Homework #1 :: essays papers

Schoolwork #1 At the point when I was growing up there were not many PC games that could be utilized as learning apparatuses. As a youngster I had PC class, anyway this class was utilized to work on composing or for playing recreational games, for example, Frogger. When pondering what to compose this paper on I thought of one game that has been on the up ascend with youngsters just as grown-ups. This game is known as The SIMS. I felt that this game would be an ideal learning gadget to instruct an assortment of significant subjects to the age bunches going from 10-13 years of age. My thought is that it would be consolidated in to a family living/financial matters/home financial aspects class, no doubt in a middle school setting. I figure it would be ideal if every understudy had their very own PC and worked independently. As their educator I would pre-set different families for their â€Å"sim† or â€Å"sims† to interface with. In The SIMS you need to make a family. The understudy can have a solitary individual or a bigger family (the breaking point is eight). The understudy can pick everything from the shade of their skin down to what outfit the character can wear. The subsequent stage is to make a character for your â€Å"sim.† You can browse an assortment of characteristics, for example, neatness, generosity and liveliness. Every family begins with $20,000 in the bank. This beginning up cash is utilized to purchase property or a house to live in. Here the understudies will be instructed how to financial plan their cash carefully, on the grounds that similarly as in reality there are indulgent and paltry things you can buy in the game. When the house is set up the time has come to search for a vocation. There are ten employment tracks to browse: business, diversion, law requirement, life of wrongdoing, medication, military, legislative issues, expert competitor, science and x-treme. Every one of these lets your â€Å"sim† climb in their field in the event that they keep up their preparation in exercises, for example, cooking, mechanical, charm, body, rationale and innovativeness. Without staying aware of these errands your sim can't keep his/her activity. Additionally significant in The SIMS is to communicate with different sims. A sim can move in with another sim, date, propose just as get hitched (same sex or not). Similarly as significant is keeping to your sims real needs, for example, rest, cleanliness, eating and fun.

A Guide to Understanding Homeschool Laws

A Guide to Understanding Homeschool Laws Self-teaching has been legitimate in each of the 50 U.S. states since 1993. As indicated by the Homeschool Legal Defense Association, home training was unlawful in many states as of late as the mid 1980’s. By 1989, just three states, Michigan, North Dakota, Iowa, despite everything considered self-teaching a wrongdoing. Strikingly, of those three states, two of them, Michigan and Iowa, are today recorded among the states with the least prohibitive self-teaching laws. In spite of the fact that self-teaching is currently lawful over the United States, each state is liable for drafting its own self-teach laws, which implies that what must be done to legitimately self-teach changes relying upon where a family lives. A few states are profoundly directed, while others place not many limitations on self-teaching families. Self-teach Legal Defense Association keeps up a modern database on the self-teaching laws in every one of the fifty states. Terms to Know When Considering Homeschool Laws To the individuals who are new to self-teaching, the phrasing utilized in homeschoolâ laws might be new. A portion of the essential terms you have to know include: Obligatory participation: This alludes to the ages kids are required to be in some sort of school setting. In many states that characterize an obligatory participation age for homeschoolers, the base is for the most part between the ages of 5 and 7. The greatest is by and large between the ages of 16 and 18. Affirmation (or Notice) of Intent: Many states require that self-teaching families present a yearly notification of plan to self-teach to either the state or area school director. The substance of this notification can fluctuate by state, yet for the most part incorporates the names and periods of the self-taught youngsters, the place of residence, and the parent’s signature. Long periods of guidance: Most states indicate the quantity of hours or potentially days out of every year during which youngsters ought to get guidance. A few, similar to Ohio, state 900 hours of guidance for every year. Others, for example, Georgia, determine four and one-half hours out of every day for 180 days each school year. Portfolio: Some states offer a portfolio alternative instead of government sanctioned testing or expert assessment. A portfolio is an assortment of archives laying out your student’s progress each school year. It might incorporate records, for example, participation, grades, courses finished, work tests, photographs of ventures, and grades. Degree and grouping: An extension and succession is a rundown of themes and ideas that an understudy will learn all through the school year. These ideas are typically separated by subject and grade level. Government sanctioned test: Many states require that self-teach understudies step through broadly normalized examinations at customary interims. The tests that meet each state’s necessities may differ. Umbrella schools/spread schools: Some states give the choice for self-taught understudies to join up with an umbrella or spread school. This might be a genuine tuition based school or essentially an association set up to help self-teaching families consent to the lawsâ in their state. Understudies are educated at home by their folks, however the spread school keeps up records for their selected understudies. The records required by spread schools shift dependent on the laws of the state in which they are found. These archives are put together by guardians and may incorporate participation, test scores, and grades. Some umbrella schools assist guardians with picking educational program and offer transcripts, certificates, and graduation functions. States with the Most Restrictive Homeschool Laws States that are commonly viewed as exceptionally managed for self-teaching families include: MassachusettsNew YorkPennsylvaniaRhode IslandVermont Frequently viewed as one of the most directed states, New York’s self-teaching laws necessitate that guardians turn in a yearly guidance plan for every understudy. This arrangement must incorporate data, for example, the name, age, and grade level of the understudy; the educational program or course readings you plan to utilize; and the name of the instructing guardian. The state requires yearly government sanctioned testing in which understudies ought to be at or over the 33rd percentile or show a full evaluation level improvement from the past year. New York additionally records explicit subjects that guardians must instruct their youngsters at different evaluation levels. Pennsylvania, another exceptionally directed state,â offers three choices for self-teaching. Under the self-teach rule, all guardians must present a legally approved oath to self-teach. This structure incorporates data about inoculations and clinical records, alongside criminal historical verifications. Self-teaching guardian Malena H., who lives in Pennsylvania, says that in spite of the fact that the state is â€Å"†¦considered one of the states with the most elevated regulations†¦it truly isnt that terrible. It sounds overpowering when you find out about all the prerequisites, however once you have done it once it is pretty easy.† She says, â€Å"In third, fifth and eighth grades the understudy needs to step through a normalized examination. There is an assortment to look over, and they can even do some of them at home or on the web. You should save a portfolio for every youngster that has a couple of tests for each subject educated and the aftereffects of the state sanctioned test if the kid is in one of the testing years. Toward the year's end, you discover an evaluator to audit the portfolio and approve it. You at that point send the evaluator’s report to the school district.† States with Moderately Restrictive Homeschool Laws While most states necessitate that the instructing guardian have at any rate a secondary school confirmation or GED, a few, for example, North Dakota,â require that the training guardian have a showing degree or be observed for in any event two years by an ensured educator. That reality puts North Dakotaâ on the rundown of thoseâ considered to be tolerably prohibitive with respect to their self-teach laws. Those states include: ColoradoFloridaHawaiiLouisianaMaineMarylandMinnesotaNew HampshireNorth CarolinaNorth DakotaOhioOregonSouth CarolinaSouth DakotaTennesseeVirginiaWashingtonWest Virginia North Carolina is regularly viewed as a troublesome state wherein to self-teach. It requires keeping up participation and inoculation records for every kid. North Carolina likewise necessitates that youngsters complete broadly government sanctioned tests every year. Other tolerably directed states that require yearly government sanctioned testing include Maine, Florida, Minnesota, New Hampshire, Ohio, South Carolina, Virginia, Washington, and West Virginia. (A portion of these states do offer option self-teaching choices that may not require yearly testing.) Numerous states offer more than one choice to legitimately self-teach. Tennessee, for instance, as of now has five alternatives, including three umbrella schools choices and one for separation learning (online classes). Heather S., a self-teaching guardian from Ohio, says that Ohio homeschoolers mustâ submit a yearly letter of goal and aâ summary of their planned educational program, andâ agree to finish 900 hoursâ of instruction every year. At that point, atâ the end of every year, families â€Å"†¦.can do state-endorsed testing or have a portfolio evaluated and present the outcomes... Youngsters must test over the 25th percentile on government sanctioned tests or show movement in their portfolio. Virginia self-teaching mother, Joesette, thinks of her as state self-teaching laws sensibly simple to follow. She says guardians must â€Å"†¦file a Notice of Intent every year by August 15, at that point flexibly something to show progress toward the year's end (by August 1). This can be a state sanctioned test, scoring in any event in the fourth stanine, aâ [student] portfolio†¦.or an assessment letter by an endorsed evaluator.† On the other hand, Virginia guardians can record a Religious Exemption. States with Minimally Restrictive Homeschool Laws Sixteen U.S. states are considered insignificantly prohibitive. These include:â AlabamaArizonaArkansasCaliforniaDelawareGeorgiaKansasKentuckyMississippiMontanaNebraskaNevadaNew MexicoUtahWisconsinWyoming Georgia requires a yearly Declaration of Intent to be documented by September 1, every year, or inside 30 days of the date you at first start self-teaching. Kids must step through a broadly normalized exam at regular intervals beginning in third level. Guardians are required to compose a yearly advancement report for every understudy. Both the testâ scores and progress reportsâ are to be kept on document yet are not required to be submitted to anybody. In spite of the fact that Nevada is on the insignificantly prohibitive rundown, Magdalena A., who self-teaches her youngsters in the state says that it is, â€Å"†¦homeschooling heaven. The law states onlyâ one guideline: when a youngster turns seven...a notification of plan to self-teach ought to be documented. That is it, for the remainder of that childs life. No portfolios. No registration. No testing.† California self-teaching mother, Amelia H. traces her state’s self-teaching alternatives. â€Å"(1) Home investigation choice through theâ school locale. Material is given and week after week or month to month registration are required. A few locale give classes to home investigation kids as well as permit children to take a few classes nearby. (2) Charter schools. Every one is set up contrastingly yet they all take into account homeschoolers and give subsidizing to common educational plan and extracurricular exercises through seller programs†¦Some necessitate that children satisfy state guidelines; others just request indications of ‘value-included development. Most require state testing yet a bunch will permit guardians to produce a portfolio as a year-end appraisal. (3) File as an autonomous school. [Parents must]â state the educational plan objectives toward the beginning of the school year†¦Getting a high s

Writing Therapy for Troubled Teens

Writing Therapy for Troubled Teens Theories Behavioral Psychology Print Can Writing Therapy Help Troubled Teens? Writing Therapy Goes Beyond a Simple Journal Entry By Kathryn Rudlin, LCSW Updated on January 29, 2020 FatCamera / Getty Images More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology Writing therapy for teens uses the written word in many different forms as a way to help troubled teens gain insight into their emotions and behavior. What Is Writing Therapy? Writing therapy is used by many therapists to help teens verbalize their feelings in written words. Sometimes called  journal therapy, writing therapy uses various exercises to open a dialogue between teens and therapists that can help improve their mental, emotional and spiritual well-being. There are therapists who are trained specifically in writing or journal therapy, just as there are art and music therapists. Therapeutic writing includes: PoetryStorytellingNarrativesDialogueHumorous storiesJournaling It is one approach that can help relieve stress, figure out problems, work through painful feelings, make connections between feelings and behavior and much more. It can be easily adapted to any problem or situation that a teen is dealing with.Research has shown that this type of expressive therapy is effective in improving both mental and physical health.Writing therapy is often used to enhance individual and group therapy sessions. Teens can write about issues that come up in therapy or painful experiences that are difficult to discuss. Examples of Writing Therapy In this type of therapy, a teen can freely express whatever comes to mind or focus on certain problems or feelings. There are a number of ways that writing therapy helps teens heal: Write about a specific theme, such as a description of what their depression feels like.Write a letter to a person that the teen feels anger toward.Teens with drug problems  can write a letter to their drug of choice. They describe how important it has become to them and this can bring the scope of the problem into reality for them.Track new behaviors such as not using drugs or not cutting  themselves.Letting off steam by exploring and expressing the anger.A daily diary to confide in and sort out feelings.Gain self-understanding by reading entries written over time. Why Writing Therapy Helps Troubled Teens Teens often feel overwhelmed by their emotions or uncertain about how to deal with difficult situations. Writing therapy can help clarify what they are feeling and identify ways to cope. Teens most likely to benefit are those who are introspective and enjoy writing. Any type of teen problem can be addressed through the process of writing therapy.   Isnt Journaling Enough? Some parents may be wondering whether keeping a journal on their own will be enough for their teen.   While keeping a journal or diary can help many teens realize and express their feelings privately, some teens may need extra help in interpreting those journal entries.  That is where a trained therapist can be helpful.   Writing therapy goes beyond a simple diary entry. The therapist can guide a troubled teen through productive writing exercises that target specific issues and problems. They will also assist the teen in using their written words to explore the issue in-depth and, hopefully, come to a solution or alternative behavior.

What Did You Eat For Dinner Last Night - 876 Words

What did you eat for dinner last night? Did you get to choose what you ate? Of course you did because you re human. All humans live by choice, even if it seems like we re forced to do things, it s still considered a choice. What did your dog eat for dinner last night? Did your dog get to choose what he or she ate? Of course not because your dog is an animal. Animals live very differently from humans. Animals don t get to live by choice, but they live by adaptations rather than necessity because humans choose how they live. In Living Like Weasles, Annie Dillard talks about the way weasles live and also about her encounter with the wild animal itself. Dillard states that the weasel lives in necessity and we live in choice, which is true, but is also false (300). I m not at all saying that animals don t live in necessity because that is not true. Although adapting and surviving are so close in meaning, they are so different when it comes into action. An animal just can t survive until i t adapts. Dillard sees the animal world and the animal world as two completely, separate things. When really, an animal lives in the human world because they have no choice. Animals don t have the same brains as humans, they re actually missing an important chunk of the brain. The prefrontal cortex in the brain controls a person s thinking, planning, and strategies. Without the prefrontal cortex, animals have no sense of who they are or what they are, theyShow MoreRelatedChallenges Of Health And Wellness1742 Words   |  7 PagesInitial Challenges to Health and Wellness Many people struggle with a minute gain of weight here and there but for me it was something different. Over the last year, I have gained fifteen pounds that I have not been able to lose. In my journey over the last year I have tried many methods to losing the weight that have not worked. I decided to focus on weight loss once again and give it one more go. Much of my weight gain in theory comes from overeating and not working out regularly. Growing upRead MoreDescriptive Essay - Original Writing1588 Words   |  7 PagesDuring the summer month of June 1830 it was very hot and sunny. The hot heat was beaming down on my head as I was working in grandma’s garden picking some peas for dinners. Every summer I always end-up at grandma’s house. She always wanted me to help her with choirs around the house during the whole summer. Well, I realize this was getting very bored to me. I wanted to have fun like my other friends, have during the summer. So I decided to ask my parents can I go to my auntie betty who live in MississippiRead MoreTrimalchios Dinner Party965 Words   |  4 PagesTrimalchio hosts’ a farewell dinner which is a dinner given to gladiators who were about to face wild beasts in the arena. Trimalchio is a Semitic name based on the word for â€Å"prince† and he is a high living individual. However, a well-born Roman reader would not approve of his attitudes and behavior. You get a good sense of what Trimalchio is like early on in the story when he is in the middle of talking to Menelaus and snaps his fingers for a slave to bring him a pot. When the slave brings theRead MoreRacism, Family And Kinship Relations, Economic Status, And Gender Roles954 Words   |  4 Pagesend and his bale to cook. For Nanny, she is life active because in her younger years would go out to the clubs and dance the night away, eats sweets now like there was no tomorrow, and increased reading habits since she did not when she was younger simply because she did not like too. During this quarter, we covered numerous types, but the ones that I would like to focus on what would racism, family and kinship relations, economic status, and gender roles. 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Diana watches him and tries to speak again. DIANA (CONTD) How was your day? Once again, John says nothing as he walks over to the table and sits down, taking up the newspaper as he does so. Dianas shoulders slump in disappointment. JOHN Today was good. Diana looks over her shoulder and sees John yawn. DIANA You look tired. How did you sleepRead MoreThe Cedar Bend Trip Essay Essay1330 Words   |  6 Pagestried a lot of things to get away from this trip, but every person. But now I think about i wish i can go again. All the activities,songs, scary stories. Everything we did would be memorable forever. The bus ride, cutting the chickens, makesulters, ice cream ,to say goodbye to cedar bend. I talked to said it is required and you will love it. I then started thinking about the trip and reading the description about Cedar Bend. Now I am so glad I went and didn’t back out. 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The War And Richard Linegman s Don t You Know There s A...

On December 7, 1941 the United States (U.S) entered into its Second World War. John Steinbeck’s Once There Was a War and Richard Linegman’s Don t You Know There’s a War on? both take place during WWII. Steinbeck, a war correspondent for a New York newspaper, gives detailed accounts from everyday people that were involved in the war effort. Lingeman’s book tells stories about life on the home front and reveals how sacrifices had to be made in the name of war. Since the U.S had already been a part of a world war, the government had to make citizens aware that everyone had roles to play here and abroad in order to bring home another victory. Although the U.S involvement in their Second World War was imminent, many Americans did not support the country’s participation in another global war. The Federal Government had to get the backing of the American public in order to succeed in the war. After World War I and recovering from the Great Depression, ci tizens of the U.S. had concerns of funding another war. As a solution, the government established war bonds. These reduced inflation and got paper money out of circulation. The bonds sold anywhere from $25-$10,000. The war bonds were a loan to the U.S. government that enabled the government sufficient money to budget another war (â€Å"U.S. War Bonds†). The war effort on the home front brought desperately needed jobs to millions of Americans unemployed from the depression. Franklin D. Roosevelt (FDR) gave his famous fireside chat

Unit 3 †Supporting Children Free Essays

string(155) " Another strategy that my setting uses to empower children to develop independence and self reliance is ‘Special Helper Day or sometimes called VIP day\." E1. Five pieces of current legislation are: 1. Sex Discrimination Act 1975 2. We will write a custom essay sample on Unit 3 – Supporting Children or any similar topic only for you Order Now Equality Act 2006 3. Childcare Act 2006 4. Race Relations Act 2000 5. Special Educational Needs and Disability Act 2001 E2. The Sex Discrimination Act 1975 states that we should not discriminate on the grounds of gender and that both genders should be treated equally with the same rights. This means that practitioners should involve boys and girls in all activities and should not make comments such as ‘Girls are more sensible than boys’. Equality Act 2006 provides a legal framework to protect the rights of individuals and advance equality of opportunity for all. That means that practitioners should treat all children as an individual and give children equal opportunities as children have individual needs that should be met. Childcare Act 2006 incorporates the welfare standards with which all settings registered to work with children under 8 years must comply, and also provides a learning framework for children aged 0-5 years called the Early Years Foundation Stage. The welfare requirements affect much of the day-to-day practice within settings, for example the adult to child ratio in rooms. Race Relations Act amended 2000 apply to discrimination on the grounds of colour, race, nationality and ethnic and national origins. It states that practitioners should give equal opportunities to all children no matter what their race, nationality and ethnic origin is. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children. It also states that schools must ensure that they make reasonable adjustments to ensure that children with disabilities are not placed at a disadvantage. E3. Safeguarding is defined as: All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children’s welfare are minimized. Policies and Procedures will help safeguard children by making sure that all steps are taken to protect children and young people from harm. To ensure this create an environment in the setting which encourages children to develop a positive self-image, regardless of race, language, religion culture and home background. Encourage children to develop a sense of autonomy and independence and enable children to have the self-confidence and the vocabulary to resist inappropriate approaches. Following the correct procedures in the setting is essential because if there is an accident and you have followed all the correct procedures then the accident is not your fault; however if you haven’t followed the correct procedures then you are responsible for any accidents that happen and the consequences are your fault. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children. It also states that schools must ensure that they make reasonable adjustments to ensure that children with disabilities are not placed at a disadvantage Another policy that will safeguard children is Health and Safety Policy. This policy aims to ensure that settings both inside and outside are secure, safe and healthy place for children, parents, staff and other people to be around in. This policy also aims to prevent accidents, injuries and ill-health, and it makes sure all staff is aware of potential hazards within the setting and the surrounding environment. E4. An Inclusion policy ensures that all pupils are fully included in all aspects of school life and have an equal opportunity no matter what their gender, religion, race, background, specific difficulty or physical ability is. This policy aims to support the individual needs of each and every child recognising their rights and raising awareness. By having a relations or partnership with parents’ policy in place a setting, helps a setting to recognise that parents and carers are the first educators of their children. â€Å"Parents are children’s first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning. † Commitment 2. 2 Parents as Partners, EYFS The policy’s aim is to work in partnership with parents and carers in providing an environment that supports and involves them in the setting. A setting can do this by informing parents of how the setting operates, opening times and policies and procedures through written information on notice boards and involve parents in the shared development record keeping about their child and ensure they have access to their child’s developmental records.. Another policy that is provided to promote fair, just and inclusive strategies is ‘Equal Opportunities’. This policy is designed to provide opportunities for all people to achieve according to efforts and abilities. This policy means individuals will be catered for and they will be given equality of opportunity no matter what disability, ethnic origin, medical condition, gender, special educational need, religion and age. As a practitioner working in a setting you must understand that everyone is equal and everyone has different needs and abilities. E5. One strategy which my setting uses to empower children to develop independence and self reliance is arrival time. When children arrive to school they have few jobs to do before they sit down on the carpet. Firstly what they have to do is put their book bags in correct box Hares, Rabbit or Reading Group Box it depends on which group they are in and whether it is their turn to read. To find out if it is their turn to read they look up on the reading board to see if their picture is up. Once they have done this they have to do the same with their lunch boxes. Then its time to find their pegs and hang up their coats. All children have their own pegs with their picture and name on them which makes it easier for children to find their pegs. Finally children say goodbye to their parents and sit down on the carpet in their sitting spaces. Another strategy that my setting uses to empower children to develop independence and self reliance is ‘Special Helper Day or sometimes called VIP day. You read "Unit 3 – Supporting Children" in category "Papers" All children in the classroom have a turn to be a VIP. Children have special jobs to do when it is their turn to be VIP. In the morning the teachers tells children who the VIP is and give children a VIP sticker. Then children are asked to take the register and money basket to the office and on the way back to get the fruit box. Throughout the day VIP’s are responsible for giving the fruit and milk out at snack time and during the day the help the teacher in simple task such as giving the paper out or putting pencil trays on the tables. E6. Transition is a time of change, when children pass through the various stages of life. For the baby this can mean being weaned from milks to solid foods, and for the child it means starting nursery and then school. There are many strategies and examples of how childcare settings can prepare children for transfer or transition. These are listed below: Parents can become as anxious as their children about the move to a new class. Practitioners will regularly have meetings for ‘new parents’ before their children start school. Also, most mainstream provisions have meetings when parents can meet their child’s new teachers; where staff can talk to parents formally about the routines and informally to get to know each other. It is an opportunity to show parents the layout of the setting, and all the practical things which parents need to know about and for them to meet new staff. Reading books, leaflets, brochures and hearing stories that deal with the subject of transition will prepare and support children. This helps to familiarise children with the transition process and helps minimise the fear of the unknown. Some children whose second language is not English will find it difficult to communicate or interpret the information provided and the setting will need an interpreter to ease the child’s transition. Ensuring that all documentation about a child is organised and ready to be passed on to a parent/carer or other professionals as appropriate to the situation- For example a key person may hand on a child’s developmental records. Children having comfort objects brought from home will ensure that a child has a smoother transition. Having a comfort object offers children psychological comfort and security especially in unique or unusual situations and also encourages independence. Allowing plenty of opportunities for children to express their feelings and emotions through imaginative and expressive play will ease transition and develop self help skills. Imaginative play helps children to work out ‘real life situations’ which then helps them to replay the situations which helps children to create solutions to life which is essential for early childhood onwards. Expressive play helps children to release their emotions which will help a child who has just started in a setting to feel more confident. It will help to learn to express emotion more effectively. By having information given by the parent/carer a setting will be more aware of a child’s particular needs or requirements therefore this partnership is crucial. The role of the key person is also important to provide stability for the child and security for the child. E7. Discrimination can occur because some people can have very stereotypical attitudes by having a judgemental approach against children they don’t know and they then assume they know what the children are capable of. Assuming you know what the children are capable of can lead to telling them they can’t do certain activities that other children are doing, when actually they may be capable of it, however even if they aren’t they should be given a chance to try the activity and develop their skills, if they are struggling. Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school. All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to other children â€Å"we are alike but different. † A lot of discrimination can be caused by school children thinking they are better than other children. Children don’t understand that everyone is equal and have the same right. Most often children make comments about other children that come up under discrimination. For example they may say: ‘I don’t want to play with black children’. This will make children that are different ethnic background feel different, and picked on. They may feel lonely and left out as other children don’t want to play with them because there skin colour is different. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† (Tassoni et al. 2005 Page 82. (Children’s Care Learning and Development Level 2, Heinemann, Page 82) D1. There are many issues relating to practice which support children to prepare for transitions. Gathering Information about the setting. It is useful to find out information about school/nursery before parents make a decision which school/nursery to send their child to. Parents can look up the information on the setting†™s website where they can get some background information. They may also read Brochures/Prospectus. These can be useful as they may contain photographs which will be easier for children to visualise where they are going. Parents can also make a phone call to get some more information about the setting; they could also arrange a visit to the setting. Parents could also ask other parents about the setting as other parents may have children that go to the certain setting. However these would be just opinions from other parents. Talking about school with children It is important to talk with children about school, discussing what it might be like and what will happen during the day. To do this effectively, it may be helpful to school or the teacher who will work with the child to find out some more information about the routine. It is important to avoid building overly unrealistic expectations about what school will be like, as a child’s disappointment when the first day is not as they expected may have an effect on settling in process. Visits to school It is beneficial for a child to visit school before starting. Many schools/nurseries offer visits to school/classroom or when the child is moving to the toddler room etc. The more times that a child can visit the place that the child will be moving to the better as the child will get familiar with the setting and will get used to the routine , other children and teachers. Partnership with Parents It’s important that the setting has a partnership with the child parents, as the parents of the child may worry/panic about their child going into a new environment. For example, the setting could have a coffee morning where stay and play sessions can take place to the parents can watch their child play. The child’s self help skills will also have a link with their parents, For example, if a child still uses a potty the parent of the child and the child’s teacher will work together to motivate the child to use the toilet. By working together with parents practitioners can find out more information about children such as child’s interest, dietary requirements or if the child needs any special help. D2. Listening to children By listening to children, children will realise that others value what they have to say and therefore children will feel accepted as individuals with their own feelings and thoughts. There are many ways that early learning and child care practitioners can help children to feel heard. During circle times children can be encouraged to share their personal stories, opinions and feelings. Practitioners can encourage children to speak by asking questions, which will give them the chance to speak and to elaborate. When children’s questions are taken seriously they feel validated and comfortable to seek answers. Taking child’s interests into the account If a child demonstrates interest in something, practitioners can follow up by offering more opportunities for children to try activities related to his/her interests. By following up on the discussion initiated by the child’s question, it shows the child that the practitioner has heard and appreciated his expression of interest. Empowering children to seek answers engages them in the learning process. Giving children choices When children are given some guided choices appropriately and gradually or whenever possible rather than given commands all the time this helps to build up their decision making ability and self confidence. This is by far better than giving commands alone as giving children commands in upbringing stifles the child’s decision making ability which may result in an overly dependant mindset and a general lack of self confidence. B. Assuming what children are capable of can affect children because practitioners may judge them and treat them differently, and children will eventually notice that they are being treated differently which will affect their self –esteem and their social and emotional development. When a child feels that way they may stop trying to achieve or only attempt tasks half-heartedly. They may withdraw from activities and/or the group. This is a self-fulfilling prophecy-the less a child tries, the more likely they are to fail. This reinforces their belief that they will fail and they may try even less as a result. ‘’Discrimination of any kind prevents children and young people from developing a feeling of self-worth or self esteem. The effects of being discriminated against can last the whole of a child’s life. ‘’ C. Meggitt 2007 page 155 If a child is the subject of discrimination, they may have a lack of confidence as a result. But there are also additional issues that may have impact on their learning. Children who are discriminated against are not given equal opportunities in comparison to their peers. This can limit children’s experiences and relationships which in turn affects their learning. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† Children’s Care Learning and Development Level 2, Heinemann, Page 82. If children are not given equal opportunities to attend settings, participate fully in activities and have their needs met, they are unlikely to learn effectively as children who do not experience discrimination and are therefore treated superiorly. Children are discriminated for a range different reasons for example: A practitioner will not allow boys to play with dolls and the home corner because she thinks they are girls’ toys. A wheelchair user is encouraged to read a book inside while the other children go outside to play because the practitioner thinks they will not be able to join in with the physical activities. Children may discriminate against other children on account of their differences; this is often the form of name-calling and teasing, and may be directed at children who are either fatter or thinner than others in the group, or who wear different clothes, have a disability or are bilingual . Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school. All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to other children â€Å"we are alike but different. † C. One theoretical perspective which supports the development of strategies for empowering children is Albert Bandura’s theory. Bandura used the term ‘self efficacy’ to consider the extent in which children believe in themselves. A child with a high self-efficacy believes that they are capable of doing activities and they feel more confident. As a child with low self-efficacy has a low self-esteem and will not feel comfortable about some activities. They may make assumption that the activity is too hard and they can’t do it before even starting it. A. The Sex Discrimination Act 1975 has influenced working practices within the early year’s settings as Schools and nurseries need to ensure that nobody is discriminated on the grounds of gender. The settings needs to ensure that nor boys or girls are discriminated in the provision of play activities or during routines. In my placement we plan activities where all the children, boys and girls, are able to take part, for example, dressing up. ‘’The Sex Discrimination Act 1975 makes it unlawful to treat a person less favourably than a member of the other sex’’ http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf In my setting I have seen that there is a lot of legislation in place to protect and safeguard children, their parents and families. I have found that the legislation plays part on the work practices when in the setting and it reflects on the setting’s policies and procedures. For Example; at my setting we have a policy on behaviour that states no physical punishment is allowed because the Human Right says children and adults have the right of dignity. The Equality Act 2006 has influenced working practices within the early year’s setting as now every setting has an equal opportunities policy which aims to ensure that every member of the school community is given an equal opportunity to achieve their full potential . It also aims to offer equal opportunities regardless of race, culture, gender orientation, academic ability, physical ability or class. Provide an environment free from social, sexual or cultural prejudice for all members of our school community. Achieve an environment in which members of the school community can be respected as individuals and in which the varied experiences of the community can enrich the life of the school. Race Relations Act 2000 has influences working practices today as every settings take this Act in to the account that racial discriminatory practice is unaccepted . The Act was introduced to make discriminatory practice illegal in the United Kingdom. In practice this will mean that an organisation must be alert on how a setting promotes their service, recruits staff and make the service genuinely accessible to all. The Act defines two types of discrimination: 1. Direct Discrimination – where a person or organisation treats another person less favourably because of their colour, race, ethnic or racial origin. 2. Indirect Discrimination – where apparently everyone receives the same treatment, but where that treatment disadvantages people from a certain racial group. Following the Act the Commission for Racial Equality was established in order to help enforce the act, and also to advise the Government and others on issues concerning it. â€Å"The Race Relations Act 1976 and its amendment Act 2000 and the Children Act 1989 place duties on Local Authorities and others to carry out their functions with due regard to the need to promote equality of opportunity and to provide racially, culturally and linguistically appropriate. ‘’ http://www. durham-lscb. gov. k/Procedures/appendix5. shtml The Special Educational Needs and Disability Act 2001 strengthened the right of children with disabilities to attend mainstream educational facilities. It is unlawful for any school to discriminate against any disabled children or parents. Ofsted inspectors are now checking that schools are complying with the SENDA and are making sure that children with disabilities have the same rights as other people. The Disability Discrimination Act 1995 cover all four UK nations. It defines a disabled person as ‘someone who has a physical or mental impairment which is substantial and long term adverse effect on his or her ability to carry out normal day –to-day activities. Each nation has their own legislation to ensure that children with specific needs are assessed and have their needs met in most appropriate way. Settings are required to make ‘reasonable adjustments’ by either changing policy, providing alternative ways to access a provision, or by addressing physical features which make a service impossible or unreasonably difficult for disabled people to use. For example settings can make their provision more accessible by having downstairs toilets, wider doors and ramps to the front doors. Bibliography Author| Date of publication| Title| Name of publisher| Tassoni et al| 2007| CACHE Level 3 Child Care and Education 4th Edition| Heinemann| Meggitt C et al| 2011| Children and Young People’s Workforce| Hodder Education| Miranda Walker| 2006| Child Care , Learning and Development| Nelson Thornes| Websites http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf http://www. durham-lscb. gov. uk/Procedures/appendix5. shtml How to cite Unit 3 – Supporting Children, Papers

Superstitions Essays (2855 words) - Luck, Superstitions, Folklore

Superstitions Superstitions. Dina Fagoth Language Arts P. 3 / 8th Background A superstition is a traditional belief that a certain action or event can cause or foretell an apparently unrelated event. Superstitions ensure that a person will pass safely from one stage of life to the next. Many of them involve someone taking deliberate action to cause something to happen or to prevent something from occurring. Some superstitions go back almost to the very beginning of human life on Earth. Most of them come from ancient Europe and Egypt. There is no scientific basis for superstitions. Yet, they continually are being passed on from generation to generation. Almost everybody clings on to a few of them. Before bad luck strikes, there are plenty of things, or good luck charms, that can be used to prevent the bad luck. One, which is probably the most common, is a rabbit's foot. This is because the fast reproduction of the rabbits is considered as wealth. Another good luck charm is the four-leaf clover. It is very unusual to find one in a field of clovers. So whoever found a four leaf clover was thought to be very lucky. The crossing of the fingers, which is probably familiar to all, is supposedly good luck. This is because it is said to trap the evil inside where the fingers cross and prevent them from hurting you. Another sign is the circle by bringing the thumb and forefinger together. The enclosing of a circle with the forefinger and the thumb means everlasting life because a circle has no beginning or end and it is believed to enclose luck. For instance, the wedding ring stands for a long and happy marriage. Knocking on wood is something probably very well known but many people do not understand the meaning of it. Many don't know where it originated from. The idea of knocking on wood goes back to the early days when people thought gods lived in trees. Thus, when the person knocked on wood they were asking the god-spirit inside to see that luck stays with them. Iron is said to be even luckier than wood. Since it was used for various objects like tools, people thought it was 1endowed with magic. Bent nails and pins are also considered lucky like in the saying: ?See a pin, and pick it up, all the day, you'll have good luck. ?See a pin, and let it lie, you'll want a pin before you die.? II. Types Countless activities are involved in superstitions. For example, eating, sleeping, working, playing, marriage, children, sickness, and dying are all part of them. There are also numerous superstitions connected with animals. Sports also include many superstitions, baseball in particular. There are also many in basketball, tennis, golf, horseback riding, and various other sports. Dates and holidays can also be very superstitious. Everybody does a little something to ensure luck when the clock strikes twelve o'clock on New Year's Day. There are also superstitions about the days of the week. Obviously, there are superstitions for everything in the world. III. Marriage Nobody goes through a wedding day without superstitions. At weddings, shoes would be thrown at the bride and groom and great luck would be 2bestowed upon them if their carriage were hit. Her groom, to establish his authority, would symbolically strike the bride. Brides would throw shoes at the bridesmaids to see who would marry next. The attire is also very important. The bride has many colors to pick from but some are better than others like in the saying: ? Married in White, you have chosen right. ? Married in Gray, you will go far away. ? Married in Black, you will wish yourself back. ? Married in Red, you will wish yourself dead. ? Married in Green, ashamed to be seen. ? Married in Blue, you will always be true. ? Married in Pearl, you will live in whirl. ? Married in Yellow, ashamed of your fellow. ? Married in Pink, your spirit will sink.? Flowers have always been big features in wedding. The groom is supposed to wear a flower that appears in the bridal bouquet. Each flower has it's own meaning . For example, an orange blossom signifies 3chastity, purity, and loveliness. The red chrysanthemum stands for ? I love you?. There are specific days