Task 1 Eymp 1 Free Essays

Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to children’s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the children’s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type is  on-going assessment  which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitioners  use the information gained to identify  a child’s strengths and their learning needs. The second assessment takes place  towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the   Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Children’s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940’s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every child’s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children can’t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers

Task 1 Eymp 1 Free Essays

Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to children’s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the children’s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type is  on-going assessment  which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitioners  use the information gained to identify  a child’s strengths and their learning needs. The second assessment takes place  towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the   Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Children’s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940’s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every child’s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children can’t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers

Who am I Ten Years from now Essay Example

Who am I Ten Years from now? Essay Who am I ten years from now? What will I become ten years from now? It took me hours thinking about it, though with the course Im taking right now, it is pretty obvious. No one can predict his/her own future and no one can exactly tell what will be our life 10 years from now. Theres a possibility that you will die or theres a possibility that youll have your own family or whatsoever. I always wanted to see what will be my life in the future. As I reminisced my childhood years, I have many dreams and aspirations that I would like to accomplish. Like to become an actress, model, beauty queen and the like, amazing isnt it? Look how ambitions I am. When I was in high school, those dreams of mine changed. Maybe because thats too impossible to happen with the situation I have. Yes, like any other students here in NORMS, I also belong to a poor family. It was my family who decided what will be my course. I never heard a question from them saying, Nuns mug Ghana nag Kurds day? Kay nonsupport ramie. One time when I intentionally penned up what course I want or like, the conversation always ended up with away nag Kurds nag mammal, kina rang borate. But look I am today, a 3rd year education student who now loves her course. I realized that teaching is really my passion. With the question above, I know that by Gods grace, Ill be an agent of change, a successful educator someday and a wife with 2 or 3 kids. With those thoughts I Just cant stop myself smile. And I know, my family would be very proud of me 10 years or few more years fro m now. We will write a custom essay sample on Who am I Ten Years from now? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who am I Ten Years from now? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who am I Ten Years from now? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

little freedoms essays

little freedoms essays Freedom is defined by the Merriam-Webster online dictionary as the absence of necessity, coercion, or constraint in choice or action. If there is one group of people in American history who are subjected to more coercion and constraint in choice and action it has to be the black female slave. Slaves in general face constraints on their freedoms by nature of being slaves. Women, on the other hand, have been oppressed into submissive roles throughout human history. These constraints on the freedoms of women are reinforced by laws and customs in many parts of the world, even today. Women do almost all of the worlds domestic work and childcare without pay. In total it is estimated that women work two-thirds of all hours worked, and yet only receive a tenth of the worlds income. With that said it is difficult to imagine what small freedoms, if any, a female slave had so many years ago. Deborah Gray Whites book Arnt I a Woman takes a hard look the issues and horrible conditions the female slave faced in America. Throughout the book White makes it evident that women in American slavery had fewer freedoms than anybody, even male slaves. As White points out early, the female slave was black in a white society, slave in a free society, (and) woman in a society ruled by men. (p.15) Female slaves had less power than any other people in America and more constrains on their personal freedoms than any other group of people. Not only did female slaves suffer all the bondages of being a slave, they suffered for being female at the same time. Slavery was different for women and men. As White is clear to point out, the enslavement was not necessarily worse for female slaves than it was for male slaves, but I think it is clear from the evidence she presents that female slaves were less free than male slaves. (p.89) For instance, women were sexually exploited virtually as soon as they were enslaved. Women wer...

The Most Commonly Read Books in High School

The Most Commonly Read Books in High School No matter what type of high school you attend- be it public, private, magnet, charter, religious schools, or even online- reading is going be at the core of your English studies. In todays classrooms, students have a wide range of books to choose from, both modern and classics. If you compare the readings lists in all schools, you might be surprised to learn that the most commonly read books in all high schools are all very similar. Thats right! Course work for private schools and public schools (and every other school) are all very similar. No matter where you go to school, youll likely study classic authors like Shakespeare and Twain, but some more modern books are appearing on these lists, including The Color Purple and  The Giver.   Commonly Read High School Books Here are some of the books that most often appear on high school reading lists: Shakespeares Macbeth is on most schools lists. This play was mostly written when Scottish James I ascended the throne of England, much to many Englishmens chagrin, and it tells the tale of Macbeths fearful regicide and his ensuing guilt. Even students who do not relish Shakespearean English appreciate this lively tale, filled with murder, scary nights in a remote Scottish castle, battles, and a riddle that isnt solved until the end of the play.Shakespeares Romeo and Juliet is also on the list. Familiar to most students because of modern updates, this tale features star-crossed lovers and adolescent impulses that appeal to most high school readers.Shakespeares Hamlet, a story of an angst-ridden prince whose father has been murdered by his uncle, also tops independent schools lists. The soliloquies in this play, including to be or not to be, and what a rogue and peasant slave am I, are known to many high school students.Julius Caesar, another Shakespeare play, is featured on many schoo ls lists. It is one of Shakespeares history plays and is about the assassination of the Roman dictator Julius Caesar in 44 B.C. Mark Twains Huckleberry Finn has been controversial since its release in the United States in 1885. While some critics and school districts have condemned or banned the book because of its perceived vulgar language and apparent racism, it often appears on high school reading lists as a skillful dissection of American racism and regionalism.The Scarlet Letter, written by Nathaniel Hawthorne in 1850, is a tale of adultery and guilt set during Puritan rule of Boston. While many high school students have a difficult time wading through the sometimes dense prose, the surprise conclusion of the novel and its examination of hypocrisy often make it ultimately appealing to this audience.Many high school students enjoy F. Scott Fitzgeralds 1925 The Great Gatsby, a riveting and beautifully written tale of lust, love, greed, and class anxiety in the Roaring Twenties. There are parallels to modern America, and the characters are compelling. Many students read this book in English class while they are studying American history, and the novel provides insight into the moral values of the 1920s. Harper Lees 1960 classic To Kill A Mockingbird, later made into a wonderful movie starring Gregory Peck, is, simply put, one of the best American books ever written. Its tale of injustice written through the eyes of an innocent narrator grabs most readers; it is often read in 7th or 8th grade and sometimes in high school. It tends to be a book students remember for a long time, if not for the rest of their lives.Homers The Odyssey, in any one of its modern translations, proves difficult going for many students, with its poetry and mythological narrative. However, many students grow to enjoy the adventure-filled tribulations of Odysseus and the insight the tale provides into the culture of ancient Greece.William Goldings 1954 novel The Lord of the Flies is often banned because of its essential message that evil lurks in the hearts of man–or in this case, the hearts of boys who are marooned on a deserted island and turn to violence. English teachers enjoy mining the book for its symbolism and its statements about human nature when it is unchained to society. John Steinbecks 1937 novel Of Mice and Men is a sparsely written tale of two mens friendship set during the Great Depression. Many students appreciate its simple, though sophisticated language, and its messages about friendship and the value of the poor.The youngest book on this list,  The Giver  by Lois Lowry was published in 1993 and was the 1994 Newbery Medal winner. It tells the story of a 12-year-old boy who lives in a seemingly ideal world but learns about the darkness within his community after receiving his life assignment as the Receiver.  Another more recent book, compared to many of the others on this list, is  The Color Purple. Written by Alice Walker and first published in 1982, this novel tells the story of Celie, a young black girl born into a life of poverty and segregation. She endures incredible challenges in life, including rape and separation from her family, but eventually meets a woman who helps Celie change her life.

Marriage equality and human rights violations Essay

Marriage equality and human rights violations - Essay Example The discrimination of the same sex marriage is a violation of human rights. President Obama accepted the same-sex marriage during the election campaigns which was controversial but helped in the achievement of the goal of re-election. According to the American president, the issue should be approached using the state to state approach. The advocating for a state approach to the problem would culminate in a national issue and finally lead to the success of the acceptance of the same-sex marriage. The impact of the approach would be different based on the legal implications of the problem. (Wolfson 23) The legal implications of the problem included a change in the legal direction of the country in relation to marriage and definition. Marriage equality is defined as same-sex marriage that is legally recognized in the society as the marriage between mature or adult persons. The major question posed by the proponents of the idea is based on the protection of human rights that is protected fundamentally by the constitution. The bill of rights stipulates the major issues that must be addressed in the protection of human freedom. Based on these freedoms including the freedom of association, it becomes challenging when defining marriage equality. Equality in marriage and marriage equality in the contemporary society means two different things today. Equality in marriage is the protection of the rights of individuals in marriage while marriage equality is the struggle to accept the new set of marriage partners resulting from homosexual and lesbian relationship in the society. In fact, the push for recognition has led to serious challenge in the society because of the resistance posed by conservatives (Casey 23). Despite the challenges in defining the term, it is widely accepted culturally to mean the relationship between same-sex partners and their intention to live together as a couple. Human rights violation in relation to marriage equality The protection of gay indivi duals in the society has been an issue of great concern. In fact, it involves the understanding of the bill of rights. However, despite the existence of the bill of rights, the acceptance of the same-sex marriage has been emotive issue and has led to various protests with an aim of seeking recognition. In fact, around the world, gays have conducted demonstrations seeking to be recognized and be accorded the necessary support compared to heterosexual relations (Olson 68). Consequently, a proposal by the conservative wing of the population believes that banning of the same-sex marriage could solve the already heated debate. However, it may create a more serious challenge as compared to the current problem. The freedom of association and relations will be affected in the event that the country decides to ban same-sex marriage (Pearson 6). Discrimination is the taking of the rights of the people by restricting or even denying people the right of association or relationship. The protecti on of gay rights in the society has been an issue of concern. They have been subjected to trauma and massive legal challenges.

Governance for security Essay Example | Topics and Well Written Essays - 3500 words

Governance for security - Essay Example Yet, the State inherently cannot exist outside of a belief system in the mind – it is a psychological or ideological concept. Thus, Weber provides the justification for behavior going beyond common morality and the State itself is the reason that justifies the transgression. Historically, Weber’s theory is positioned at a time when the modern State was first mobilizing its police force on military organization patterns in the defense of domestic security. Private armies related to landlords and capitalist groups were also common internationally previous to this. Understanding the difference between these three types of armies is important, for the distinctions still drive the system of conflict, civil war, and failed States worldwide today. The State security forces can be categorized as domestic and related to police forces or international and related to military forces. In addition to this, there can be seen private armies and â€Å"warlords† that operate on a local basis within the State on behalf of either minority ownership interests in capitalism or on an ideological basis. Also existing outside of the State monopoly are local insurrectionist groups and Marxist forces that seek to seize power or resources through violent means. The majority of conflicts in the 20th Century can be related to these three types of organized political violence. The State seeks to provide security to all equally, the private armies of capitalism seek to preserve minority concentrations of wealth, and popular liberation armies organize against capitalist interests. The Marxist-Capitalist duality in violence is shaken in some ways by violent ideologies like Islamic groups who organize around different fundamental philosophies. Similarly, there is a division of violence that is represented by crime that is different than these forms of political violence. Private security forces may inherently target crime as a motive for operation rather than to combat the threat of political violence. Part of the Marxist critique is based upon the collusion of State power with capitalist interests that produce a non-egalitarian social policy or inherently impoverish vast segments of the population so that wealth can be concentrated in luxury, status, power, etc. With the disappearance of an â€Å"armed† Marxism with the collapse of the Soviet Union and the transformation of China into a capitalist economy, the status quo is increasingly shattered by terrorism as it represents the â€Å"third force† of Islamic fundamentalism. This terrorism acts on a different ideology than Marxist insurrectionist violence, though both challenge the hegemony of capitalism as it aligns with the State in military power and international law. Private security by nature is an attempt to protect and perpetuate vast differences in wealth, status, and power, for by definition the masses cannot afford it. The modern democratic State is seen as being tasked with the protection of domestic freedom, yet in doing so often contradicts its vey purpose in violating individual civil rights and liberties. In this manner, post-Marxism the target of the State security apparatus is crime and terrorism primarily rather than the spread of State socialism or