experts www.nesse.fr EARLY CHILDHOOD EDUCATION AND CARE - KEY LESSONS FROM RESEARCH FOR POLICY MAKERS This is an independent report commissioned by the European Commission's DirectorateGeneral for Education and Culture. The views expressed are those of independent experts and do not necessarily represent the official position of the European Commission. The main author of this report is Helen Penn, currently Professor of Early Childhood in the Cass School of Education, University of East London, UK, and a member of the NESSE network of experts. Drafts of this report benefited from comments and advice from other NESSE network members and from other experts in this field. Reproduction is authorised provided the source is acknowledged. The electronic version of this report is available at: http://www.nesse.fr/nesse/activities/reports For further information on this report and for printed copies you can contact: Dr. Angelos Agalianos European Commission Directorate-General for Education and Culture Tel.: +32-2-29.55.098 © European Commission, 2009 ISBN: 978-92-79-12470-9 2 EARLY CHILDHOOD EDUCATION AND CARE - KEY LESSONS FROM RESEARCH FOR POLICY MAKERS FOREWORD Investing in quality Early Childhood Education and Care (ECEC) is crucial. It is at this stage that the foundations are laid for...
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