...` There has been been light shed upon recently to the effects of emergent literacy in the early learning environment of children and the children’s later knowledge. It is no longer believed that a child needs to learn to read and write once they are put into school and given instructions to do so but rather during their early childhood. While they are home, they must develop appropriate skills through the reading books, communicating with friends and family, and educational activities. Emergent literacy perspectives also emphasize the effects of promoting development and preventing later reading difficulties. As these young children are guided through the reading process by their parents at an early stage, they possess a higher level of...
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...learning standards emphasize significant developmentally appropriate content and outcomes are developed and reviewed through informed, inclusive processes, gain their effectiveness through implementation and assessment practices that support all children’s development in an ethical, appropriate way and require a foundation of support for early childhood programs, professionals and families (NAEYC& NAESC/SDE, 2003). Learning standards are intended to set the bar for student achievement and in the primary years, they can be crafted to apply brain and development research in their implementations (Schiller& Willis, 2008). The most comprehensive set of standards for quality education and care in early childhood is known as Developmentally Appropriate Practice (DAP) (NAEYC, 2009). Early learning standards will connect teaching practice and curriculum to government and community guidelines. This will ensure that young children receive quality care and will help us to achieve professional status. Throughout this paper, I will focus on why the implementation of standards across all areas of Early Childhood Centres will assist in their establishment while discussing the following topics: staffing, licensing and regulations, physical environment, health, safety and nutrition, curriculum...
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...basis. The chances of the outcome being successful can be increased when all participating parties can come to an agreement on the partnership arrangements for the mutual care and support of the child. Type of Care/ Provision | Characteristics | Foster Care | Foster care is supervised care, which is when a child is looked after by other people who are not members of their own family. Foster care is usually short –term, however it can become long-term depending on the situation and the child's own individual needs; this is provided for children and young people who have been neglected or are unable to live with their parents/ families.This provision provides children and young people with a stable, secure, safe, loving and caring environment in order to meet the child's health and emotional needs. Children and young people who are in foster care also remain in education, whether that is in their usual school or in a new one depending on their circumstances. | Residential Care | Residential care is long-term care that is given to adults, children and young people that are unable to live...
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... ZP00822 Nilufar Dashtbani ZP00779 Hanieh Sharif ZP00903 Mohamad ZP00904 Introduction: (German, literally means "children's garden") is a form of education for young children that serves as a transition from home to the commencement of more formal schooling. Another definition, which overlaps with early childhood education and preschool, is education for pre- and emergent-literate children before the age of six or seven. Children are taught to develop basic skills and knowledge through creative play and social interaction, as well as sometimes formal lessons. In most countries kindergarten is part of the preschool system of early childhood education. Children usually attend kindergarten any time between the ages of two and seven years, depending on the local custom. Purpose Children attend kindergarten to learn to communicate, play, and interact with others appropriately. A teacher provides various materials and activities to motivate these children to learn the language and vocabulary of reading, mathematics, and science, as well as that of music, art, and social behaviours. For children who previously have spent most of their time at home, kindergarten may serve the purpose of helping them adjust to being apart from their parents without anxiety. It may be their first opportunity to play and interact with a consistent group of children on a regular basis. Kindergarten may also allow mothers, fathers, or other caregivers to go back to part-time...
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...purpose of sharing practical approaches for implementing CSSP. Disa Sjoblom and Atik Anwar Chowdhury at Save the Children have co-authored this paper. The views expressed in this report are those of the authors. We are grateful to Save the Children staff in South Asia working with CSSP for supporting the development of this paper. Ist October 2014 For further information contact Save the Children in Bangladesh House No. CWN (A) 35, Road No. 43 Gulshan – 2 Dhaka -1212 Bangladesh Tel: +88 02 88280881 www.bangladesh.savethechildren.net This paper has been produced with the support of the Ministry for Foreign Affairs of Finland. © Save the Children Finland, 2014 www.savethechildren.fi Cover photo credit: Tanvir Ahmed, Save the Children in Bangladesh Layout: NR Management Consultants India Pvt Ltd The names of people have been changed to protect their identity. Table of Contents 1 Why work with Child Sensitive Social Protection? 5 2 Overview of the CSSP project 6 3 Getting children into school and increasing retention 8 Non-formal education (NFE) 8 Mainstreaming to formal school and education stipends 8 The social environment of formal school 9 4 Access for the poor to government social protection programmes 10 Social protection in Bangladesh 10 Community based targeting 10...
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...Assessment Task 1 – Promoting child & adolescent health outcomes in Australia. Select one priority direction from the list: Improving the social and emotion wellbeing of young Australians. Written By Danielle Jones Student ID: 210609 Unit Code: 530 Unit Name: Bachelor of Health Unit Coordinator: Lindsay Smith Due Date: 16th April 2014 Improving the social and emotional wellbeing of young Australians. Children and young people’s wellbeing has become a somewhat ubiquitous, complex and politically imbued field (Ereaut & Whiting, 2008; Fattore, Mason & Watson, 2007; Noble, 2008; Rose & Rowland, 2010), with social and emotional wellbeing variously described in terms of mental health, resilience, psychosocial competence and the like. While the discourse of wellbeing is now widely appropriated as a way of capturing our aspirations for children and young people, the term itself is poorly defined and under-theorised (Griffiths & Cooper, 2005; Hamilton & Redmond, 2010; McAuley & Rose, 2010; Noble, 2008). There is a significant instability and ambiguity around the term ‘wellbeing’ both in public policy and popular discourse. Ereaut and Whiting (2008) contend that signals a shifting set of meanings, that is, it represents what is collectively agreed by a group or number of groups constituting the Aristotelian notion of ‘the good life’. In similar vein, Ryan and Deci (2001, p.141) propose that wellbeing is a complex construct that concerns optimal...
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...Deborah Hawkins Early Child Development Chapters 6-11 Sharon Garrett Models-These are the models that are used for Early Childhood Development 1. Head Start: Empowering for Change from Within 2. The High Scope Foundations: Planning, Implementing, and Reviewing Best Practices 3. The Project Approach: Active Inquiry in Early Childhood 4. The Schools of Reggio Emilia: A Child’s World 5. Montessori Education: Environment, Materials, and Methods 6. Waldorf education: Harmony and the Whole Child Head Start- In 1964 under President Lyndon Johnson Sargent Shriver assembled a committee and put together a group of sociologists, psychologists, and pediatricians to design a system that would assist children to overcome their setbacks or obstacles caused by poverty. Before the name Head Start was establish, the committee had tossed around several different names, e.g., Kiddie Corps, and Bay Corps however the name Head Start was chosen by the academics who understood the achievement gap between middle class students and their lower class peers (Kagan, 2002). President Johnson announced Project Head Start in May of 1965, President Johnson and Mr. Shiver used the (Office of Economic Opportunity) to establish the Head Start program (Kagan, 2002). It started as an eight week summer program for children from low income communities that were going into public school in the fall (Styfco and Zigler, 2003). In the first summer of the Head Start Program it served over...
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...ASSIGNMENT 1 - marking guide Your name|Thuy Dinh|Topic: The Multiple Intelligences Theory| Assessment Scale|Naïve(1)|Novice (2)|Satisfactory (3)|Good(4-5)|Mark| Presentation (incl structure of report) (5 marks)· Clear introduction, appropriate structure, readability· Presentation quality and attention to detail|||||5| Content (12 marks): research and conceptual understanding - using Blooms rubric below() · Identifies key elements of topic (2)· Critical (evidence based) analysis of elements of theory (6)· Appropriate selection of literature (3)· Correct referencing style (2)|||||10| Reflective process – add text below (3 marks) · Critically examine the study process (see below)|||||3| Reflections – students add details in shaded sections below: 1. Identify the process that you undertook to answer the topic: My process includes viewing Howard Gardner’s discussion to find out key points, searching literature to have a clear awareness about the question and Gardner’s points, applying these points to organizational activities, especially educational institutions and evaluating whether these points are appropriate| 2. What (if anything) would you do differently? Nothing| 3. What is the key issue in the topic you selected? The key issue in my paper is implementing the Multiple Intelligences Theory in educational issue.| 4. What (if anything) else did you need to know to answer the question more fully? The Multiple Intelligences Theory focuses on effects to educational institutions...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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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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...that the preparation and presentation of the Dissertation were supervised in accordance with the guidelines on supervision of Dissertation laid down by the University of Cape Coast. Supervisor’s Signature:……………………. Name: Dr. (Mrs.) Rosemary Seiwa Bosu Date:………………….. ii ABSTRACT The main aim of the study was to investigate the extent to which the communities of the New Juabeng Municipality participated in improving access and quality of Basic Education in the country. The sample size for the study was 196 respondents consisting of 20 Basic heads and 20 teachers, 40 School Management Committees members, 40 Parent-Teacher Association Executives, 40 Parents, 13 Education Officers, 13 Municipal Assembly members, and 10 members of Unit Committees. These groups of people were selected using the purposive sampling technique. Research data was collected by means of questionnaire. The study showed that the community members were aware of the need to...
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...Substance Abuse Prevention in the United States G. Lester Introduction to Addictions and Substance Use Disorders 3/2/2014 There are many substance abuse programs for many different circumstances all across America. Each program caters to individuals who are suffering within the scope of their program. The goals for each program is the same, to help prevent addiction. There are three program that will be discussed in this paper. The D.A.R.E. Program, the Safe Haven, and the Late Night Program. The D.A.R.E. Program The Drug Abuse Resistance Education Program, which is commonly called D.A.R.E., targets younger generations. It is one of the largest prevention programs directed at school aged children from kindergarten through high school. (West & O'Neal, 2004). Established in 1983, the goals of the D.A.R.E. program is to educate America’s youth in the prevention and dangers of using drugs and alcohol. D.A.R.E. focuses is not only telling children that they should resist the temptation of using drugs but teaches the how to resist the temptations. (Department of Safety & Homeland Security, n.d.). D.A.R.E. has proven to be so successful that it has been implemented into 75% of America’s schools. The officer led classes educate children to “resist peer pressure and live drug and violence free lives” (Department of Safety & Homeland Security, n.d.). Every officer must go through 80 hours in depth training that includes child development, classroom and teaching techniques...
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...care facilities by working mothers and its effects upon the upbringing of children. Objectives There is a need to identify if this increasing trend is beneficial for the children in the long run or not. Thus, basic objective of the research shall be to conduct a study and conclude the following: 1. Identify their mental and physiological health factors affecting the children 2. Determine the impact of the above on their childhood and personality development 3. Social complexes developed by them while visiting day care centers 4. Study the Impact on their academic performance in long run 5. Personal development, dependency and mannerism of the child visiting day care and determine lacking personality features 6. Conduct analysis after data...
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...Section A: Knowledge of the Developmental Milestones During middle childhood, children’s play undergoes several changes, the most obvious of which is children engage in games with rules. These rule-oriented games include informally organized games as well as formally organized sports, such as little league, club or intramural sports. The former category may be variants on popular sports games, well-known childhood games such as red rover, and invented games that children develop on their own. The principal commonality is that these games have a set of rules and often have multiple roles for players. While informal outdoor play allows children to develop rules and try out multiple scenarios, formal, organized sports allows children to learn rules, appreciate their personal skills, and develop their position on a team. Both types of rule-oriented games are important for developing social competencies and enhanced cognitive capabilities. This milestone develops as children begin to develop more improved motor coordination, a better capacity for information processing, and a heightened social maturity (Berk, 2007, p. 294). The physical skills at play in rule-oriented games include flexibility, balance, agility, and force, reflective of increased muscle strength. All four of these are basic motor capacities which become more refined with the gross motor development of middle childhood. Additionally, children’s enhanced capacity for information processing and gains in reaction time and...
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...WORKSHOP REPORT ON THE ASSIGNMENT OF FUNCTIONS TO MUNICIPALITIES CONTENTS Acronyms 4 Session1: Introduction 5 1.1 Introduction 5 1.2 Rationale behind the Workshop 6 1.3 Workshop Objectives 7 Session 2: Workshop Papers 9 2.1 Opening Remarks 9 Ms Margot Davids - Chief Director – Children 2.2 Devolution of Legislative Powers to Municipalities: 10 Prof Jaap de Visser - Community Law Centre – UWC 2.3 Local Government, The South Africa Constitution and Child Rights 13 Andre Viviers - UNICEF SA 2.4 S.A. Law Reform Commission- Position Paper: Local Government and the Implementation of the Children’s Act 15 Dr Jackie Loffell - Johannesburg Child Welfare 2.5 Local Government and the Implementation of the Children’s Act: Framework on Assignment of Functions 18 Ms Matlogonolo Sebopela - National Department of Social Development 2.6 EPWP Social Sector (ECD) and Local Government 22 Ms Pearl Mugerwa - Department of Public Works 2.7 Situational Analysis of Children with Disabilities in South Africa 26 Ms Manthipi Molamu-Rahloa - National Dept of Social Development 2.8 Services needed by Children with Disabilities from Local Government 30 Mr Danie Botha-Marais - National Council for Persons with Disabilities (NCPPDSA) 2.9 ...
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