...Understanding the social, cultural and political facets of childhood are vital in comprehending how child abuse emerges. These elements can alter childhood as a concept, as well as the value placed on children. Two views that have emerged as a result of this, that either ‘children as becoming’ or ‘children as being’ highlight the ever-changing social classifications of childhood. Firstly, a classical view of childhood that emerged in an irresolute historical context is that of ‘children as becoming’. This classical theory argues that children are undergoing a period of transformation into adulthood (Debski, Buckley & Russell, 2009). That because they were less competent and not fully developed adults yet, they required discipline and management. This was exemplified in Early Industrial Europe, which exploited the use of child labour to expand the mass-production of machinery. The labour of children was a commodity, and one that highlighted a general view that children were simply smaller adults and that the developmental period of childhood was less valued. This removed the autonomy of decision making and self-identity from children during this period....
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...have become frustrated by the strident emphasis on developmental theory in early childhood education (Walsh 2005:40) Particular relevance has been held concerning constructivist theory and the work of Piaget (1977) and Vygotsky (1978): The academic understanding of learning that underpins current trends in early childhood education are most significantly based upon principles of social constructivism that are drawn from both Vygotsky and Piaget (Anning et al 2008:153) Typically, traditional child development theory is thought to give order and meaning to a child’s progression in terms of physical, social, emotional, cognitive and language development and provides practitioners with a set of normative descriptors from which a child’s development can be measured. However, more recently these notions have been questioned and there has been a growth of theory from a socio-cultural perspective: recent challenges to ways of understanding and living in the world have included issues of difference, identity, culture, intellect, and economy…Early Childhood Educators have responded in various ways to such diversity. Many continue to support the developmentalist notion of the universal child…still others merge a variety of perspectives in efforts to meet the challenges of diversity in its various forms (Grieshaber & Cannella 2001:3) These perspectives hold particular relevance for childhood practitioners, influencing both policy and practice. For the purposes of this essay...
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...The Ecology of Family Life Report of research conducted by The Social Issues Research Centre 2008 The Social Issues Research Centre 28 St Clements Street Oxford OX4 1AB UK +44 1865 262255 group@sirc.org The ecology of family life Contents 1 Introduction..................................................................................................................................................................................4 1.1 Family and childhood: a paradigmatic review ....................................................................................................................................4 1.2 Space and time in family life...................................................................................................................................................................4 1.3 Pennies and pounds: the socioeconomic relations of families and children in the present.......................................................4 1.4 Theoretical framework.............................................................................................................................................................................5 1.5 Defining consumption ..............................................................................................................................................................................5 1.6 Methodology and sources of data ...........................................................................................
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...Resources: Digests November 2000 EDO-FL-00-07 What Early Childhood Teachers Need to Know About Language Considerable evidence exists that high-quality early childhood education programs for children from birth to age five can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families (Barnett, 1995; Frede, 1995). However, such programs are not available for all children who need them, nor are all programs of the quality that is necessary to achieve positive outcomes for children. In fact, only about 15% of child care centers are judged to be good or excellent. A recent study of a random sample of Head Start programs found that, while none of the programs was poor, the level of quality varied, and support for language and literacy learning was weak in many programs. Not surprisingly, children in the better quality programs out-performed children in lower quality programs on measures of learning and development (U.S. Department of Health and Human Services, 1998). Overall, Head Start children's expressive language skills were below national norms, but in the better quality programs, children's scores approached or matched those of their middle-class counterparts. Recently, the U.S. Department of Education released a study of the skills and knowledge of a nationally representative cohort of children at entrance to kindergarten showing that social class and other group differences are already evident...
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...HOLY CHILD JESUS COLEGE GUMACA,QUEZON Financial Status: Cause and Effect to the educational growth and development of children at Brgy. Tabing Dagat Gumaca,Quezon By; Ma. Angela C. Pelaez Reseach Paper in English IV Presented to: Mrs. Beatriz A. Apoli March 2015 Introduction: Financial matters are related to all aspects of personal and family life. Financial concerns and family relationships financial problem and substance abuse psychological aspects of financial hardship, in financial problems stress are just a few examples of research topics in personal finance. Research has shown the relationship between workplace productivity and poor financial behavior employers financial problems are one of the four problems in the workplace. Many of the children from now on are not attending our classes in school, because many of them are not supported of their parents. The others are not having enough money to pay the school contribution. Some children are not interested on going to school because they want to work every day forgetting that school is also important. The problems of student is being a working students. They not have enough time to rest and to study well because they are so very busy on their role. So the student who not attending our school is have not a quality knowledge. Significance of the Study: The Researcher has investigated financial matters and their impacts on personal and family life for years. Importance areas...
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...The early childhood years are characterized by the basis for developing cognitive, emotional, and social abilities, which lay the basis for mental health and wellbeing. These skills play an important role in children’s ability to make successful life transitions, learn and reach their potential at school. When children enter educational settings without having primal social and emotional skills can encounter challenges which can lead to long-term outcomes. These include the teacher spending large amounts of time managing misbehaviors, peer conflicts, negative feedback from the teacher, and fail to maintain learning atmosphere (Boyd, Barnett, Bodrova, Leong & Gomby, 2005). Current Early Childhood Education programs stress the importance of promoting...
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...This paper will discuss developmentally appropriate methodologies in teaching language and literacy to young children across a developmental curriculum. Also to be discussed will be the aspects/knowledge of language, language diversity and Theoretical Perspectives. There is now evidence that it is never too early to teach a child. Through research it has been discovered that the infant even before he/she is born can hear sound and as we know that is how we acquire language, by hearing spoken words. According to Otto (2010), language development begins when language speakers assume that an infant is a participating partner in conversational settings, even though it is months before the child is able to begin using conventional words. In an article written by Dr. Carmelita Lomeo-Smrtic,Ph.D, she wrote that “Teaching children to become literate members of society is a daunting task, often relegated to the elementary teacher. However, research on teaching children to become literate suggests that this process must begin well before kindergarten. Research suggests that children are primed for learning language in utero. Also from the Otto text, “research on children’s perception of speech and the development of the auditory system in utero has determined that the fetus can perceive sounds beginning with the 25th week of gestation and at the 35th week a fetus’s hearing acuity is at a level similar to an adult’s (2010). Knowing all...
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...In her article, Debbie Harwood highlights the importance of incorporating critical literacy practices in literacy education in order to teach and encourage children to think critically, question texts and transform themselves or the world around them (Harwood, 2008). Critical literacy’s aim is to encourage children to be aware of the underlying nature and the purposes of literacy, as well as the different worldviews through which literacy can exert and maintain power (Harwood, 2008). It is important that we as educators teach and encourage children to use critical literacy skills as they engage with texts, and to encourage them to explore and learn about multiple perspectives, as well as to question what they read in order to uncover and recognize...
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...Education and training Career opportunities and progression and employment opportunities Challenges Legislation And, choosing one particular career option, to make recommendations on the steps necessary to achieve employment in that chosen career.” 2. Method of Procedure 2.1Research was conducted on the internet 2.2 Prospectuses from third level colleges in Ireland and England were reviewed 2.3 Information seminars organised at the college were attended 2.4 2.5 3. Findings 3.1 Education and Training 3.1.1 Early Childhood Care & Education, Cork College of Commerce. Course Content Child Development 6N1942 Childhood Social Legal & Health Studies 6N1945 Early Childhood Curriculum 6N1944 Equality and Diversity in Childcare 6N1974 PERSONAL & Professional Development 6N1949 Special Needs Assisting 6N1957 Supervision in Early Childhood Care 6N1973 Work Experience 6N1946 Type of Certification: FETAC...
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...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 18th century, no distinction is made between the adult and child offender and consequently the...
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...How Valid is the Assertion that literature is a voice for the oppressed? Marjane Satrapi proves the assertion that literature is a voice for the oppressed by raising the awareness of the oppression on different Iranian social groups in Persepolis. These Iranian groups such as; children, democratic liberals, Persian nationalists and the lower class, are marginalized and silenced by the oppressive regime. Through the form of memoir, the author who belonged to an oppressed group (youth, woman, Iranian), conveys her personal experiences through a subversive and transgressive manner. One of the themes in Persepolis is ‘childhood’ as Satrapi explores the misfortune of growing up under oppression. Since the first page and panel of the book the reader is introduced to the protagonist, Marjane, and to the Islamic revolution through the symbol of the veil; “this is me when I was 10 years old”. On the next panel there’s a class photo on which we can see the oppressed youth in Iran and their innocence, as they are all aligned in the same posture wearing a veil which only lets their sadly expressive faces uncovered. Their depressed faces manifests that they are victims to the Islamic revolution. Through sequential art Satrapi, by combining pictures and words, allows a greater identification with the characters and their experiences and readers to go deeper into the meaning of the story. Pictures allow images to be subtler so readers infer on the meaning, mood and tone of the panels...
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...process beginning with conception to the time of death. People are changing as they advance with age (Boyd et al. 2006). During the time of conception the fetus emerge from an organism that has one living cell. According to Boyd individual has four life cycles (Boyd et al. 2006). These cycle last for about 25 years of an individual life. The four stages of development include early childhood, adolescence, early adulthood and adulthood. Each stage involves a transformation of each individual character. Therefore, lifespan perspective substantial changes are evidenced. Changes in perspective are usually interrupted within occurrences context as well as culture (Sigelman et al.2008). Throughout human’s lives, human beings are wired to adapt to changes in different environmental challenges (Sigelman et al. 2008). Multidemsional is also known as lifespan perspective (Begers, 2008). Development of human has being characterized by scientist which are called domains. These domains are; cognitive, physical and social. Physical is related to the physical changes and growth that human being such as childhood and adolescent. According to Boyd the physical category deals with the way learning takes place and why older human memory seems to leave them (Boyd et al. 2006). A group of researchers defines this as...
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...grow but do not develop. Definition of development sates that it is a pattern of change that begins at conception and continues throughout the lifespan. Development as a whole is divided into four ages. First age: childhood and adolescence, second stage: prime adulthood age 20-59, third stage: 60-79 years old age, fourth stage: 80 years and older (Santrock, 2013). All of the four periods of development are connected to each other. Development is life-long process and it does not end at early adulthood; rather continues throughout one’s life. Development is multidimensional. Regardless of what ones age might be their body, mind, emotions and relationships are changing and affecting each other (Santrock, 2013). Development is multidirectional and throughout life some dimensions or components of a dimension expand while others shrink in response. For instance, when the language of English is acquired in early development, the capacity for acquiring second and a third language decreases later in development (Santrock, 2013). Development is plastic and changes occur throughout our life. As individuals we possess more capacity to change when we are young as opposed to when we are old (Santrock, 2013). Development is contextual and all of the development occurs in a context or setting. This includes families, school, peer groups, churches, cities, neighborhoods, state and countries. As a result, individuals change begins in a changing world (Santrock, 2013). Developmental science is...
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...Life span Development paper LiveDream Susan Cohen PSY/375 06/22/15 Introduction The development of Infancy and Early Childhood is a combination of biological, psychological and emotional changes that are developed in an individual between the time of birth and to the end of adolescence. During this span of birth and early childhood the most critical stages of development are at work laying down the foundation that will affect the learning skills and social, cognitive and emotional development. Aspects that surround an individual during this very important time will either nurture or hinder their progress of development. The aspects that are detrimental to infancy and early childhood development are the environment of one’s family, cognitive development through early childhood education and parenting styles. Families Affect The Development of Infants And Young Children. “Families are the first to teach infants and young children, which fosters development during infancy and early childhood. Early relationships help infants develop a working model, a set of assumptions that become a frame of reference for later life” (Berger, 2011, p. 189). During infancy and early childhood the effects of the family environment is the most influential part of an individual’s development. The culture and environment of the family bring the infant experiences that that either nurture or set back their development. An infant that lives in an environment where he or she receives expectations...
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...Early Childhood Education is a field that is evolving some believe for the for the good. This is most evident with the move towards pushing more formal instruction and academic skills in preK/ preschool settings. On the other side of this controversy early childhood educators and child developmentalist alike agree that school readiness has nothing to do with academic training but has everything to do with providing our youngest learners an environment where they construct their knowledge and understanding. It is an environment in which adults provide experiences that will develop their ways of thinking, develop socially appropriate behaviors, develop communication and interactions with peers. It is in those interactions with...
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