...varying home lives. The home lives range from a typical home to being homeless, to having only one parent, to having no parents, or to having little to no income. Observation Overview The students were escorted outside to recess at eleven-thirty in the morning. The students were walked down the sidewalk toward the equipment. Once their feet touched the grass, they were allowed to run. Students took part in various activities. They played on the different types of equipment, ran around in the field, played football as a group, or socialized with each other near the slides. Key Points I noticed several instances during the observation time that caught my attention. The first noticing I made was while watching a group of male students play football in the...
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...Play is of an enormous importance in a young child’s life. Through play the child’s social and motor skills develop greatly. Three forms of social play have been identified as parallel play, associative play, and cooperative play (Belkin & Faw, 1980, p. 340). The child starts out at a young age enjoying their play with themselves rather than people (Gibson, J.T., 1978, p. 300). Toddlers then play house with their dolls and stuffed animals. When the child engages human peers instead of toy objects in play this is the start of social play (Gibson, J.T., 1978, p. 300). Through this development comes aspect of parallel play. Here this child may play alongside a fellow peer, but they may be engaging in two completely different activities (Belkin & Faw, 1980, p. 340). Side by side the children play, observing each other and enjoying the fact that they are present with that peer, while not directly interacting with them. At two years of age a child with participate in parallel play (Gibson, J.T., 1978, p. 300). Associative play proceeds parallel play starting at age three. The children play in groups with the same toys as their peers, but each child uses the materials in very different ways (Belkin & Faw, 1980, p. 340). When asking a child engaged in associative play to describe his activity, he often times describes a totally different activity then the other children (Belkin & Faw, 1980, p. 341). A major part of associative play is imitation. A younger...
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...become various stages of environmental stimulus. These environmental stimuli processed through sensation and perception converts the classical conditioning concepts into changed behavioral patterns. Classical conditioning concepts also introduce the repetitive exposure of different stimuli within any individual’s learning environment. The purpose of this paper is to explain, analyze, and evaluate classical conditioning and the factors that affect this process, such as the four phenomena, and awareness. The analysis of these factors helps professionals understand the application of classical conditioning in the learning process. Stimuli Processes Environmental stimuli become processed by sensation and perception converting the information into data used to modify learned behavioral patterns (Davis, 2004). This physical process of sensation shows in the use of the five senses responding to the stimulus. The sensory means of perception becomes the analysis of the stimulus. The brain continually sorts the information gathered to make decisions. This unique concept stores unnecessary information from the interpretation of the stimulus. The ability to decide on multiple options shows the subject responding to only the priming prompt (Davis, 2004). Classical Conditioning Technique The classical conditioning technique teaches a subject to respond to the same stimuli every time (Izard, 2009). A top researcher, Ivan Pavlov unexpectedly discovered the associative learning process...
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...today. She developed the stages of play through children she observed in a preschool setting. In this study she developed six types of play: Unoccupied, Solitary, Onlooker, Parallel, Associative, and Cooperative. This theory shows us how play is developed in children today. So what is play? Play is basically letting the children have fun, but also involving learning which they call pretend play. The importance of play is important for a child’s development and learning skills. Play is supposed to be enjoyable and spontaneous which is why it is recommended in schools at the age of pre-school. Play helps your child develop social skills, motor skills and cognitive thinking. While...
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...Death in sport 24/2/12 Volleyball Time of Day – morning Personal feeling (motivation etc.) – My arousal levels were high because I was excited to try a new sport and acquire new skills. I was excited because from past experiences I have never tried this sport because of my disability. Personal goals – To learn the basics of volleyball and understand the rules involved. I hope to achieve the correct motor program for both digging and setting. Achieving one successful dig and set is my main personal goal for this week. Stage of learning prediction and evaluation Prediction – To fully understand the rules and able to perform the basic skills of volleyball. I feel that I will remain at the cognitive stage of skill learning. The cognitive stage of learning is where physical movement is slow, having to learn the skill visually and receiving a lot of feedback from the teacher. These are all characteristics that I will show in my first week. Evaluation – the prediction that I made was relatively correct. First I learnt and understood the rule associated with volleyball as well as the basic skills. These included the dig and set. I was given specific instructions on how to perform the skill and gain proper technique. I mimicked what was being shown to me, these are characteristics of a cognitive learner. By mimicking, this increased my proficiency and overall confidence. Digging was the most difficult skill to learn that week, because the motor...
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...different idea on the stages of development. The two theorists that will be focused on in this paper are Erikson and Piaget. Erikson believes that there are five different stages of development which include; infant (birth-1yr), toddler (1-3yrs), preschooler (3-6yrs), school age (6-12yrs), and adolescent (12-18yrs). Piaget on the other hand believed that there was only four different stages of development which include; infant (birth-2yrs), toddler (2-7yrs), preschooler (7-11yrs), and school-age (11-adulthood). Erikson labels each of his stages differently. The infant stage is labeled trust vs. mistrust and states that this is when the child develops a basic trust in the mothering figure. The toddler stage is labeled as autonomy vs. shame and doubt and this is when the child gains some self control and independence within the environment. The preschool stage is labeled as initiative vs. guilt and this is when the child develops a sense of purpose and ability to initiate and direct their own activities. The School-age stage is known as industry vs. inferiority which means that the child achieves a sense of self confidence by learning, competing, performing successfully and achieving recognition. Lastly adolescence is labeled as identity vs. role confusion and this is when the child integrates the tasks mastered in the previous stages into a secure sense of self. Piaget also labels each of his stages according to what he believes is happening during each stage. He believed that...
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...4. I observed numerous behaviors by the children that can be related back to competencies we discussed in class. First, the three children displayed actions for associative play, where children begin to play together, laughing, talking, running, etc., but they did not coordinate anything. The students all sat down and just began to build with the magnet tiles. The fourth child exhibited behaviors similar to the stage of play known as spectator/onlooker, where one child is watching two or more. He simply sat back on teacher’s lap watching the other three children play and have fun. Next, the children demonstrated signs that they feel into the category of preoperational in Piaget’s stages of cognitive development. The best example demonstrated the student’s lack of ability to...
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...playground). I felt that the preschool was a very safe environment for the children. The front yards of the school were completely fenced so no children can run off the property. It seemed to be a healthy place for the children to play both inside and out. The preschool is very spacious and it is across the parking lot from the elementary school it feeds into. Approaching the preschool you are greeted by large, blue letters, “PILGRIM LUTHERAN PRESCHOOL”. There is a gate in the middle of the fence with a handle so that only a certain height can reach. On either side of the path to enter the main building is a nice green lawn where the children can play with toys for outside. As the door is opened you hear an alarm beep which to me said this school is a safe place for these kids, the teachers are always aware when someone walks into the building. There is a spacious kitchen where the teachers prepare their snacks for their class. There are four classrooms for the four specific age groups. Each classroom was equipped with desks and chairs suitable for young children in preschool. There was an art table where there were coloring sheets, crayons, and markers for the children to draw and doodle pictures. Another corner was filled with costumes and props for children to play dress-up. The day of my observation there were doctor props where the children had medical kits and doctor gowns to pretend they were checking on the patients. Yet another section of...
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...years•Preschool Period:3- 6 years•Middle childhood:6- 12 years•Late Childhood or Adolescent:12-18 years•Puberty Period:Male: 12-14 yearsFemale: 11-13 years There are definite and predictable patternof growth and development that arecontinuous, orderly and progressive.•CrawlCreep Walk•BabblesWordsSentences•ScribbleWriting 1. Directional Pattern: –Cephalocaudal Pattern ( Head to Tail) –Proximal to Distal (Midline to peripheral) –Mass to specific (Differentiation) 2. Sequential Pattern: Involves a predictablesequence of Growth and Development stagesthrough which a child normally proceeds. –For motor skills such as locomotion i.e. childstarts crawling before walking and for behaviors such as language and social skills(e.g. First child plays alone, then with others). HeredityNutritionIllness and DiseasePhysical, emotional and social environmentAge and gender Others- Birth order, Birth interval,dependence and independence. Growth can be measured in term of: •Nutritional...
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...A young adolescent’s lifecycle is heavy influenced by the involvement of their parents and family members, this is crucial to a young child’s life. Once an adolescent becomes of age to attend school, they will also start to adjust to the atmosphere of the school they are attending as well as the instructive setting in the school; this will also play a role in an adolescent’s cognitive development and social skills. The body’s growth in the first couple years of early childhood stage with attenuate into a slower growth pattern. A child adds approximately 2 to 3 inches in stature and around 5 pounds in weight each year, girls will be slightly smaller than boys. From Infancy to Early childhood, one with experience skeletal growth, between the ages of 2 and 6 will grow approximately 45 new pineal, where cartilage will strengthen forming various parts of the skeletons. Children start losing their primary tooth as their preschool years end, the age varies based on their genetic factors. It is more likely for a girl to lose their primary teeth first seeing as they are ahead in physical development. A child’s cultural ancestry can also play a part in the child’s development. North American children typically get their first secondary (permanent) tooth at 61⁄2 years, children in Ghana at just over 5...
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...Lesson 3: An introduction to data modeling 3.1 Introduction: The importance of conceptual models same: understand the problem before you start constructing a solution. There are two important things to keep in mind when learning about and doing data modeling: 1. Data modeling is first and foremost a tool for communication.Their is no single “right” model. Instead, a valuable model highlights tricky issues, allows users, designers, and implementors to discuss the issues using the same vocabulary, and leads to better design decisions. 2. The modeling process is inherently iterative: you create a model, check its assumptions with users, make the necessary changes, and repeat the cycle until you are sure you understand the critical issues. In this background lesson, you are going to use a data modeling technique—specifically, EntityRelationship Diagrams (ERDs)—to model the business scenario from Lesson 2. The data model you create in this lesson will form the foundation of the database that you use throughout the remaining lessons. Before you sit down in front of the keyboard and start creating a database application, it is critical that you take a step back and consider your business problem—in this case, the kitchen supply scenario presented in Lesson 2— from a conceptual point of view. To facilitate this process, a number of conceptual modeling techniques have been developed by computer scientists, psychologists, and consultants. ? For our purposes, we can think of a...
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...CHAPTER 1: The generally accepted definition of play would include three large categories: (1) sensori-motor plays (large and small motor activity) (2) symbolic play, which involves 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...
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...LICENSURE EXAMINATION FOR TEACHERS (LET) PROFESSIONAL EDUCATION REVIEWER [SET 2 - PART 1] LICENSURE EXAMINATION FOR TEACHERS (LET) PROFESSIONAL EDUCATION REVIEWER 1. Which assumption underlies the teacher's use of performance objectives? A. Not every form of learning is observable. B. Performance objectives assure the easier of learning. C. Learning is defined as a change in the learner's observable performance. D. The success of learner is based on teacher performance. 2. In the parlance of test construction what does TOS mean? A. Table of Specifics B. Table of Specifications C. Table of Specific Test Items D. Team of Specifications 3. A student passes a research report poorly written but ornately presented in a folder to make up for the poor quality of the book report content. Which Filipino trait does this practice prove? Emphasis on __________. A. art over academics B. substance over porma C. art over science D. porma over substance 4. In a criterion-referenced testing, what must you do to ensure that your test is fair? A. Make all of the questions true or false. B. Ask each student to contribute one question. C. Make twenty questions but ask the students to answer only ten of their choice. D. Use the objectives for the units as guide in your test construction. 5. Which does Noam Chomsky, assert about...
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...Unit 4- Children and play D1 (Identify 3 different setting where children might play) and D2 (State the typical age range and the stage of play of the children who might play in the setting) * Park * Garden * School The typical age range for children to play in a park is from 3-6 years. Children at the lower end of the age range are likely to be at the associative play stage this is when two or more children actively play together without formal organisation, group directions, group interaction, or a define goal. The typical age range for children to play in a garden is from 2-4 years. Children at the lower end of the age range will likely to be at parallel play, this is when children play alongside of each other but with very little communication. Children will be playing with similar object, side by side but hardly any interaction. The typical age range for children to play in a day nursery is from 6months onwards. Children at this age range will likely to be solitary play; this is play where the child plays independently without the consideration of what other children around them are doing. D3 (Describe 1 type of play that would take place in each setting.) and D4 (Describe one type of activity or experience in which children might demonstrate each type of play) A type of play that may take place at the local park is fantasy play. This is when children pretend to play a role that has not happened yet. An example of fantasy play in the local park may...
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...Political Obligation First published Tue Apr 17, 2007; substantive revision Fri Apr 30, 2010 To have a political obligation is to have a moral duty to obey the laws of one's country or state. On that point there is almost complete agreement among political philosophers. But how does one acquire such an obligation, and how many people have really done what is necessary to acquire it? Or is political obligation more a matter of being than of doing — that is, of simply being a member of the country or state in question? To those questions many answers have been given, and none now commands widespread assent. Indeed, a number of contemporary political philosophers deny that a satisfactory theory of political obligation either has been or can be devised. Others, however, continue to believe that there is a solution to what is commonly called “the problem of political obligation,” and they are presently engaged in lively debate not only with the skeptics but also with one another on the question of which theory, if any, provides the solution to the problem. Whether political obligation is the central or fundamental problem of political philosophy, as some have maintained (e.g., McPherson), may well be doubted. There is no doubt, however, that the history of political thought is replete with attempts to provide a satisfactory account of political obligation, from the time of Socrates to the present. These attempts have become increasingly sophisticated in recent years, but they have...
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