Womans Studies Essay Example For Students

Womans Studies Essay Oppression is defined by The Collins Paperback English Dictionary as, to subjugate by cruelty, force. etc. To afflict or torment. To lie heavy on (the mind, etc.). According to one of the authors in the book Feminist Frontiers IV, Marilyn Frye says:The root of the word oppression is the element press. The press of the crowd; pressed into the military service; to press a pair of pants; printing press; printing press; press the button. Presses are used to mold things or flatten them or reduce them in bulk. Something pressed is something caught between or among forces and barriers which are so related to each other that jointly they restrain, restrict or prevent the things motion or mobility. Mold. Immobilise. Reduce. We will write a custom essay on Womans Studies specifically for you for only $16.38 $13.9/page Order now The word oppression is often related to feminism. The statement that women are oppressed is often found with the statement that men are oppressed as well. According to Frye, oppressing is oppressive to those who oppress as well as to those they oppress. It is not only women who are oppressed; Men claim their oppression as the fact that they are not supposed to show their emotion, they arent allowed to cry, it is unacceptable. In many countries, for example Afghanistan, women are deeply oppressed. They must cover their entire bodies with clothing, including their face or they will be severely punished with torture. In most parts of Canada and in many parts of the United States women are just as free as men are. Although there are instances of oppression, for example Frye writes in her article titled Oppression that it is common in the US for younger women to be in a bind were sexual activity and sexual inactivity are both unaccepted. It happens in some parts of the country were girls might be called names like slut or whore for having had sexual relations with a boy. But the other girls who havent had sex are often called prude or uptight. In these cases girls have no choice, its a lose-lose situation. They cant be accepted either way. This also goes for the way a woman dresses. If she dresses one way, perhaps wearing a low-neck shirt and a short skirt, she may be seen as easy because shes showing her sexual availability. If she dresses another way by wearing a turtleneck and a pair of lose dress pants, she may be seen as uptight and self-conscious about her body. Another form of oppression is the lack of power women have in a divorce. In the movie For richer, For Poorer the women in the film was physically abused by her husband and she left him with the children. Since the children were young she still had to mind them and was unable to get a job. Her husband refused to pay alimony or child support, while he was buying expensive suits, went to tanning salons and fancy gyms and drove a fancy car. According to the narrator in the film, like this women, four out of ten marriages fail. Women head Eighty-five percent of single parent families. Eighty-five percent of men fail to support their families fully and sixty percent fail to support at all. Another fact stated in the film was that after a divorce mens standard of living goes up usually by sixty percent. Womens on the other hand goes down usually to forty percent. This goes to show that there is a lack of support programs for women and their children and that those women are oppressed. They are lacking freedom and their rights. In Readings two there is references to how womens sexuality has a connection with economic, political dominance and the control that man has. Rosalinda Mendez Gonzalez wrote Reading two, which is titled, Distinctions in Western Womens Experience: Ethnicity, Class, and Social Change. One of the main questions in this reading is What did the settlement of the land itself mean for the women of different classes and ethnicity? Many of the answers came from the focus on pioneer women and their lives. Their lives are studied through their diaries and or literature left behind. Gonzalez explains that this is biased. There is evidence of the experience of working class women, but when studying womens history we seem to be steered towards educated and/or elite women and their writings. Gonzalez explains that this is biased because not all women experienced what those women did and their experiences are often applied to all women. Many women in history were unable to record their experiences b ecause they were too poor. They did not hold diaries or attend school and were unable to read and write. Many women suffered great amounts of prejudice and most of them were black, Indian, Asian or Mexican. .u39978d5f2b1c7e8a954ed80d5ab256a9 , .u39978d5f2b1c7e8a954ed80d5ab256a9 .postImageUrl , .u39978d5f2b1c7e8a954ed80d5ab256a9 .centered-text-area { min-height: 80px; position: relative; } .u39978d5f2b1c7e8a954ed80d5ab256a9 , .u39978d5f2b1c7e8a954ed80d5ab256a9:hover , .u39978d5f2b1c7e8a954ed80d5ab256a9:visited , .u39978d5f2b1c7e8a954ed80d5ab256a9:active { border:0!important; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .clearfix:after { content: ""; display: table; clear: both; } .u39978d5f2b1c7e8a954ed80d5ab256a9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39978d5f2b1c7e8a954ed80d5ab256a9:active , .u39978d5f2b1c7e8a954ed80d5ab256a9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .centered-text-area { width: 100%; position: relative ; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39978d5f2b1c7e8a954ed80d5ab256a9:hover .ctaButton { background-color: #34495E!important; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39978d5f2b1c7e8a954ed80d5ab256a9 .u39978d5f2b1c7e8a954ed80d5ab256a9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39978d5f2b1c7e8a954ed80d5ab256a9:after { content: ""; display: block; clear: both; } READ: Gender Issues In Antigone EssayGonzalez explains that the westward expansion brings into play a host of major economical, political and social developments. The development of the railroad went hand in hand with the western expansion, which in turn affected women in diverse ethnic and class backgrounds in a variety of ways. After the military, the railroads provided one of the most effective ways of destroying American Indian peoples subsistence on the Plains, by the establishment of the policy regarding paying sharpshooters to kill the buffalo. Soon after the western expansion patriarchy came into place. Families that were patriarchal were particularly strong in the rural areas. Women were hired to pick cotton, as agricultural labourers but were never paid their own wages. Their salary would be given to her husband, father or brother. Because of this system, which was called family wages, feudal relations in the countryside were difficult to breakdown, and wage labour did not offer women the economic independence that weakened patriarchal relations like urban and industrial employment did. Giving the living conditions that the urban areas had, the domestic labour of women and children was overwhelming. They gathered and chopped wood for fuel, hauled water long distances from the river in buckets, hand-ground corn for long hours. They did this to make up for the lack of reasonable wages and public services. In todays society we do not see a lot of male dominance compared the dominance that took place years ago. Much of the dominance is masked by the women who are suffering. Men often feel superior to women because they are making more money. Many women now days are making just as much money as men are but when a woman takes time off work to have children she becomes the weaker sex. She needs care, she needs love. This is where male dominance plays a significant role. It is slowly changing but it will forever be the same. Men will never bear children. (Well it is not physically possible as of yet.) There is always going to be a sense of control or power over women by men until the day men become as weak as English Essays

Huroun al-Rashid Vs. Shi Huangdi essays

Huroun al-Rashid Vs. Shi Huangdi essays Shi Huandgdi, the first emperor of the Qin Dynasty and Huran al-Rashid the fifth caliph of the Abbasid dynasty are viewed more as great builders than cruel tyrants. Shi Huangdi was a great builder from the start; ascending to the thrown at the early age of 13 at 246 BCE, he immediately began construction of his extraordinary mausoleum, which was completed soon after his death in 210 BCE. Shi Hanged is remembered as the ruler who united the clans of ancient China, in doing so, he ordered the construction of a vast infrastructure of roads and canals and the connection of various border walls of his kingdom into one great wall, The Great Wall of China. Shi Hong also is responsible for building the eight wonder of the world. The Terracotta Army which was found in the center of Shi Huangdis mausoleum. The army faces the east guarding his tomb from the enemies he vanquished during his reign. The achievements alone would compare easily with the accomplishments of Augustus or Alexander the Great of Greece, however Shi Hanged was also a tyrannical despot and ruled with an iron hand for many years, handing down draconian laws and levying large tax r ates to oppress the commoners of ancient China and to maintain his tight hold on the monarchy. For example, books written by past teacher like Confucius were burned and destroyed for fear that people would read them and complain about their current state of life. (National Geographic Magazine p. 13). Without his hold on the monarchy and his tyrannical rule, exercising power in a harsh and cruel manner, Shi Haungdi could not have become the great builder he is known as today. Shi Huangdi was not the only great builder during the classical civilization era. Caliph Haroun al-Rashid was the fifth caliph of the Abbasid dynasty and grandson of Al-Mansour. Al-Rashid was not a real student of politics, and was more a patron of learning, music, and t ...

Persuasion and Jane Austen Book Club Essay Example | Topics and Well Written Essays - 1500 words

Persuasion and Jane Austen Book Club - Essay Example In persuasion by Jane Austen, Lady Russell manages to convince Ann that Wentworth is not the best suitor for her leading to Ann turning down Wentworths proposal of marriage. Lady Russell takes advantage of her position in the Elliot family where she has played the role of a mother since the death of Ann’s mother to persuade not to marry Wentworth. Lady Russell together with the rest of Ann’s family believed in the â€Å"value for rank and consequence† (Austen 11) which was the basis of their opposition to the union between their family and Wentworth. Wentworth is not a wealthy individual and therefore represented a lower class compared to that of Ann who is from a lineage baronet. Lady Russell is in this case concerned with Ann’s future since Wentworth cannot promise to sustain her. Lady Russell uses the power of persuasion to control what becomes of Ann’s future. The ability Lady Russell that possess is well highlighted in Austin’s descripti on of the woman who is depicted as being â€Å"a woman of sound rather than quick abilities...she was a benevolent, charitable, good woman...most correct in her notions of decorum...she had a cultivated mind, and was, generally speaking, rational and consistent--but she had prejudices on the side of ancestry" (Austen 42). Although some might consider the influence Lady Russell has over Ann as a selfish disposition that does not take into consideration feelings of her goddaughter, she was motivated by her protective love of Ann. Lady Russell had concerns over the future of her â€Å"most dear and highly valued god-daughter, favorite, and friend† (6). She is therefore worried that just like Anne’s mother was blindly consumed by romance to marry Sir Walter Elliot who is seen as being irresponsible due to careless spending that leaves the family in debts. To avoid what a future in which Lady Russell sees Ann turning suffering for the wrong choice she makes at the monument, she warns Ann â€Å"you’re making the same mistake

Spain and portugal Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Spain and portugal - Annotated Bibliography Example The oldest brother Juan at age 32 will be coming back home after studying abroad in France. He had gone there and accomplished his goal of getting his master’s in Business. Now his goal was to set out on another adventure, since he had traveled to France now he wanted to see more of this wonderful world. The middle brother Roberto at the age of 26 was following his older brother’s steps. This trip to him was to celebrate that he had gotten into the master’s program and would soon be traveling to Italy to finish it there. This was to prepare him for the outside world and get more of an insight on what he would soon experience. Carlos the youngest was simply going with them to celebrate his 21st birthday and as well he just wanted to experience an adventure of a lifetime. However, he had also at such a young age gotten his bachelor’s in computer since at the University of Denver. All three of the Luna brothers want to make this an experience of a lifetime. Not only that they want this experience to help them grow with each other, to help them be able to go on off on their own and know how to be responsible. They love adventure and what will make this trip even better is that since they all like different things it makes the trip have a lot of diversity. This trip they will embark on will last 21 days and in these days the trip we want to prepare will make them learn things from each other. For example while one of them like’s things outdoors, historical sites, and museums. The other one likes just the nightlife, parties, and fancy restaurants. On the other hand the other one likes to just interact with the locals and just to go around and do a little shopping. They know their income all together does not add up to get a life of a king, but it will be enough for them to have a great trip and to enjoy everything they want. During this trip we will take the clients to explore 3 major cities two of them belong to the country of Spain, which are the

HEALTH CARE FINANCIAL MANAGEMENT Essay Example | Topics and Well Written Essays - 250 words

HEALTH CARE FINANCIAL MANAGEMENT - Essay Example The article helps us to understand the design and implementation of PPACA in Health sciences and medicine. As such, the article is relevant to our class since it derives more understanding on the topic of discussion. I can derive two key take away points from this article. Apparently, the absence of universal operating rules has been hindering the adoption of more efficient and electronic healthcare payments. Additionally, the enactment of the new operating rules defined in the Patient Protection and Affordable Care Act have enabled healthcare providers to enhance efficiency, reliability, and management of healthcare payments (Krah, 2013). However, many health providers are yet to adopt electronic funds transactions subject to the challenges involved in implementing the new operating rules (Krah, 2013). Notably, everything in this article makes sense since it seeks to derive more understanding on the new operating rules that govern healthcare payments. However, the article lacks a list of sources that supports its argument. Krah, S. (2013). Preparing for the New PPACA Electronic Payments Environment: What Healthcare Providers Need to Know. Retrieved from

Influence of Types of Play on Children

Influence of Types of Play on Children It is important to understand the different types of play and how they help childrens development in order to plan activities for children. This will help them to develop holistically. The Early Years Foundation Strategy says that play underpins all development and learning for young children (The Early Years Foundation Stage Practice Guidance p1.17 Crown 2008). Learning through play is a very important principle of Early Years education, staff must provide opportunities for all the types of play:- Imaginative Play Construction Play Home corner Lego blocks Dressing up Building towers Small worlds Physical Play Creative Play Examples: tricycles, Sensory Play Drawing and skipping ropes Water and sand play painting, crafts Children may play in different ways to what you expect, this doesnt matter, it shows their creativity. They may be running round outside in a superhero costume waving a sword they made out of a cardboard tube (physical + imaginative + creative), this helps them to develop holistically. Types of play for children ages 2 to 8 Physical This is any play with a focus which is physical. Children can be playing indoors or outside with balls, ride on toys. They can be climbing, running about or throwing and catching a ball. Physical play helps with motor skills, this gives more confidence. The children interact with each other when they are playing games outside, they learn the rules, how to negotiate, take turns, solve arguments, this helps with social skills. Resources needed To help with motor skills and co-ordination you would provide balls of various sizes, ride on toys and trikes, and skipping ropes, hula hoops. Space to play games like hopscotch, tag or football. For 6-8 year olds you could have a basketball hoop, inline skates and bikes. Example from nursery In my nursery setting the children play outdoors and there is equipment accessible for them at all times such as scooters. There are only two scooters which gives the opportunity for children to learn how to share and take it in turns to use the scooter. They must communicate with each other in order to ask if they can have a go on the scooter and have to wait their turn to use it, this improves their social skills and language. The scooters help to improve the childrens physical development greatly as the children have to be able to balance and use their legs to be able to move around the area on the scooter. They enhance the childrens gross motor skills. When the children are riding the scooters they can make their own decisions on where they want to go and think for themselves improving their cognitive development. Development through physical play may be affected if there arent enough resources available so children have to wait a long time for a go on a tricycle for example. This can be helped by sending children out in small groups so you have enough things for them to play on. Imaginative Children enjoy pretending, it helps them with their speech language and communication skills, their social skills, their identity. There are lots of different types of imaginative play:- Pretend play children make an object into something else, a ruler can be a wand for a magician. Role play using props, the children play act different roles they are familiar with such as Mummy Daddy, brothers and sisters, going shopping. Socio dramatic play a group of children play out scenes from real life such as taking their dog to the vet. This type of play is better for children with good language skills, children with English not their first language will not get as much out of this, they will need support from staff to help improve language skills. Superhero children dress up to act out their heroes from films they have seen like Toy Story, Shrek, Spiderman and Frozen. Small world using small animals, cars, toy soldiers children enjoy making up situations and manipulating the objects. They could act out a battle or be a farmer looking after the animals. Resources Plenty of dressing up costumes in different sizes Everyday items for baking, shopping at supermarket, Farm and zoo animals, miniature cars, toy soldiers Play house Example from nursery In the home corner we have used containers of real products that have been filled with coloured liquid or a substance that isnt dangerous for the children, such as a used Vimto bottle filled with water which has been coloured with purple food colouring to look like actually Vimto. There is also a washing up powder box filled with table salt as well as more everyday objects that the children will watch their parents handling. These resources give the children a real-life experience enabling them to use their imagination and creativity. They can also improve their fine motor skills as they pretend to poor drinks and serve food. Children can improve their communications skills as they talk to the other children and role play situations they have witnessed at home. These resources also help the children to enhance their social skills as they interact with the other children. Good language skills are needed for imaginative play so children will find it harder to join in if they have delays in language. Practitioners need to be aware of this so they can support the children with a different type of play which helps their holistic development. Sensory Experiencing how water, sand, play dough, gloop feel and what you can do with them helps with fine motor skills and eye-hand coordination. At the same time children are learning about texture and properties of materials, maths concepts of volume and shape. Resources Sand and water Play dough bought or home made Food mashed potato, pasta Example from nursery In my nursery, they have a sand tray which they have access to all the time. There are different objects in the sand such as stones, buckets, spades and miniature animals. The sand can be made into different consistencies, it can be completely dry with no water this allows the children to feel the sand between their hands and put it into containers and pour it out. When water is added to the sand it makes it malleable so the children can build sandcastles and other things with it. It promotes the child imagination and creativity. This type of sensory play is very relaxing for the children and is very good for children with disabilities, they can enjoy the feel of the sand on their hands. Sand play can advance a childs physical development, they use their upper bodies to handle the sand and play with the objects. They can dig, poor, scoop and grab the sand which also improves the childrens hand eye coordination. When children play in the sand they usually play alongside other children therefore this encourages their social skills. They must learn how to share the objects and get a space around the sand tray for themselves. Sand play also promotes cognitive development as the children are learning about the conservation of matter as they play with the sand, pouring it into different size and shape containers. Creative Creative play is when children make or create something, they use the resources you provide but it is important they choose what they want to do. This helps with fine motor skills, eye-hand coordination, expressing and releasing emotions. They learn to manage frustration and how practising something helps you improve. When the child succeeds after they keep trying, they feel a lot of satisfaction. An example of this is making a necklace from beads. This requires good eye-hand coordination to thread the beads and patience if they keep falling off the elastic. The child learns to persevere and not give up. Also, they can help each other which develops their social skills. It is important for staff to not jump in to help, to encourage the child to keep trying. Resources Drawing and painting paper, card, paints, crayons, brushes Musical instruments mouth organ, kazoo, recorder, drums, small keyboard Collage materials glitter, textiles, glue, beads, feathers, string Junk for modelling boxes, tubes Modelling kits for 6-8 year olds Example from nursery In the nursery, there is a box with lots of recycled containers and materials such as, milk cartons, cardboard boxes, straws and lots more. The chldren can make whatever they want with the materials and they are given the freedom to do so. All the materials help develop the childrens creativity, they can experiment with the resources and use their imagination to think up ideas of what they want to make. When children handle the materials they are improving their fine motor skills as they are using their muscles in their hands to cut with scissors, and use their fingers to stick things together. Construction Children enjoy putting things together such as jigsaws, wood blocks and constructing things for example lego/duplo. They can make dens from sheets over chairs or out of large boxes. This helps with hand-eye coordination, spatial awareness, how things work. Building a tall tower gives a sense of achievement this helps self-esteem. Resources Jigsaws, bricks, model aircraft and trains Different sizes of cardboard boxes Example from nursery In the outdoor space of my nursery they have a construction area with large coloured plastic bricks. The children can build towers and walls and knock them over and rebuild them. Playing with the bricks gives the children a good opportunity to advance their social skills and communication as they cooperate to build a tall tower. They must be able to share the bricks with the other children and take it in turns to build what they want to. They use their gross motor skills to place the bricks on top of each other and as the tower gets taller they have to reach up to place the bricks on top. If another child knocks down their tower, they have to learn how to express their emotions of anger, frustration, upset and assert themselves to tell the child not to do it again. Case Study 2-8 year olds In The Secret Life of 5 year Olds TV programme Jude struggles with being on the losing team when they are doing an obstacle course challenge. The winners get some chocolate and he wants some as well. He thinks it isnt fair that only the winners get the chocolate, he gets very upset and angry and cries. He asks his friends to get it for him. At first they try but it annoys the other children so they stop playing with him. Jude isnt able to control his emotions and accept he lost. He cant put himself in their shoes to see their point of view. The teacher sees that Jude needs her help and support to manage his emotions. In the next episode she takes him to one side and quietly supports him, she explains a better way to react. This enables Jude to behave differently the next time, he has developed his social and emotional areas of development. In the next task he shows that he has learned how to manage his feelings when he loses because he says Well done to the winning team (episodes 1 a nd 2 Channel 4 Nov 29th and Dec 6th 2016). The other children want to play with him more because he isnt having a tantrum. Sometimes you have to get involved to help a child develop to the next level. If the teacher had just left Jude to carry on getting angry, he would have lost his friends and not learnt a better way to lose. Types of play for children ages 0 2 Play is different for babies, they learn through their senses. Also, they need a lot more interaction and supervision from adults. Treasure basket Elinor Goldschmied had the idea for Treasure Baskets. This is an activity for babies who can sit on the floor unsupported and grasp objects. Lots of natural objects are put in a low basket that a baby can reach into. The adult is nearby to supervise in case the baby tries to put things in her mouth. Kathy Brodie says No plastic! (KathyBrodie.com) She means that you should provide natural resources with lots of different shapes and textures. Toys are smooth and plastic so the baby wont learn much from picking one up, they are too young to do much more than touch, smell and taste at this age. It is important to let the baby choose what to explore, the role of the adult is to supervise so the child is safe and to reassure them by being nearby. The objects can include things which are light or heavy, rigid or squishy, warm or cold. Lots of variety stimulates the babys senses, this helps development in the brain, new neural connections are made. Using the treasure basket helps develop hand-eye coordination, it also helps the baby get stronger muscles. The activity could last as long as 45 minutes depending on the childs interest and concentration. If they put things in their mouths you need to clean them before another child gets the basket. Review the contents regularly and change the objects to keep the babies interested. Example of resources Low sided basket with about 30 objects in Natural fir cones, pebbles, shells Wood spoons, pegs, wooden curtain rings Metal bells, whisk, small pan, teaspoon Others pot pourri bag, soap, fabrics, hairbrush, mirror, lemon Heuristic Play This is for older babies and toddlers, they want to find out what they can do with objects, not just touch them like the babies. As well as the objects from a treasure basket, you can add man-made things so the toddler can widen their exploring. Bigger objects can be used as the children can stand up, they have more control over their movements. This is a child-directed activity like for the treasure baskets, adults just supervise, they dont get involved unless there is a danger or the child invites them. In communityplaythings.co.uk Helen Huleatt says When toddlers make an enjoyable discovery for instance when one item fits into another, or an interesting sound is produced they often repeat the action several times to test the result, which strengthens cognitive development as well as fine muscle control and hand/eye coordination. Heuristic play needs a clear space for the objects and children, objects are grouped into types for example, all the tins in one group, the fabrics in another. The role of the practitioner is to set out the area then sit quietly nearby. At the end of the session the children can help to clear away, they can develop cognitive ability by sorting types of objects or colours into boxes they came out of. It is important to choose the right time for this activity, if the children are tired, they cant concentrate very well. Observing what the children interact with and how they use the objects will mean you can develop these interests in other types of play. For example, if you notice a child who enjoys sorting things by colour, you could help them to learn the names of the colours in a construction activity with different coloured bricks. Supervision is important to ensure the children dont put things is their mouths or break things causing sharp edges. Staff need to be near enough to intervene but not distract their concentration. If a child doesnt seem to be interested, they may be tired or hungry, there may not be enough objects to attract them. Example of resources Objects from the treasure baskets can be used Cotton reels, buttons, fabrics Containers of different shapes and size, made of different materials Tubes for pushing things through, cardboard boxes Peek a Boo and Hide and Seek Babies enjoy games like Peek a boo. As well as being fun it helps them to learn about object permanence. At first when something is out of sight a very young baby will think it no longer exists, they are surprised when you peek out. By about 4 or 5 months old babies know an object still exists even if they cant see it, they start to anticipate seeing you. Older babies and toddlers like playing Hide and Seek, especially when the adult pretends they cant see them. The game encourages children to develop problem-solving skills by finding a place to hide or looking for everyone. They improve physical ability by running about looking for a hiding place to squeeze into. They develop social skills by taking turns Resources Provide small spaces where children can hide Roll a ball Roll a ball helps a young childs holistic development. They develop hand-eye coordination and balance by rolling the ball, they learn about taking turns which develops social skills; their communication skills develop by listening to an adult talk about the activity. Resources Different sized balls Case study 11 months old The baby I have been observing plays Peek a Boo with her Mum. Her Mum said at first she got upset when she hid behind her hands but slowly she realised her Mum was still there. When I watched, the baby was laughing and smiling. She wanted her Mum to keep doing it. This game helped the baby to understand that when her Mum leaves the room she will come back so she doesnt get upset and cry for her. A strong attachment is very important for young babies to develop so they need to learn this as soon as possible. Resources to support play and learning A good variety and amount of resources are needed to support children If they are good quality they will last longer, there is less chance of the children being injured. All resources need to be safe for children to use, they have to have the safety marks to show they have been tested and are safe. These are the CE mark, the Lion mark and the Kite Mark. Each age group and ability/stage of development will need its own resources. Too many toys limits creative and imaginative play so provide lots of blocks, shells and containers instead of actual toys. You need somewhere to store them all so if you put them in boxes the children can play with the boxes as well. Older children might have particular interests for example dinosaurs so you could provide a set of different types of dinosaurs, books about them, and clay for them to make models. The 6-8 year olds could make a video using their models this would help their ICT skills as well as language skills. They would improve their fine motor skills by modelling and work together to make the video, improving social skills. Another thing is about different cultures and religions. If you have children from another country, like asylum seekers, they will do things differently so you must provide resources that they recognise. This could be dressing up clothes from other countries or different play foods for the home corner. Dolls should be of different colours so a black or asian child can identify with them. Books should show children from different races and cultures being heroes, not just white children, this helps them to have a positive sense of identity. As the children grow and develop the way they play changes, it depends on the individual child. Play is more social for 4 year olds than 2 year olds because their communication skills are better, they play cooperatively, they are more imaginative. 2 year olds need supervision to ensure safety and help them engage in play but 5- 8 years olds are very independent compared to 2 year olds, they dont want adults getting involved except to sort out problems. Older children like board games, they understand rules and taking turns whereas toddlers dont have the cognitive abilities. They are not good at sharing, they think if they want something they should have it. Research on successful outcomes of Early Years provision both in the short term and for later success in school and as adults has pointed to some general guidelines. The best outcomes for childrens learning occur where most of the activity within a childs day is a mixture of: à ¢Ã¢â€š ¬Ã‚ ¢ child-initiated play, actively supported by adults à ¢Ã¢â€š ¬Ã‚ ¢ focused learning, with adults guiding the learning through playful, rich experiential activities. (Learning, Playing and Interacting 2009) If children only do free play then some areas of development and skills can get missed out. They may keep repeating the same activities so they dont learn anything new. If adults direct all their play it is less fun and prevents them gaining independence, it is better to plan a range of activities and opportunities during each day or week, this ensures their needs are met. Children aged 0-2 benefit more from adult-initiated play than 2-8 year olds. This is because the older children have developed a lot further, they need less help. Older children like to make up their own games and decide what to do. If they are offered the same resources, the younger and older children will use them differently. Babies and toddlers enjoy water play because it feels good, they can splash about, it is relaxing. They develop fine motor skills using buckets and spades. However, older children play with water in a different way. They like to measure out different amounts, see what sinks and floats. They will do experiments to test out ideas or use water in role play. Conclusion Supporting childrens learning and development through play and activities is the best way to develop the child holistically. Children are unique, they develop at different rates, practitioners must observe all the time so they have a good understanding of each child and their interests. They can plan a range of opportunities to help them develop more and provide resources the child will enjoy, also to provide a challenge so they develop. References The Early Years Foundation Stage Practice Guidance 2008 p1.17 Crown Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage 2009 p5 Department for Children Schools and Families Crown 2009 http://www.kathybrodie.com/articles/treasure-baskets/ accessed 11/12/2016 www.communityplaythings.co.uk/learning-library/articles/heuristic-play accessed 11/12/2016 Bibliography http://www.ebay.co.uk/gds/8-Reasons-Why-Playing-in-the-Sand-Is-Good-for-Kids-/10000000177634049/g.html Tassoni, P. A parents guide to treasure basket and heuristic play (2015) Nursery World p30-32 Tassoni et al 2014 Pearson Education Limited, Harlow

Teachers Assessment of Writing in English Essay -- narrative, philosop

The most difficult aspect of being an English teacher, for me, is assessing my students’ writing. I can remember, so clearly, the day my cooperating teacher handed me a student’s writing and said, â€Å"Read this and give it a grade.† After reading it, I felt an overwhelming and uncomfortable power shadow over me. I didn’t know the rules of assessment. What was I supposed to be looking for anyway? I was able to realize immediately that there is a definite difference between knowing how to write an essay and knowing how to assess one. When I was asked what I finally came up with as a grade, I told her the student earned a â€Å"B.† She agreed and I remember thinking to myself that maybe my task wasn’t as difficult as I had thought moments before. Then, just when I thought the hard part was over, she asked me why I gave it a â€Å"B.† After giving her my reasons, she stated she was in agreement with me. At this point, I asked her what grade she had given it. She replied, â€Å"B-.† Now I was completely baffled. How could she agree with everything that I said and then give it a different grade? Whether or not teachers like to admit it, assessing writing is, in fact, a fragile issue as well as a partly subjective one. For instance, while my cooperating teacher agreed with my insight, she also thought that particular student should have applied more effort to the essay. After teaching this student for eight months already, she was aware of his capabilities as a writer and expected more. Her reasoning was one that I would never have been able to develop since I was not as familiar with the student. Can the assessment of writing be accomplished in a fair manner? There is no doubt that readers are subjective viewers. It is an issue that we are unabl... ...rection. In this way, the students will earn higher grades and become better writers in the process. This direction through assessment will help lead students to success. The use of assessment in writing remains a delicate topic for many teachers. However, with our help, it can grow to be a positive force in our students’ lives. Berlin once said, â€Å"To teach writing is to teach a version of reality.† The importance of communication and success in our world is, indeed, a reality. Isn’t the assessment of writing, after all, a version of reality as well? Aren’t we supposed to be preparing our students for their futures? Although assessing writing is not a simple task, it should not be viewed as unfair or unnecessary. Instead, we must consider it unfair and unjust to hide this reality from the students who will continually encounter it once they exit our classroom doors. Teacher's Assessment of Writing in English Essay -- narrative, philosop The most difficult aspect of being an English teacher, for me, is assessing my students’ writing. I can remember, so clearly, the day my cooperating teacher handed me a student’s writing and said, â€Å"Read this and give it a grade.† After reading it, I felt an overwhelming and uncomfortable power shadow over me. I didn’t know the rules of assessment. What was I supposed to be looking for anyway? I was able to realize immediately that there is a definite difference between knowing how to write an essay and knowing how to assess one. When I was asked what I finally came up with as a grade, I told her the student earned a â€Å"B.† She agreed and I remember thinking to myself that maybe my task wasn’t as difficult as I had thought moments before. Then, just when I thought the hard part was over, she asked me why I gave it a â€Å"B.† After giving her my reasons, she stated she was in agreement with me. At this point, I asked her what grade she had given it. She replied, â€Å"B-.† Now I was completely baffled. How could she agree with everything that I said and then give it a different grade? Whether or not teachers like to admit it, assessing writing is, in fact, a fragile issue as well as a partly subjective one. For instance, while my cooperating teacher agreed with my insight, she also thought that particular student should have applied more effort to the essay. After teaching this student for eight months already, she was aware of his capabilities as a writer and expected more. Her reasoning was one that I would never have been able to develop since I was not as familiar with the student. Can the assessment of writing be accomplished in a fair manner? There is no doubt that readers are subjective viewers. It is an issue that we are unabl... ...rection. In this way, the students will earn higher grades and become better writers in the process. This direction through assessment will help lead students to success. The use of assessment in writing remains a delicate topic for many teachers. However, with our help, it can grow to be a positive force in our students’ lives. Berlin once said, â€Å"To teach writing is to teach a version of reality.† The importance of communication and success in our world is, indeed, a reality. Isn’t the assessment of writing, after all, a version of reality as well? Aren’t we supposed to be preparing our students for their futures? Although assessing writing is not a simple task, it should not be viewed as unfair or unnecessary. Instead, we must consider it unfair and unjust to hide this reality from the students who will continually encounter it once they exit our classroom doors.