...childhood and the ten principles based on the philosophy of respect. In our text, “Infants, Toddlers, and Caregivers, A Curriculum of Respectful, Responsive, Relationship-Based Care and Education” by Janet Gonzalez-Mena and Dianne Wildmeyer Eyer, they list and describe the three stages of childhood which include young infants, mobile infants, and toddlers. They also list and describe the ten principles based on the philosophy or respect which include (1) involving infants and toddlers, (2) investing in quality time, (3) learning each child’s unique ways of communication, (4) investing time and energy to build a total person, (5) respect infants...
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...FUNDAMENTAL MORAL PRINCIPLES TO Page 2 STUDENTS AT DIFFERENT AGE GROUPS Introduction Educational psychology is a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools. It’s a study of methods of training, teaching and their effectiveness. Also, the problems experienced in learning formal material; in particular, the study of how to help people, especial school children, with their learning problems to overcome their difficulties. (Definition) Fundamental moral principles are the principles of right and wrong that are accepted by an individual or a social group. (Definition) Moral education is an increasingly popular topic in the fields of psychology and education. It’s been constantly debated in our daily lives. For instance, increased suicide cases, juvenile crimes such as: drug abuse, gang fights, theft and also teen pregnancy and inclining abortion rates have caused many to question the morals of the upcoming generation. This is not only faced in Singapore, but many other nations are also facing serious moral issues with the children these days. Therefore, for today’s programme, I will be focusing on different age groups; children between the age 3 and 5, Primary 5 students (10-11 years old) and High School Seniors/Junior College students (16-17 years old), and teach these students about right or wrong of fundamental moral principles. To learn about cognitive development of young...
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...PGDE/019 Psychology of Education 2 Principles of Development Development proceeds from the head downward. This is called the cephalocaudle principle. This principle describes the direction of growth and development. According to this principle, the child gains control of the head first, then the arms, and then the legs. Infants develop control of the head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms always precedes coordination of legs. Development depends on maturation and learning. Maturation refers to the sequential characteristic of biological growth and development. The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system account largely for maturation. These changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a certain point before they can progress to new skills (Readiness). For example, a four-month-old cannot use language because the infant's brain has not matured enough to allow the child to talk. By two years old, the brain has developed further and with help from others, the child will have the capacity to say and understand words. Also, a child can't write or draw until he has developed...
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...Acquisition and Development By: Name Institution Affiliation: Date Submitted: Introduction At infancy during child development, children tend to find ways of expression in order to communicate with the adults. They tend to have a sensitivity to grasp vocalizations, symbols and other expressions used by adults in communicating with each other. They try to figure out the causative sentences to understand the actions by the adult species. Previous research into child language development, the mechanism enabling children in segmenting syllables and words out of the strings of sounds they hear, and to acquire grammar to understand and produce language is still quite an enigma. In other words, Language acquisition is the transformation or process by which children acquire the adult like speech through utterances. Development of Language at early stages Previous research works have tried to explain language acquisition. Skinner (1957) argues that language acquisition and development is through environmental influence. This he terms as behaviorism. Based on his research, children learn language through reinforcement principles associating words with their meanings. Positive reinforcement is enhanced when the child comes to realize the value in his correct utterances in terms of words and phrases. An example is when a child utters a word like ‘milk’ ,the mother then smiles and offers the same thus this gives the child a rewarding effect enhancing language development (Ambridge...
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...Theories of Development Ronny Wagner PSY Child and Adolescent Development Instructor: Daniella Atwell September 10, 2012 Theories of Development Child development from birth to adulthood was largely ignored throughout much of early history. The knowledge of child development is essential in allowing us to understand the cognitive, physical, and psychosocial growth that children go through from birth into early adulthood. There is much debate whether emotional responses are genetic, as we are born with them, or are they learned from our environment. This is known as the nature vs. nature debate. Children were often viewed simply as small versions of adults and little attention was paid to progress in reference to cognitive, physical, and psychosocial growth. Many childhood developmental theories have been proposed by theorists and researchers. Following are a few of those theories and the theorist behind the theory. Sigmund Freud (1856-1939) Childhood is a culturally defined period in human development that is between infancy and adulthood. Only in the past 400 years or so has the idea of childhood been a part of Western culture. Early childhood most often refers to the months and years between infancy and school age or middle childhood: 2 to 5 years. The preschool years are a time of significant and complex advances and reorganization in behavior. Learning, perception, reasoning, memory, and social relations undergo important changes and progressions in early...
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...of view. Naturalists believe that nature alone represents the entire reality and is there beyond or behind other than nature. For naturalists, nature is everything and nothing exists superior than nature. So they separate nature from God and allot no space for supernaturalism and spiritualism. They also believe that all our activities are initiated by our instincts. Naturalism stresses the need to return to nature from artificiality. It is also concerned with natural self and believes that reality and nature are identical and beyond nature there is no reality .With the help of physical and chemical laws, naturalism explains the universe, the physical world, life and mind. This nature is governed by its own laws and man is regarded as the child of nature. It considers matter as superior to spirit and gives importance to scientific methods of observation and verification. MEANING OF NATURALISM The term naturalism, by its ordinary meaning, means ism laying emphasis nature in every field of education. Naturalism is a system which follows exclusion of whatever is spiritual, or indeed whatever is transcendental of experience from our philosophy of nature and man. Naturalism is a doctrine that separates nature from god, subordinates sprit to matter and setup unchangeable laws as supreme. According to naturalism, ‘material world is the real world”. Naturalism is concerned with ‘natural self’ or ‘real self’. According to naturalists, human life is a part of nature; it is a self-sufficient...
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...This interaction leads to the Growth and Development of the child. The increasing of an organ or limb of the baby, in size and weight is Growth. Division of each cell and their growing into thousands in number, or their changing tissues, blood or bone, is part of the process of Development. The primary purpose of studying the growth and development of children is to understand them better. As a teacher or a parent, you, can manage children more effectively if you are aware of how they grow and develop in a systematic manner right from the moment of conception. An orderly pattern is found in the growth of every organ of the body and area of development. Although the development process is continuous, the rate or speed of development varies at different ages of the child. For example, children grow most rapidly during the first three years of life. In their middle childhood, i.e., from 6 - 12 years, their rate of growth is comparatively slow whereas it is accelerated again when they approach adolescence. A knowledge of the trends and patterns of growth and development will enable you to know how children grow and develop; when and what to expect from them, how to guide them in each stage and provide the environment for their optimum development. Let us first understand the meaning of these two important terminologies. ‘Growth’ and ‘Development’ are often used as synonymous terms. But, in fact, growth is different from development. Growth means an increase in size, height...
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...examining and studying cognitive development would most certainly be Jean Piaget and Lev Vygotsky. The definition of cognitive development can be explained as the ability to think, reason and remember; it is a vital part and plays an important role in the development of children into adults. Piaget believed that children were responsible for their own learning through explicit instructional and discovery learning; whereas Vygotsky’s theory concentrated on children learning through their Zone of Proximal Development (ZPD) and scaffolding. Vygotsky’s definition of the ZPD was the distance between the knowledge a child could gain on their own compared to what the child was able to learn with guidance (Duchesne, McNaugh, Bochrer and Krause, 2013). Although they take different approaches, both theorists agree that social interaction played a role in children’s development. This essay will link these theories and principles to the teaching strategies used in classrooms and in particular the practices used in the provided scenario of Ann’s Year 5 Science class. Piaget’s constructivist method adopted the idea that children build their own knowledge individually through the initial instruction from the teacher followed by the exploration of their own environment. This method is a balanced teaching practice that can be used in classrooms as it allows learners to be responsible for their own knowledge development (Lourenco, 2012). Ann uses these principles in the indoor classroom where she...
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...representational abilities and includes the fantasy play of socio-dramatic play. (3) Construction play, which involves symbolic product formation. Play is a natural activity for children, helps understand social, community and cultural work, impacts child’s social, moral& emotional development: six societal issues are technology,childhood obisitey, outdoorplay,poverty,culture,consumerism. Cultural norms are behavior patterns or beliefs that are common among specific groups of people, such behaviors and beliefs are generally learned from parents, extended families, peers. Principles of brain development- childs environment shapes brains wiring, brain operates on use it or lose it principle. Maria Montessori play has more of a focus on adult child interactions and less child-initiated exploration. Lev vygotsky young children benefit from mixed age groups in their play because they gain new ideas. Jean Piaget play experience moves from simple to complex, and are built and sequenced on previous experiences. DEFINE PLAY there are many perspectives on what the term play means. Poverty impacts more than 1 million children living in Canada. Play is intrinsically motivated, focused on process rather than product, child-directed, non-literal / pretend, using familiar objects rather than exploring new ones, free from externally dictated rule structures; rules that do exist can be modified by players CHAPTER 2: Three internal motivators that influence play and learning- curiosity, strive towards...
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...Definition As a child grows and develops, he learns different skills, such as taking a first step, smiling for the first time, or waving goodbye. These skills are known developmental milestones. A child with a developmental delay does not reach these milestones at the same time as other children the same age. There are five main groups of skills that make up the developmental milestones. A child may have a developmental delay in one or more of these areas. • Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. • Fine motor: using hands and fingers to be able to eat, draw, dress, play, write, and do many other things. • Language: speaking, using body language and gestures, communicating, and understanding what others say. • Cognitive: Thinking skills including learning, understanding, problem-solving, reasoning, and remembering. • Social: Interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others. Usually, there is an age range of several months where a child is expected to learn these new skills. Some skills need to be developed before new skills can be learned. For instance, children must learn to crawl before they can walk. If the normal age range fro walking is 9 to 15 months, and a child still isn’t walking by 20 months, this would be considered a developmental delay. Growth in each area of development is related to ...
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...The Ten Principles The UN Global Compact's ten principles in the areas of human rights, labour, the environment and anti-corruption enjoy universal consensus and are derived from: * The Universal Declaration of Human Rights * The International Labour Organization's Declaration on Fundamental Principles and Rights at Work * The Rio Declaration on Environment and Development * The United Nations Convention Against Corruption The UN Global Compact asks companies to embrace, support and enact, within their sphere of influence, a set of core values in the areas of human rights, labour standards, the environment and anti-corruption: Human Rights * Principle 1: Businesses should support and respect the protection of internationally proclaimed human rights; and * Principle 2: make sure that they are not complicit in human rights abuses. Labour * Principle 3: Businesses should uphold the freedom of association and the effective recognition of the right to collective bargaining; * Principle 4: the elimination of all forms of forced and compulsory labour; * Principle 5: the effective abolition of child labour; and * Principle 6: the elimination of discrimination in respect of employment and occupation. Environment * Principle 7: Businesses should support a precautionary approach to environmental challenges; * Principle 8: undertake initiatives to promote greater environmental responsibility; and * Principle 9: encourage the development...
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...build trust, and encourages children to seek advice and use services which may be able to identify and help prevent child abuse and neglect (Parton, 2006). In addition, communication is important to establish and maintain relationships (Rixon, 2008). According to Crow et al. (2008) communication is an active process that can involve touch, listening, tone of voice, gesture, playing, observing, reassuring, signing, explaining, receiving and transmitting information and interpreting and reflecting upon what has been communicated to us. Furthermore, communication is fundamental to a child’s cognitive, social and emotional development (Crow et al., 2008). It is essential for a child in order to develop their own communication skills, as well as provide them with a means of understanding the environment around them, for example their society and culture (Crow et al., 2008). This essay will discuss the key elements of communication in work with children whilst also examining what the ‘Reggio Emilia’ approach, an innovative and inspiring approach to early childhood education, contributes to our understanding of good communication with children. The first years of a child’s life are when good communication between the child and their parent or primary carer is most important (Hart and Risley, 1995). Communication between carer and baby plays a key role in the development of the infant’s brain (Gerhardt, 2004). Children are primed to communicate from babyhood and naturally reach out...
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...Question 1. (I) Abstract ‘A healthy child is so lovely a creature that I can well understand the reaction of one who asks: how could its birth possibly give rise to an action for damages? But every baby has a belly to be filled and a body to be clothed. The law relating to damages is concerned with reparation in money terms and this is what is needed for the maintenance of a baby.’ Peter Pain J (II) Introduction ‘Wrongful Birth’ and ‘Wrongful Life’ are issues caught in a ‘legal quagmire’, as they exist between realms of purist legal principles and heated public policy debate. Much like the social taboos of abortion and euthanasia, at their core, they raise questions as to the value placed on human life. Moreover, this ‘value’ is represented by two sides of the coin in addressing the intangible ‘blessing’ of conception and existence, against the real fiscal burdens involved in adequately raising a child. In recent years several major cases have come before English and Australian courts to address issues in this field; however decisions have been far from unanimous, leaving the law in a state of ambiguity. This paper attempts to provide a line of clarity in respect to the developments of legal principles and public policy on these issues, by closely examining relevant case progression and wider academic debate. (III) Development of the ‘Birth Torts’ Unfortunately, the labels of ‘Wrongful Birth’ and ‘Wrongful Life’ are contentious even in their very existence; however...
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...physical form denotes no difference in status. Women are complement of man and not inferior.” Man and woman are both equal and both play vital roles in the creation and development of their families in particular and the society in general. Indeed the struggle for legal equality has been one of the major concerns of the women’s movement all over the world. In India since long back, women were considered as the oppressed section of the society and they were neglected for centuries. Thus, the first task in post- independent India was to provide a constitution to the people which would not make any distinction on the basis of sex. Article 14 of the Indian Constitution declares that equality before law and equal protection of law shall be available to all. Similarly, Article 15 of the Indian Constitution says that there shall be no discrimination against any citizen on the grounds of sex. Further, Article 15(1) guarantees equality of opportunity for all citizens in matters relating to employment. Article 15(3) provides that the state can make special provision for women and children. In Union of India v. K.P.Prabhakaran,1997,11SCC 638, where Supreme Court held reservation of certain posts exclusively for women is valid under article 15(3), article covers every sphere of state action. Besides, Directive Principles of State Policy which concern women directly and have a special bearing on their status include Article 39(a) right to an adequate means for livelihood. Article 39-A of...
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...With reference to abortion, examine and comment upon the issues that emerge from keeping up with developments in medical ethics, whilst maintaining religious principles and/or ethical values. (Total for Question 1 = 50 marks) There are several issues that arise when it comes to the development in medical ethics whilst also maintaining religious principles and ethical values. The development of medical knowledge has allowed for humans to practice different ways in helping society. But these new discoveries have found to clash with religious principles and ethical values. This can be related to the topic of abortion as it goes against monotheistic religious teachings. In the 21st Century it is allowed for a mother to abort a healthy child up to only 24 weeks in the UK. However, still within the UK it is permissible to abort a foetus with a disability up until the stage of birth. Many thoughts have been voiced as to what message is trying to be implied by this piece of legislation. Does this suggest that it is wrong to carry a disabled child? Or maybe it wouldn’t be wrong or classed as murder to abort a disabled child past the stage of viability even though it’s ready to be born. Or simply that the quality of the life of a disabled person is lesser than that of a healthy person. If this was the case then it could be a possibility that disabled people may not be classed as persons in society as they are not fully functioning humans. If disabled people are not human, this could...
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