Play Educational Tool

Sample details Pages: 25 Words: 7559 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Is Play a Useful Educational Tool in the Early Years? Children are the living messages we send to a time we will not see (Postman, 1994, p xi). The importance of learning, the content and delivery, for children in Year 1 (5 to 6 years of age) is under debate. Arguments are rife through education that formal teaching as prescribed through the Literacy Hour, is developmentally inappropriate for many 6 year olds, and thus recommending that the principles of the Foundation Stage can be extended to cover all children aged between 3 to 7 years of age. From the Governments point of view David Bell, the Chief Inspector of Schools in England, was reported in the Sunday Telegraph,31 August 2003 in saying that too many children are not ready for school due to their disrupted and dishevelled upbringing. As a result, the verbal and behavioural skills of the nations five-year-olds were at an all-time low, causing severe difficulties for schools. Don’t waste time! Our writers will create an original "Play Educational Tool | Education Dissertation" essay for you Create order Review of literature Much has been stated in this country over the problems that children of5 to 6 years of age face with their education. The Governments Chief Inspector of Schools has been vocal on the subject: In 2003 children are starting school less well prepared than ever because parents are failing to raise their youngsters properly. One of the key causes waste failure of parents to impose proper discipline at home, which led to poor behaviour in class. Another serious concern was the tendency to sit children in front of the television, rather than talking and playing with them. This meant that many were unable to speak properly when they started school, stating that parents were still not doing enough to support teachers. There is evidence that childrens verbal skills are lacking. We should encourage parents to talk to their children and give them a whole range of stimulating things to do and not just assume that the television, or whatever, will do all that for them. He added that the deficiencies of pupils starting school could have lasting effects, particularly where parents continued to fail to offer support to teachers. (Sunday Telegraph, 31 August 2003). At the time a two-part response to this came from a) Mos. Kaman Gandhi(2003) CEO of the Royal College of Speech and Language Therapists said behaviour is very obviously linked to language and it is very hard to separate one from the other. It is clear some parents have problems with their pre-school children. They have the will but sometimes lack the resources and know-how to cope when faced with a child with language difficulties, Speech and language therapists are involved and engaged with some key initiatives, including Sure Start programmes, which bring together early education, childcare, health and family support to give a sure start to young children living in disadvantaged areas. Along with b) Talk to Your Baby co-coordinator Liz Attenborough(2003) said: All parents wish to do their best for their children, but often lack the confidence or knowledge to implement powerful parenting practices, such as attentive listening, singing songs, playing rhyming games and sharing books. Parents need to be empowered to recognise their valuable contribution to their childs ability to make sense of the world, through encouraging communication at every opportunity Yet prior to this, in January of 2003 reported in the Financial Times, it was stated that every primary school in the country should hold classes for parents to teach them how to play with their children in an attempt to stop language skills disappearing from some homes, Alan Wells (2003) the head of the Basic Skills Agency told the North of England Conference. Head teachers were reporting a steady rise in what has been called the daily grunt monosyllabic conversational skills and a basic lack of language ability that was not connected to the problems of learning another language. This is about children sat in front of TVs or their computers, and its about a lack of families having food together and a general lack of conversation, He also stated that programmes on a national scale were needed to teach some parents how to play with their children, read to them regularly and demonstrate conversational skills within the family. So childrens development is questionable, it was reported in the Sunday Telegraph in June of 2003 that education researchers, who blame increased television viewing and the decline of family conversation forth trend, say that teaching such children the 3Rs is a waste of time because they have not yet grasped the basics of language, and that unbelievable as it seems, some children starting nursery do not seem to have ever had a one-to-one conversation with anyone. Parents rely on television as a distraction for the child, so they can cope with other matters in their busy lives, but where does the problem start, and how do other countries tackle the issue. The cycle of learning, that of perceiving, knowing and remembering, begins in the very first few days of life with the child responding and learning from reflex action. These actions are the beginnings Ofcom-ordination, which become patterns of behaviour. This learning process of a young child becomes very much that of active rather than passive. The Swiss psychologist Jean Piaget (1896-1980) termed these as schemas, and by way of complex research of into the childs intellectual development, began to explain the evolution of thinking for a child. As the child progresses and grows, their senses of hearing, seeing and touch are used to great effect to understand all-around them and learn. Through observing the forms of logic and reasoning of children, especially their spontaneous comments, Piaget developed his cognitive theory of qualitative changes, in that children think and reason differently at different periods in their lives whilst going through stages of intellectual development . From this research concept was introduced four fundamental neurological stages of child-development: sensory-motor, pre-conception, intuitive, concrete operational, and formal operation (Child, 1997, pp. 193-201). For this paper concentration will only be on all stages leading up to concrete operational. The first stage of development is sensory-motor: for a mental age approximately 0 to 2 years. Developmentally, the first two years of childs life is very important. Mental structures of the child are mainly concerned with the mastery of concrete objects, very early actions, taking place from day 1 to 4 months) involve sucking and general body movements. These are primary actions, mainly the grasping of everything towards it that it comes in contact with. As the senses and actions improve, from cycles repeating and the perfecting of co-ordination, Piaget refers to these cycles of action as significant primary circular reaction. Here new actives appear, with less demand on reflexes. At 4 to 8 months an increase in visual-motorcar-ordination allows interests to take place outside of the childs body, these secondary circular reactions are basically sensory reflex grasping by limbs of all that comes in range. Next, at 8 to 12 months, these secondary circular reactions are more refined and incorporated into new situations that lead to that of purposeful behaviour. At 12 to18 months the child will experiment at extending these secondary circular reactions into tertiary circular reactions, by inventing and developing new ways of completing the required end-result. At plus 18months, towards the end of this initial stage the child begins to represent the world in mental images and symbols, and the inception of language allows the depiction of objects in their absence. It was found that with the childs imagination, the act of play becomes very important, it allows assimilation and enables the complete union of sensory experience and motor activity development. Imitation is shown as an example of accommodation, where the child is attempting to modify behaviour to become someone or something else. The term deferred imitation is where the ability to cope with someone else in their absence, and represents a great advance as it shows that the childs development is such that it is now able to form images of events that can be recalled for future reference (Child, 1997, p 194). The second stage of development is pre-conception: for a mental age approximately 2 to 4 years. Here the direct link between sensory experiences and motor activity are developed into the intermediate process of mental activity, and the acknowledging of symbols starts to take place, which act on the experience and knowledge gained in the first stage, due to internalizing imitations and actions. The childs use of transductive reasoning is evident, where the coincidence of two events, possibly non-related, creates a pre-concept. This period in a childs development is very dominated by symbolic play, where dolls become babies etc. and direct imitation of what other people are doing. All this takes place with an egocentric nature, as the child is unable to view things from another persons point of view. The egocentric nature also stops the child from understanding what is seen by way of visual perception, another persons angle of views the same as theirs or vice versa. Part B of the second stage is Intuitive: for a mental age of approximately 4 to 7 years. Where the mastery of symbols takes place, by the process of mental activity, acting on all experience and knowledge gained in the previous stage. Being very dependent on superficial perceptions of their environment, the development of ideas and understanding of situations are formed by impressions, which are on-reversible. Meaning the child can only comprehend one relationship at a time, this occurrence Piaget terms cantering, the concentrating on one aspect of a problem and disregarding the rest. This results in a lack of conservation of quantity, which relate to problems that involve reorganizing a flexible mass such as water in containers. Because the child is dependent on superficial perceptions it cannot work the problem backwards, Child (1997, p.197) outlines the problem of the child realizing of the mass to its original shape by the compensating for changes in the original dimensions. This mental action of reversibility is a central skill that frees the child from intuitive impressions, and enables an appreciation of the change in physical dimensions without change in the total quantity. Part three of the development stage is concrete operational: for a mental age approximately 7 to 11 years. Where the mastery of classes, relations, numbers, and how to reason takes place. The child describes the environment at the highest levels of abstract reasoning, with consistent classifications leading to the accurate sorting of similar properties, resulting in providing valid concepts. This sorting is referred to as serration and leads to concrete operational thinking, inessential skill of development. Finally stage four in the development process is formal operation or abstract thinking mental age approximately 11 years and up. Where the mastery of thought takes place, the highest level of thinking, where the person can reason hypothetically and in the absence of material evidence. Piaget put each of these four fundamental stages as part of an invariant sequence, a sequence that could not be broken but could be longer or shorter, and each stage contained major cognitive tasks that had to be completed for successful intellectual development before moving onto the next. These fundamental stages have been the foundation for teaching and learning, which some educationalists argue to reject. Margaret Donaldson (1978) argues that the task Piaget used to observe children was at the time not explained in sufficient detail for them to understand. Therefore on the subject of cantering (Piaget, stage 2B),the findings are invalid, and Donaldson explains that research into this task and another of similar design, have been carried out by several including Martin Hughes (pp. 20-31). The results were dramatic. With thirty children aged between 3 and 5 years, 90% of their responses were correct, and the youngest ten children with an average age of 3years 9 months, achieved a success rate of 88%. Overall the general conclusion seems unavoidable: pre-school children are not nearly so limited in their ability to decentre or appreciate someone elses point of view, as Piaget has maintained for many years (p 30). So what are the reasons that hold a 5-6 year old child back, and how can they be addressed. Other elements to learning exist: that of different social and ethnic backgrounds, that children learn effectively by playing in a calm environment, that the performance and cycle of learning is enhanced when parent/teacher is eager to be positive and praise, and when parent/teacher is quick to be negative, the child is reluctant to learn. With these extra elements, the stages described are not so firmly coupled with age, but as stated, with mental age. This mixture is termed constructivism, the blending of cognitive psychology and social psychology that dictate adaptive behavior, not just cognitive alone. So learning is a constructivist activity. Cognitive development is a process in which language is a crucial tool for determining how the child will learn how to think because advanced modes of thought are transmitted to the child by means of words. The Russian theorist, Vygotsky (1962) reached a conclusion that thought and speech originate from different processes and then evolve in parallel but independently of each other. Children learn the names of objects only when told so. At some point the attitude changes, the child becomes curious about names of things. At this point the childs vocabulary increases dramatically, with much less coaching from adults, this point in the development of the child is where thought and speech merge. During the course of development everything occurs more than once, in the learning of language our first utterances with peers or adults are for the purpose of communication, but once mastered they become internalized and allow inner conversation, and thought undergoes many changes as it turns into speech. Vygotsky, believes that the meanings of words evolve during childhood, and their meanings are dynamic, not static entities. Tough (1976) found that language and literacy is directed in the young child by factors such as the size of family, parents and their educational background, class, language, their situation and location. Therefore the foundation of learning is on social constructivism that involves language home background; and the importance of play by way of meaningful stimulation that promotes intellectual development. Another argument on Piagets theories regarding the pre-conception stage, 2A, was by Povey and Hill (1975) showing that the social activity of language may have been undervalued, not only as a source of variation between childrens concept development but also as the vehicle by which children convey their ability to form concepts (Child,1997, p.195). Povey and Hill also found that children up to the age of four gain specific and generic concepts from pictorial information(pictures, drawings). Moss Penn (1996) produced a broad evaluation of nursery education in the UK and out of this concentrated their results on how the early learning services had been badly neglected. With continual under-funding an issue and increased fragmentation; staff poorly paid and trained; low aspirations and lower expectations, their provocative analysis of this evaluation also showed that young children are seen as important for what they may become, rather than for what they are. In England children are legally required to start the National Curriculum (Key Stage 1) the term after their 5th birthday (31 August,31 December or 31 March). Yet children often start earlier than this. Children are taken into nurseries from 5 months through to 5 years. Across the world it is about the same, the age of 5 in Canada, and 5 in the USA. In the state of Indiana, USA, a child has to be 5 by August1st, last year it was 5 by July 1st, and prior to that it was June 1st. In the USA since 2004 plans were being made for a start age of 3 by researchers at the Frank Porter Graham (FPG) Child Development Institute in the USA were formulating plans to develop a rich learning environment for pre-kindergarten (Pre-K) that took into account the childs social, emotional and physical development. Now in 2006 the plans are a reality with First School, a new vision for early schooling of children ages 3 to 8. Developed through a partnership among families, the community, the FPG Child Development Institute and The University of North Carolina, which together are passionate about the future of schools and schooling for young children. The FPG aim is to use this model to inform other educational institutions to guide them to a successful early learning experience for children and families. The early start age reflects the lives of working mothers in todays society, trying to balance work and family life, whilst trying to improve life chances for their children. First school offers a safe, constructive and significant haven for children, bringing a quality into pre-school environments. The problem of childcare for parents on low income or in a workless situation, is not exclusive to one country, it is a global problem, and is a major consideration towards education. In the UK this problem is being addressed by the Government taking on ate-year strategy for childcare, published in 2004, which is now subject to Parliamentary Approval in 2006 (Education Skills,2006). It is the Governments response to a fundamental challenge facing Britain in the need to ensure available, affordable, and high-quality childcare in the 21st Century. The problems that face the teaching of Language and Literacy are highlighted here in examples from the UK and in the USA, yet it is recognised as a global problem. Many studies have been carried out over years, highlighting the contribution of high quality early education, which tends to be more targeted at disadvantage children. This underlines the concern of literacy problems in later years, which is being addressed now for the education standards of tomorrow. In the US long term studies in early childcare NICHD (1991) highlighted the fact of high-quality childcare was found to give a better cognitive and language ability than children in low-quality care. It also found that children who spent more time in childcare were seen to display behavioural problems, such as aggressive tendencies at 4.5 years onwards, than children in less care. The largest and most lasting academic gains were seen in disadvantaged children. For the UK the Department for Educational Studies (Dress) funded the Effective Provision of Pre-School Education a longitudinal study in1996, it was an evaluation for children of 3 to 7 years of age inure-school through into primary from different social backgrounds. The summary in Findings from the Early Primary Years (EPPE Summary 2004)where collected data was about the children, parents, home environment and the pre-school they attended, and proved that cognitive and social effects were positive going into primary. The findings of the study showed that parents education and social class remained as predictors of intellectual and social development, and that very long periods of pre-school were connected withanti-social behavioural problems. This fact was attributed to the presence of non-parental childcare before three years of age. The education level of the childs mother was also seen to be a major factor in the childs performance. Major findings from the pre-school period included that of disadvantaged children benefit significantly from good pre-school experience, especially when they are with a mixture of children from different backgrounds. It was also found overall, that disadvantaged children tend to attend pre-school for shorter periods of time than those from more advantaged groups (EPPE Summary 2004). Several recommendations were made, that included: to encourage more episodes of sustained shared thinking with the children; work towards an equal balance of child and adult initiated activity; and ensure that staff have both the knowledge and understanding of curriculum and child-development. The UK Government in the UK introduced an extended National Curriculum(Education Act 2002) and the Foundation Stage that was for the 3 to 5year olds, giving this period in the childs education a distinct identity and attention. The six areas of learning became statutory, and the Act also specified that there should be early learning goals for each of the areas: Personal, social and emotional development; Communication, language and literacy; Mathematical development; Knowledge and understanding of the world; Physical development; and Creative development. A national consultation on the content of the early learning goals as set out in Curriculum guidance for the foundation stage was carried out in autumn 2002. Following this consultation the early learning goals, and use of the Curriculum guidance as a guide, became statutory in March 2002. This new move was aiming to secure learners participation and ensure appropriate opportunities for them to achieve, and offered flexibility within for schools to develop their own curriculum. It offered a less prescriptive approach, in which flexible allocating of time for required subjects allowed them not to taught each week, term or year, therefore allowing choice of method and the advancement of teaching and learning. The Act also established a single national assessment system for the foundation stage, replacing baseline assessment schemes. The Foundation stage profile was introduced into schools and settings in 2002-3. This profile has 13 summary scales covering the six areas of learning, which need to be completed for each child receiving government-funded education by the end of his or her time in the foundation stage. The Foundation Stage developed the key learning skills: listening, speaking, concentration, persistence, learning to work together and-operating with others, along with the developing of communication, literacy numeric skills in the preparation for entry into of the National Curriculum at Key Stage 1. Progress for the child through the Foundation Stage is categorised as Stepping Stones, where developing knowledge can be identified through the 13 stages of the Foundation Stage Profile, the assessment of which is completed in the final year prior to entry into Primary School. Emphasis is placed on successful personal, social and emotional development for all, especially those children with behavioural or communication difficulties. Throughout, the curriculum requires a safe and secure, rich environment for the child that is vibrant, purposeful, challenging and supportive, where trust for the practitioner is forthcoming, and progress is positive and rewarding. A prolific body of research in the USA has centred on early childhood programmes, in the state of Carolina, USA, in 2004 plans were being made for a start age of 3. Researchers at the Frank Porter Graham (FPG)Child Development Institute were formulating plans to develop a rich learning environment for pre-kindergarten (Pre-K) that took into account the childs social, emotional and physical development. Now in2006 the plans are a reality with First School, a new vision for early schooling of children ages 3 to 8. Developed through a partnership among families, the community, the FPG Child Development Institute and The University of North Carolina, which together are passionate about the future of schools and schooling for young children. The FPG aim is to use this model to inform other educational institutions to guide them to a successful early learning experience for children and families. The early start age reflects the lives of working mothers in todays society, yet it also offers a safe, constructive and significant haven for the child, bringing a quality into pre-school environments. From an article in Nursery World (Feb, 2004), it stated that the number of children who have speech and language difficulties in day nurseries across the UK is rising fast, according to a survey of nursery staff, and that the results of the survey by I CAN, the charity the helps children who have speech and language difficulties, found that 89 present of nursery staff were worried that speech, language and communication difficulties among pre-school-age children were growing. Nursery staff reported more children having problems concentrating, speaking clearly and following instructions. Children often responded with monosyllabic answers or gestures rather than appropriate language. Almost all (96 per cent) of the respondents said they has at least one child with communications difficulties in their nursery, while 10 present said they had at least 10 children with such problems. Respondents of the survey blamed several factors, including a lack of time spent by children and adults talking together, the use of television to pacify child and the trend for parents to talk on behalf of their child instead of letting the child have a say. It shows that the problem is crucial that children with speech and language difficulties have the same opportunities in life as other children. A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al,2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher. In European countries, the transition to primary school (age of 6) is linked with a play-based exploratory curriculum to a more formal one. In England the transition begins around the age of 5, and into a more formal curriculum one year later (Sanders et al, 2005). This report also highlighted the question that staff may not be appreciating the anxiety for children and parents at this time, which proves quite surprising. The recommendations of the report included: a communication between staff of Foundation Stage, staff in Year 1 and parents to plan for the childs needs; that Schools should have resources to enable the children in Year 1 to have play-based activities, for role play, construction and outdoor learning; that formal sitting and listen in Year 1 should be reduced, and more opportunities for learning through play; and that there is a further need for research into this transition. In February of this year a study (FGP 2006) was carried out in the Fusion 240 state funded Pre-K programs for 4 year-olds. The assessment was selecting one classroom at random, and within that classroom four children were chosen for individual assessment in the areas of language, literacy and number skills. The major findings in this study are reproduced here. Children: More than half of the children enrolled were from low-income families. African American, Latino, and Asian children were more likely than White children to be in a Pre-K class with a high concentration of poor children. A large percentage of the mothers had only a high school education or less. Almost one-quarter of the children spoke a language other than English at home. With their entry into Pre-K, the language ability of most children from low-income families was below the national average, as was their math ability. On standard measures of language and math, these children made small but meaningful gains from fall to spring of their Pre-K year. Pre-K teachers: They averaged 42 years of age; most were female and White. Overall, about 70% of teachers had at least a bachelors degree. About half had at least a bachelors degree and state certification to teach 4-year-olds. About 30% had a two-year degree or no formal degree past high school. Pre-k teachers salaries were higher than those of child care teachers and approached the salaries of public school teachers. Teachers with lower qualifications (less than a bachelors degree)were more likely to teach poor children and children who were African American or Latino. The findings highlighted the concerns of teachers not being able to give the high quality experiences required to those children that need it most. It also reveals that using the widely used measure of classroom quality of Early Childhood Environmental Rating Scale-Revised(where a score of 7 is excellent, a score of 5 is good, and a score of 3 is minimal) the average score was 3.86. This score is disappointment to all concerned, considering the enthusiasm, and shows an environment that is not able to take full advantage of learning opportunities for young children. These findings were endorsed by Kauerz (2006) who states that although Pre-K provides crucial gains in achievement, especially in reading and maths, it is only short term due to what is termed as the fade-out problem. This problem is that the advantage that the child has gained could be lost (60-80%) during the first two years of elementary school, when joining a year/class that includes children of a lower level(those that did not participate so early). They are held back whilst the teachers attention is put to those of a lower standard. It also has an effect if the elementary school that the child from high-quality Pre-K joins is of low quality. This factor is covered widely in research in the USA as entry is entirely dependent on residential location, therefore it could be a problem for children from low-income families. Yet on the positive side, Campbell, Miller-Johnson, Sparling Ponselle (2001); National Research Council (2001); Steinhart et al(2005) all confirm that through rigorous research high quality early childhood experiences produce impressive life-time benefits to society including fewer grade retentions, fewer special education placements, increased high-school graduation rates, and finally increased employment earnings (Buyers, 2006). Statement of scope and aims of the study The aim of this study is to discover and evaluate how schools use playas an educational tool for children aged 5 to 6 years of age. Along with how it is used in line with the National Curriculum and Early Years learning objectives. The study will investigate if play is used enough in school, and which benefits come from this, with finally, to support these findings, an overview of studies completed in other countries, on the subject of play in education. The sample size will be thirty, which is less than perfect, but in the small time frame allowed it will produce a representative sample that will be supportive of this papers aim. Methodology Section A the justification The method used in the design of this research as a factual enquiry, the following were considered: The aims of the study and theories to be investigated Reviewing the relevant literature: interested organizations Preliminary conceptualization of the study Deciding on the design of the study and assessing its feasibility within the limitations Deciding which hypotheses will be investigated Designing the required research instrument and technique: postal questionnaires Drawing the sample: who to interview Doing the field work Processing the data Assembling the results Writing the research report A study of this nature is a complex operation, and a first requirements therefore the development of a clear plan, overall research design. It is the research design that must hold all the parts and phases of the enquiry together, with efficient use of resources. A poorly designed survey will fail to provide accurate answers to the questions under investigation, it will lead to incorrect conclusions, and it will produce irrelevant information (Oppenheim, 1992). The procedure for this small-scale study or descriptive survey is with selection of questions (see Appendix) that form the measurement tool, it is clear as in whom the target interview group is, Year 1 teachers, The purpose of a descriptive survey is to count a representative sample and then, the important factor being that descriptive surveys shows what proportion of a whole group have a certain opinion or characteristic, they are fact-finding, descriptive and often lead to predictions. The chosen method to carry out this study is that of postal and self-administered. Each method having its own advantages and disadvantages. The method of postal questionnaires, give advantages of low cost of data collection, avoidance of interviewer bias, and most importantly, reach out to respondents who work at widely dispersed schools. Whilst the disadvantages are that generally low response rates and possible consequential biases, no opportunity to check on incomplete responses. The self-administered questionnaire ensures a high response rate, and accurate sampling without bias. Once undertaken the data from the representative sample will be compiled, displayed, and from which the statement of results will be completed. The aim of this study is to discover and evaluate how schools use playas an educational tool for children aged 5 to 6 years of age, in line with the National Curriculum and Early Years learning objectives. The study will investigate if play is used enough in school, and which benefits come from this. For the purpose of the research design the key questions addressed to teachers and support staff dealing with the 5-6 year old age group are as follows: 1. Do you use play as an educational tool? 2. If so to what extent: hours/day? hours/week? 3. Which benefits come from this? 4. How do your results fit in with the National Curriculum and Early Years learning objectives? 5. What are your thoughts on play in education? Section B the undertaking The thirty questionnaires were distributed by e-mail, postal and self-administered. The choices of schools selected for this evaluation are in both private and state run. The self-administered was handled into visits, covering fourteen responses, with nine responses being by post, six by e-mail and one by phone. The self-administered outcome was six from a private school and eight from a state school, both covered teachers and support staff. On each occasion it was possible to sit quietly without distraction for the five to ten minutes each one took to complete. How I approached the resulting data was to generalise the responses, taking notice of key / repeating words, e.g.: constructive, positive, communication, social skills etc., from which result, analysis and discussion was formed. Statement of results The research design brought about the key questions addressed to teachers and support staff dealing with the 5-6 year old age group. Their remarks were very similar the highlight of each being shown below: 1. Do you use play as an educational tool? Yes, main use is in classroom we have home corners. These are areas for the children to construct a theme: doctors surgery, toyshop, garaged. where games and learning is centred on these subjects. This corner theme we change this every few weeks. This area is also linked to our reward scheme of Golden Time, for excellent work the child is awarded golden star that allows them ten minutes in the home corner at towards end of Friday afternoon. All the usual games and Lego etc. are available as well. Outside play is using climbing frames etc. also plastic milk crates and white sheeting is supplied so the children can make anything they wish. This encourages communication and social skills. Play is an invaluable tool. 2. If so to what extent: hours/day? Children have two twenty minute breaks, and forty minutes at lunch break each day in which they can play. 3. Which benefits come from this? Main benefits are Communication and Social Skills. It also allows the child to be alone, in their own space. They dont always want to play with other children. If the child does not like the formal side of education, it can be applied to them through play. (The fact of own time for children was highlighted by over 50% of the respondents) 4. How do your results fit in with the National Curriculum and Early Years learning objectives? Play is for enjoyment and challenge, encouragement is given to keep the attitude very buoyant, and keep a watchful eye on possible interference to this quality time. It is also is clear that children do choose to take time out on their own in play periods, to be quiet and reflective. Staff makes available as much resources as possible to make challenging environment, climbing frames etc., and offering suggestions of themes of play. Attention is obviously put to Health Safety in all which is undertaken. Encouragement is constantly given for the child to explore, develop their learning experiences, and to be open in making sense of the surroundings and the world in general. To take risks and make mistakes, for enhancement of the learning process. Above all that the children should not experience fear or be anxious, the environment should always be controlled to allow the child to feel content and safe. 5. What are your thoughts on play in education? It is of Prime importance. Children do not play enough, they are not left to their own devices, and everything is too formal, too controlled. Children find it hard to play. Too much TV, and they are introduced to computers at a far too early age. Play is a time of discovery, and they benefit from it immensely. More time would be so much better, and the end results would justify that. Analysis and Discussion By way of this study on the In respect to how schools in England use play as an educational tool for children aged 5 to 6, in line with the National Curriculum and Early Years Learning Objectives. It looks at how children learn, construct knowledge and develop skills; in past years there have been successful arguments fore and against time allocated for play in the early years of a childs education. All those surrounding the child: parents etc. demand results, and question the value of a child playing, yet educators and child development specialists endorse play as being the best way for young children to learn the ultimate curriculum for the social, physical and cognitive advancement needed to set a solid foundation for later school and life success. The most important statement is taken from Wardle (2000) where discovery of the importance of play in the childs development is shown to have various kinds of concepts, each having their own strengths. Constructive play: where the manipulation of the environment to experiment, build and create, result in accomplishment that empowers children with control of their environment. Fantasy play: where the experimentation of language and emotions in an abstract world exist, where young children can stretch imaginations in risk-free environment. Games with rules: this strength is vitally important in a childs development, to learn and understand that situations cannot exist without everyone adhering to the same set of rules. Motor/physical play: an action that is critical for the development of physical strength, and which establishes a fitness regime against heath problems, and against the possibility of being overweight in later years. Social play: an case of interacting with others, building skills and which underlines important social rules, that include give and take, the co-operation of others and sharing with others. All of which go towards a complete moral reasoning and the developing of a mature sense of values. So from the study it is clear that the existence of play goes a long way to creating a content environment in which the children can learn. From the Dress in August 2005, at the age of 7, Key Stage 1: 85% of pupils achieved the expected level in reading, 82% in writing and 91%in maths. Schools Minister Jacqui Smith (Dress, 2005) stated The landscape of achievement has changed dramatically since 1998 when we introduced the national literacy and numeracy strategies. At the time we said that level 4 should be the target for all children not simply an average as many critics argued. We were determined to tackle the culture of low expectation in some parts of the education system. Our ambition and the work of hundreds of thousands of teachers has meant that around 84,000 more children in English and 96,000 in maths leave primary school having reached the expected level compared with 1998.The improvement in boys reading this year by 3 percentage points to82% is also good news as the gap between boys and girls narrows. Parents can be confident that primary schools are making huge strides. Recent international comparisons told us that our pupils are close tithe worlds best and todays results tell us that they are improving. Since 1997 the increase in standards and in quality of teaching and learning in schools, has been dramatic and sustained. Ofsted says that teaching in our primary schools have never been better and describes the current generation of newly qualified teachers as the best trained ever. (Dress, 2005) Overall, the attainment reached in reading and maths from an effective, high quality pre-school attendance, proved a positive impact which was not depleted by the end of Key Stage 1, and that attendance before the age of 3 was very positive towards the childs attainment. Other positive effects of pre-school education have also been shown conclusively in the USA, Sweden, Norway, Germany, Canada, Northern Ireland and New Zealand (see Melhuish, 2004). Summary and Conclusion All human beings have a basic right to the full development of their minds and the capacity of learning. There is a growing realisation that the development of individuals and of communities depends on education, and on the quality of teaching and learning (Fisher, 1995). There can be no doubt that if a child cannot cope with a particular challenge, they tend to give up and avoid it. Yet young children are powerful learners, and from an early age they learn to master the most demanding of learning tasks: language. With their curiosity and elasticity of thought, play is the opportunity of discovery that allows development. Learning to learn is about learning to think, or rather thinking ahead, through the discovery of play is again the opportunity of discovery that allows development. For in todays world of computers and computer games, the act of play for a young child is seen by this study as being more important, if not crucial in allowing the formal side of education to develop and progress with success. The theory of intellectual development has been questioned, and the general conclusion is unavoidable: pre-schoolchildren are not so limited in their ability to decentre or appreciate someone elses point of view, as Piaget has for many years maintained. Constructivism activity has proved a major importance, as the base line theory. Education of 5 to 6 year olds in the other countries has highlighted similar problems as seen in England, and through evaluation and action, now allow the successful giving back to the child of social skills through play activities. Above all more play is required to enhance the positive beneficial factors of language, and life skills that come out of play for this age group of 5 to 6 year olds. Bibliography Attenborough, L. (2003) Parents sometimes need help with pre-school preparation [Internet]. Available from: https://www.literacytrust.org.uk/Press/Bellresponse.html [Accessed: 14May 2006] Campbell, F. Miller-Johnson, S. Sparling, J. Ponselle, E. (2001).Early Childhood Education: Young Adult Outcomes from the Abecedarian Project. Chapel Hill. Frank Porter Graham Child Development Institute. Child, D. (1997) Psychology and the Teacher. 6th edition, London, Continuum Dress (2003) Excellence and Enjoyment: A Strategy for Primary Schools. London. Department for Education Skills. Dress (2005) Key Stage Results: 2005 [Internet] Available from: https://www.standards.dfes.gov.uk/primary/features/primary/1193183/[Accessed 17 May 2006] Donaldson, M. (1978) Childrens Minds. London. Fontana Press. Education Skills (2006) Choice for Parents, the best start for children: making it happen. London. Department for Education and Skills. Fisher, R. (1995) Teaching Children to Learn. Cheltenham. Stanley Thrones. FGP (2006) A Portrait of Pre-Kindergarten. FPG Child Development Institute at UNC-Chapel Hill. [Internet] Available from: https://www.fpg.unc.edu/~images/pdfs/snapshots/snap28.pdf [Accessed 12May 2006] Gandhi, K. (2003) Parents sometimes need help with pre-school preparation [Internet]. Available from: https://www.literacytrust.org.uk/Press/Bellresponse.html [Accessed: 14May 2006] Kauerz, K. (2006) Ladders of Learning: Fighting Fade-out by AdvancingPK-3 Alignment. New American Foundation Early Learning Initiative. Melhuish, E.C. (2004). A literature review of the impact of early years provision upon young children: with emphasis given to children from disadvantaged backgrounds. London, National Audit office. Availablefrom:https://www.nao.org.uk/publications/nao_reports/03-04/268_literaturereview.pdf[Accessed 12 May 2006] National Research Council (2001). Eager to Learn: Educating Our Pre-schoolers. Washington, DC. National Academy Press Nursery World, 5 February 2004. [Internet] Available from: https://www.literacytrust.org.uk/talktoyourbaby/language.html#Nurseries[Accessed: 14 May 2006] Oppenheim, A. N. (1992) Questionnaire Design, Interviewing and Attitude Measurement. London. Continuum. Postman, N. (1994) The Disappearance of Childhood. New York. Delacorte Press Povey, R. Hill, E. (1975) Can Pre-school Children Form Concepts? Educ.Res., 17, 180-192. In Child, D. Psychology and the Teacher. 6thedition, London, Continuum, p.195. Sanders, D. White, G. Burge, B. Sharp, C. (2005) A Study of theTransition from the Foundation Stage to Key Stage 1. NationalFoundation for Educational Research (NfER) [Internet] Available from:https://www.surestart.gov.uk/ensuringquality/research [Accessed 14April 2006] Steinhart, L.J. Montie, J. Xiang, Z. Barnett, W.S. Belfield, C.R. Nores, M. (2005). Lifetime Effects: The High/Scope PerryPreschool Study through age 40. Ypsilanti, MI. High/Scope Press. Sunday Telegraph, 31 August 2003. [Internet] Available from: https://www.literacytrust.org.uk/talktoyourbaby/language.html#worst[Accessed: 14 May 2006] Tough, J. (1976a) The Development of Meaning: A Study of Childrens Useof Language. London. Allen Unwin. Tough, J. (1976b) Listening ToChildren Talking. Schools Communication Skills in Early ChildhoodProject. London. Ward Lock. In Child, D. (1997) Psychology and theTeacher. 6th edition, London, Continuum Vygotsky. L (1962) Thought and Language. Cambridge, MA. MIT Press Wardle, F. (2002) Play as Curriculum. [Internet] Available from:https://www.earlychildhood.com/Articles/index.html [Accessed 15 May2006] Wells, A. (2003) Call for lessons on how to play with children.[Internet] Available from: https://www.literacytrust.org.uk/Database/oracy.html#lessons [Accessed:14 May 2006]

The Effects Of Domestic Violence On Children - 1954 Words

After witnessing domestic violence, how does a children’s identity change? Although domestic violence changes the victim’s outlook on relationships, it changes the way they view themselves as a person. This does not just stop at the parent’s identities of themselves, but the ones also witnessing the violence. So we wonder, after witnessing domestic violence, how does the children’s identity change? Children who are exposed to domestic violence are more likely to have psychological, emotional, and social problems that can affect their long term and short-term development. According to Unicef, millions of children are exposed to domestic violence in their homes. Throughout this paper I will be introducing the effects, both long term and short-term development, which domestic violence has on the children. Prior to discussing the short-term and long-term effects on, children, let’s discuss what will fall under violence. According to Merriam-Webster†™s Dictionary, the definition of violence is the use of intense force, rough or immoderate strength, and intense language to another person. Children who are around this type of behavior are vulnerable to some harsh outcomes of their development. Misconception is very common when it comes to children witnessing the violence between their parents or guardians. Children see what is on the outside and not the logical reasoning why something happens. Children’s Psychological Health Due to exposure it can cause a long-term effect onShow MoreRelatedThe Effects of Domestic Violence on Children1529 Words   |  7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. 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Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence which includesRead MoreDomestic Violence And Its Effects On Children1445 Words   |  6 PagesWhat is domestic Violence? Domestic Violence is described as violent or aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. Many children end up being the victims to seeing domestic violence in the home which is very unhealthy to their development. Some children may development resentment toward both parents- one for not leaving and the other for causing the abuse. 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Domestic abused affect women and children. Lots of women are more at risk in their own home. Spouse abuses happen when one person in the marriage chooses to control the other party by using fair intimidation physical, emotional abuse. Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of DomesticRead MoreThe Effects Of Domestic Violence On Children963 Words   |  4 PagesThe Effects of Domestic Violence on Children Many children witness domestic violence each day. Most times, children witness their mothers being abuse by their fathers, step-fathers, or mother’s boyfriends. According to Couchenour and Chrisman (2011), â€Å"Women and children are at greater risk of being victims of abuse than are men† (p. 131). Witnessing violence or being abused at home has serious effects on children. This article explains the short-term and long-term effects that domestic violence hasRead MoreEffects Of Domestic Violence On Children990 Words   |  4 Pagesexposed to domestic violence at an early age, that child adapts to these adverse circumstance and situations (Holmes, 2013). Therefore, children who are regularly exposed to domestic violence may initially display less aggressive behaviors than children who are never exposed. However, this is due to their fear of being a victim of a physical assault (Holmes, 2013). This finding was interesting because it shows how deeply the children are affe cted by exposure to domestic violence. The children become

Crisis Of Identity In Michael Ondaatjes Running English Literature Essay Free Essays

string(159) " people about his parents does n’t truly state him what he wants to detect or how it relates with his journey in miring his ain crisis of individuality\." Crisis of individuality is a really common subject in most postcolonial literature. The term â€Å" post-colonial † , harmonizing to Ashcroft, Griffiths and Tiffin in The Empire Writes Back: Theory and Practice in Post- Colonial Literatures, â€Å" points out that the term is resonating with all the ambiguity and complexness of the many different cultural experiences it implicates from the minute of colonisation to the present twenty-four hours † . This explains the continuity of double stars which leads to a sense of supplanting in individualities. We will write a custom essay sample on Crisis Of Identity In Michael Ondaatjes Running English Literature Essay or any similar topic only for you Order Now These double stars are set in order to distinct qualities in the procedure of ‘othering ‘ which finally leads to a hierarchal place which disintegrates people. Therefore for the intent of this essay, postcolonial literature can be defined as literature that trades with the jobs of specifying physical and emotional confrontations of individuality that is caused by eviction, cultural atomization and sense of disruption that leads to the crisis of individuality. The focal points of this essay will envelope the crisis of individuality that is dealt by Ondaatje in Running in the Family and Mr Biswas the supporter in A House for Mr. Biswas. Runing in the Family by Ondaatje is a semi autobiographical novel where he addresses the issues of battle in hold oning his individuality. Ondaatje ‘s narrative is a blend of facts and fictions as â€Å" imaginativeness is tied to the existent landscape which paints the memory of the past to make full in the missing pieces † ( Carol Elizabeth, 2000 ) . Rushdie explains this in his Fanciful Fatherlands: â€Å" It may be that authors in my place, exiles or immigrants or exiles, are haunted by by some sense of loss, some impulse to repossess, to look back, †¦ But even if we look back, we must besides make so in knowledge- which gives rise to profound uncertainties- that our physical disaffection from India about necessarily means that we will non be capable of repossessing exactly the thing that was lost ; that we will in short, create fictions, non existent metropoliss or small town, but unseeable 1s, fanciful fatherlands, Indias of the mindaˆÂ ¦ † â€Å" It may be that when the Indian author who writes outside India attempts to reflect the universe, he is obliged to cover in broken mirrors, some of whose fragments are irretrievably lost † . ( Rushdie, 10 ) This implies the journey of self find in miring crisis of individuality. Imagination plays a critical function to cover with fragments that are lost everlastingly. Imagination fills in the spreads of losing pieces of history in order to give a better apprehension of the whole issue of individuality. â€Å" This is a postcolonial text as it brings insight into the kingdom of fighting towards hold oning individuality and a sense of belonging † ( Carol Elizabeth, 2000 ) . Ondaatje, a long clip occupant of Canada, attempts to repossess and reconnect his yesteryear by going back to Sri Lanka in order to garner information about his household and his relations to hold a better penetration of his ain individuality. Due to his distance, the memories of his household has the visual aspect of â€Å" frozen opera † so Ondaatje returns to homeland â€Å" to take a breath life into these memories and touch ( his household ) into words † ( Carol Elizabeth, 2000 ) where Ondaatj e physically begins his journey miring his individuality. Ondaatje reconnects with the characters that feed his cognition of the yesteryear for illustration Aunt Phyllis. Ondaatje is fond of Aunt Phyllis because she was ever near to his male parent, Mervyn Ondaatje. This indirectly implies that Ondaatje is interested in understanding his male parent, in his hunt of individuality. In Runing in the Family he states, â€Å" The forenoon has been spent with my sister and my Aunt Phyllis seeking to follow the labyrinth of our relationships in our lineage † ( Ondaatje, 10 ) . Ondaatje battles in set uping the relativity of the narratives to his ain individuality. Ondaatje is unable to happen the connection of these narratives which sometimes seems like an hyperbole, in order to mire his crisis of individuality. â€Å" No narrative is of all time told merely one time. Whether a memory or amusing horrid dirt, we will return to it an hr subsequently and recite the narrative with add-ons and this clip a few opinions thrown in † ( Ondaatje, 12 ) . This implies that the narratives that are retold to him are memories that are added with imaginativeness, opinions and simply single position of an event that took topographic point. All these information does n’t look to assist Ondaatje in deriving a better penetration of himself. This continues Ondaatje ‘s crisis of individuality. In Runing in the Family it becomes increasingly clear that Ondaatje ‘s attempt in following his household is in fact a desire to reconnect to his male parent, Mervyn Ondaatje. His deficiency of understanding about his male parent and his male parent ‘s absence has created emptiness in him. â€Å" He left for England with his female parent after their parents ‘ divorce and his male parent who remained in Sri Lanka has died from his absence † ( Carol Elizabeth, 2000 ) . Ondaatje recollects his childhood memories about his male parent ‘s inebriation and before he was ten his parents are separated. Ondaatje feels the impulse to detangle the enigma of his parent ‘s relationship. This can be traced in Runing in the Family novel where he states: â€Å" Love personal businesss rainbowed over matrimonies and lasted for ever- so it frequently seemed that matrimony was the greater infidelityaˆÂ ¦But earlier, during their fire young person, this energy formed complex relationships, though I still can non interrupt the codification of how ‘interested in ‘ or ‘attracted ‘ they were to each other † . ( 47 ) This implies that Ondaatje inquiries the complicity of his parent ‘s relationship, where he tries to calculate out why his parents ‘ matrimony broke. â€Å" Ondaatje hears about his male parent ‘s force and inebriation, about his female parent ‘s dramatic genius, about his parent ‘s statements and about the fortunes enfolding their divorce † ( Peter, 2010 ) . Ondaatje realizes that hearing all these narratives from other people about his parents does n’t truly state him what he wants to detect or how it relates with his journey in miring his ain crisis of individuality. You read "Crisis Of Identity In Michael Ondaatjes Running English Literature Essay" in category "Best crisis essays" Ondaatje is unable to veil the existent state of affairs and it remains as a enigma. Ondaatje is unable to make full up the losing pieces of his individuality but Ed Jewinski, a biographer of Ondaatje writes â€Å" for the immature poet there was now a sense of new tradition being formed, a new vigorous and critical mentality of the universe † ( 31 ) , one that was linked but different from the British tradition that he knew ( Carol Elizabeth, 2000 ) . A House for Mr Biswas is a novel that is written by Naipaul based on his male parent ‘s advice to take him for a topic. This piece of information can be found in the Hagiographas of Thieme in The Third World Quaterly: Searching for a Centre: The Writing of V.S. Naipaul: â€Å" Naipaul ‘s existent place of birth is the ‘Lion House ‘ , an enforcing edifice in the town ‘s chief street with a alone design. The house provided the original on which Hanuman House in A House for Mr Biswas was based and it was here that Naipaul spent his earliest old ages until his household moved, in 1983 to Port of SpainaˆÂ ¦During these old ages, in the mode kindred to the mobile wonderings of Mr Biswas and his household, the Naipauls moved several times, before finally settling, in 1947 in a house in the St James in the country of Port of Spain. This house was the original for the concluding house in A House for Mr Biswas † . ( 1354 ) Mr Biswas who is a journalist working in the Port of Spain is fired merely before his decease because of his wellness status. Mr Biswas goes through the crisis of individuality as the narrative progresses. â€Å" I ‘m traveling to acquire a occupation on my ownaˆÂ ¦I am traveling to acquire my ain house excessively † are vows by Mr Biswas in his yearning for self satisfaction and freedom that preoccupies his 40 old ages crisis of individuality. Mr Biswas feels a sense of disaffection with the household and society he was populating in. This can be traced since the birth of Mr Biswas, who was born with six fingers which is perceived as a distorted individuality. This can be traced in A House For Mr Biswas: â€Å" Born in the incorrect manner. At midnight, you saidaˆÂ ¦had assumed that it was midnight the unfortunate houraˆÂ ¦the characteristics of this unfortunate male child. He will hold good dentitions but they will be instead wideaˆÂ ¦which means the male child will be a satyr and a spend-all. Possibly a prevaricator as wellaˆÂ ¦He will hold an luckless sneezing † . ( 16- 17 ) All this implies that since the birth of Mr Biswas, he is made responsible for the superstitious belief that alienates him from the household and the society he was populating in. He was perceived as the luckless one and the 1 who could hardly win in life. The go toing accoucheuse besides predicted that Mr Biswas with his uncommon finger â€Å" will eat up his parents † . Mr Biswas grew up in poorness which leads him to malnutrition, deficiency of attending and restricted mobility to travel close pools and rivers. This symbolically implies limitations that are placed throughout Mr Biswas life that are finally broken. â€Å" Mr Biswas experiences bias and ridicules throughout his life † ( hypertext transfer protocol: //www.allreaders.com/topics/Info_3184.asp ) . Mr Biswas was even held responsible for the decease of his male parent because of his childhood quandary by the accoucheuse. His male parent, Raghu believing his boy Biswas has drowned, dived in the pool to salva ge his submerging boy who is so standing some distance from the pool. Mr Biswas was held responsible for the incident that happened because less safeguards that is taken by Raghu himself. This creates a feeling of an foreigner in Mr Biswas which contributes to the crisis of individuality. â€Å" Mr. Biswas is wholly against the traditions of his household. He neither identifies with India nor with the people of Port of Spain. This deficiency of individuality makes him miserably rebellious†¦ .he battles whole of his life for an individuality†¦ . † ( Dhawal Kumar, hypertext transfer protocol: //www.allreaders.com/topics/Info_3184.asp ) . The crisis of individuality can besides be traced through faith in A House for Mr Biswas. The patterns of Hinduism in the Hanuman House are mocked by Mr Biswas. Mr Biswas says ; â€Å" Well, since I been in this house I begin to acquire the feeling that to be a good Hindu you must be a good Roman Catholic foremost. † ( 125 ) â€Å" The younger God came down the steps. He had been making the forenoon puja. With his little dhoti, little waistcoat, beads and illumination caste-marks he looked like a plaything sanctum adult male. He carried a brass home base on which there was a regular hexahedron of combustion camphoraˆÂ ¦offered the aromatic camphor fire to Mr Biswas. Mr Biswas rescued more soppy biscuit from the enamel cup. He put his oral cavity under the spoon, caught the biscuit that broke off, chewed noisily and said, ‘You could take that off. You know I do n’t keep with this graven image worship ‘ . † ( 130 ) Mr Biswas does n’t merely fall in with the flow by practising faith in a manner that is practiced by the Tulsi household. He feels a sense of lip service in the manner the Tulsi household patterns faith. They send their boies to Catholic schools to larn anthems and they preach themselves as being good Hindus. Mr Biswas stands up to his ain political orientations and beliefs even if he was secluded and non accepted by the household and the society he was populating in. This implies the battle and disaffection is faced by Mr Biswas in his crisis of individuality. Ondaatje, in covering with his crisis of individuality inserts a representative set of derogatory quotation marks about Sri Lanka from Lear, Lawrence and Woolf. â€Å" For Lear, the Ceylonese is detestably speculative and bother- crackbrained, barbarians who grin and chatter with one another † ( Solecki, 56 ) . â€Å" For Lawrence, Ceylon is the negation of what we ourselves stand for and are an experience- but heavens non lasting 1s. † â€Å" While to Lear, the countryside is picturesque, Woolf insists that all jungles are evil † ( Ondaatje, 78 ) . Ondaatje strikes back towards all this derogatory quotes by stating â€Å" I sit in a house in Buller ‘s Road. I am the alien. I am the profligate who hates the alien † ( Ondaatje, 79 ) . â€Å" This statement captures the insider- foreigner quandary that plagues the diasporic person in his relation to his original home- he belongs and yet does non belong † ( Carol Elizabeth, 238 ) . This implies, Ondaatje feels a sense of pride and gratefulness towards his fatherland where he fells a sense of choler when aliens picture his fatherland in derogatory footings. The alien here can besides be viewed as colonisers. In his crisis in hunt of individuality he still feels a sense of protectiveness towards his fatherland. Ondaatje goes through internal battle of individuality since the beginning of the novel. He begins it with reciting his incubus that he had in Sri Lanka ; â€Å" thorn trees in the garden direct their difficult roots underground towards the house mounting through Windowss so they can imbibe sudate off his organic structure, steal the last spit off his lingua † ( Ondaatje, 2 ) . This symbolically implies his anxiety in encompassing his yesteryear. Ondaatje besides narrates about his childhood experiences in Sri Lanka about the conditions of suites that he used to populate in during that clip. Ondaatje besides talks about Aunt Dolly and the infirmity of her status and his soft embracing towards her. This implies symbolically the attack of embracing towards his fatherland by taking baby stairss to beg and research his yesteryear. â€Å" The ambivalency and confusion in seeking for his individuality and sense of belonging is translated into uncertainnesss of the traveller returning to his fatherland † ( Carol Elizabeth, 2000 ) . The author does n’t feign that he understands everything. There is merely â€Å" glances, bits of history and voices that fill infinite † ( Carol Elizabeth, 2000 ) . Ondaatje announces that â€Å" what began it all was the bright bone of dream I could hardly keep onto † ( Ondaatje, 21 ) . â€Å" This dream turns out to be the dream of a lost childhood where beds of past overlapping the present † . â€Å" This is conjured up in several memories piled upon each other. Unfortunately these beds of memories fail to solidify † ( Solecki, 77 ) . Most of his fragments of memories fail to reply the inquiries he has about his individuality so the crisis of individuality preoccupies. In A House for Mr Biswas as discussed by Ashcroft, Griffiths and Tiffin in the Empire Writes Back: Theory and Practice in Post- Colonial Literature in the thematic analogues the â€Å" building or destruction of houses or edifices in post-colonial locations is repeating and redolent figure for the problematic of post- colonial individuality in plants from really different societies † . This symbolically implies that the destruction of an old edifice implies rejecting the individuality of the coloniser into constructing a new edifice which means building a new individuality. Constructing a new individuality and rejecting the old is what has been done by Mr Biswas. Mr Biswas struggled to populate up his ain picks from the commanding Tulsi ‘s household. Mr Biswas eventually owns his ain house and he feels his crisis of individuality resolved. Even the house is in an imperfect status ; Mr Biswas looks through the imperfectness. The status of the house stated in A House for M r Biswas ; â€Å" decomposing fencing, the disintegrating slum house at the backaˆÂ ¦two of the wooden pillars back uping the stairway landing were rotten, whittled off towards the underside and green with moistnesss. They all discovered the stairway was unsafe. At every measure it shook, and the lightest zephyr the sloping corrugated Fe sheets rose in the center and gave catchs which were like metallic suspirations † ( Naipaul, 573 ) . The crisis of individuality in Ondaatje ‘s Running in the Family is an on-going procedure where the realisation for ego individuality continues. â€Å" It is Ondaatje ‘s diasporic background that determines the subjects in his plants. True of the diasporic esthesia with its narrative disruption, Ondaatje ‘s demand to joint place and individuality is textualized into the really cloth of his Hagiographas, which inturn makes his plants extremely textured and complex † ( Carol Elizabeth, 2000 ) . Elementss of myth, imaginativeness and opinions are parts and package of Ondaatje ‘s on-going hunt for his unsolved individuality crisis. On the other manus in A House for Mr Biswas his crisis of individuality is resolved through his perceptual experience by having the house. The house becomes a paradigm displacement in Mr Biswas life where it demolishes the old individuality of the restrained, into a new individuality of independency and self goaded way of populat ing his life. The narrative builds up his crisis of individuality and eventually resolves it with Mr Biswas decease as closing. Work Cited Ashcroff, Bill ; Griffiths, Gareth A ; Tiffin, Helen. The Empire Writes Back: Theory and Practice in Post- Colonial Literature. London As ; New York: Routledge, 1989. Rushdie, Salman. Fanciful Fatherlands: Essay and Criticism 1989- 1991. London: Granta Books, 1992. Coughlan, Peter. A Conversation with Michael Ondaatje: Meander If You Want to Get to Town Toronto, March 28, 2001. Leon, Carol Elizabeth. Movement and belonging: lines, topographic points and infinites of travel in selected Hagiographas of Naipaul, Ondaatje, Lawrence and White. Thesis ( Ph.D ) . The Australian National University, 2000. Thieme, John. Third World Quarterly: Searching for a Centre ; The Writing of V.S. Naipaul. Vol. 9, No. 4, ( pp. 1352- 1356 ) . Taylor A ; Francis Ltd, Oct 1987. hypertext transfer protocol: //www.jstor.org/stable/3991661 hypertext transfer protocol: //www.allreaders.com/topics/Info_3184.asp How to cite Crisis Of Identity In Michael Ondaatjes Running English Literature Essay, Essays

Advantages and Disadvantages of Using Social Network in Busines

Question: Discuss about the Advantages and Disadvantages of Using Social Network in Busines. Answer: Introduction Social media or the social network has been on an extensive outburst across the world (Andzulis et.al, 2012). A tool for people to create their presence in the virtual world; organizations across the world have embraced this particular technology to create, share, exchange ideas and information or to convey their message on a virtual platform to the actual world. The fun part for using the social network is that they (any entity or business organization) do not have to travel half way across the world to reach to their preferred destinations or target markets. The world population got startled with the notion of social media or social network during early 90s. However, it was the year of 2000 that the software developers across the world started to contribute their efforts to develop the idea of social networking or social media (Alexander, 2014). Facebook can be the best example that is being used by numerous people around the globe, which business organizations also find fruitful f or communicating with their target market. People that couldnt connect with their loved ones are now talking with them without any hassle. As far as commercial advantages are concerned, social network or social media has proved to be enormously beneficial for organizations. Today this is considered to be one of the best possible platforms for conducting marketing operations. The whole idea behind incorporating social network or media into the business world is to connect with people or the targeted consumers. It is imperative for organizations to connect with their target customers and the ones that the organization is serving already (Brown and Vaughn, 2011). Social network does eradicate the barrier for any individual, entity or organization that intends to go beyond their local or national territory. When combined with the right efforts and marketing activities, this would certainly draw major and positive consequences. Despite of the size and nature of any organization, these or ganizations do contribute to economical and national development. Being competitive is of the greatest desire for every organization, which demands organizations to be more organized and concentrated over their target markets. Social networks or social media entirely is concerned about being communicative and interpretive. It is due to the emerging trend of globalization, which has encouraged organizations and firms to think global. This has intensified the level of competition that organizations had to deal with previously. The following research entirely focuses over the role that social networks play for organizations to establish their persona in an intense competitive market. It also focuses over the advantages and disadvantages of incorporating the social network into business operations (Bruhn et.al, 2012). Organizations of enormous scale or size generally tend to develop their contingency plan for anything they work with, which in case of smaller organizations can be an issu e. Literature Review Research on Social Networks The term social network on theoretical perspective does have numerous definitions. However, the following segment would consider the definition that defines social network for representing interpersonal associations that business units, organizations and individuals have. The links among these entities arent hierarchically manipulated; they also involve knowledge flows and information. There are two significant objectives that networking does have, one of which is associated with transferring knowledge the consecutive objective is related with facilitating knowledge (Chen and Bryer, 2012). There are organizations across the world that has already integrated social networking as an option for being utilized for conducting marketing activities. However, it is important to establish that the marketing managers are being justified with their roles and responsibilities, it is imperative for them to develop a clear understanding of the factors that do contribute in attaining successful mar keting operations. Along with the contributing factors, managers must also integrate the process of leveraging those factors for attaining organizational value into their knowledge (Chu and Kim, 2011.). Significance of Social Network The social network on a broader note can be referred as the group of actors along with certain group of ties that project an association or a lack of it among the participants. A list of typical participants would include- organizations, individuals along with other social entities. Consequently, each one of these participants is associated with one another by a precise relationship including- affiliation, friendship, financial exchange, information exchange or trade relations. As portrayed by numerous scholars and authors, a network is an open configuration that is capable of integrating new nodes or participants as far as each one of the participants and nodes are sharing identical communication codes (Davison et.al, 2011). In consideration to this particular idea, social network has been referred to a collectivity of people or entities that exchange information on the basis of a trustworthy behavior. In consideration to this particular description, social network exchanges are acc omplished and advocated by trust mechanism, while on the other hand shared standards of reliable behavior can be inspired during diverse processes. Research Niche on Social Network The current study analyzes that, emergence of social media or network did put significant impact over the manner organizations communicate. Social media being used for marketing purposes can be termed as a current occurrence or trend. It was the year of 2008 that organizations across the world began to integrate social network or media into their marketing operations (De Vries et.al, 2012). A conventional but effective marketing tool is Word of Mouth, which after the emergence of social media marketing trend has transformed into e-word of mouth. The term e-word of mouth refers to the idea of sharing knowledge and experience over social media platforms. This clearly replicates the idea of, how people across the world share their experience with their relatives physically, which in this case would be virtually (Edosomwan et.al, 2011). Facebook can be referred to be one of the largest and most effective platforms that encouraged the idea of the e-WOM. People or communicators share their personal experiences with their friends, relatives and others. Concrete and positive consumer experience would certainly be effective and positive in terms of promoting a brand, while negative would draw negative outcomes. This ultimately concludes with the idea that retaining market position, satisfying customers or developing customer base entirely lies over the fact that how the organization conducts itself. In other words, if the organization is being honest with providing quality goods and services is also important (Hanna et.al, 2011). However, that particular circumstance is acceptable in terms of a monopolistic market condition, which apparently appears to be not possible in recent times. The point is an organization must dedicate its financial resources towards ensuring that they have successfully reached to their targeted customers. The notion of Social Media Marketing can always be described to employing social media in order for creating consumer awareness regarding whatever the organization has to offer. Organizations across the globe today are considering the social media as a platform that would help them to augment their sales volume (Heller Baird and Parasnis, 2011). Social media or the virtual social world has captured the major portion of every individuals daily routine. This in its simplest yet strongest form can play a major advantageous role in favor of any organization. This creates the most favorable platform for organizations to be in constant and consistent touch with their customers. Motivation of the Research Every business organization grows from small to big, some grow successfully while some stay sluggish and eventually gets shutdown. To encourage this trend, the following study has been developed to understand the motivation of social network. In this process of growth and development, each one of these business organizations consider the word of mouth to be one vital and crucial means of advertisement that would help them to grow (Verhoef et.al, 2014). Advertisement is the way for making projection, which contains vital information regarding the products that the concerned organization is planning to offer to a targeted market. Efforts pay off, eventually but they do; organizations that put efforts in the right direction often make it large eventually. A business that has to make direct contact with the customers for example: commercial and retail sales, demand great performance from the organizational end. A tremendous performance in terms of quality would certainly create substanti al buzz in favor of the entrepreneur. The goodwill eventually would circulate from mouth to mouth (friends will convey their satisfactory remarks to their friends, they would continue to pass on the message), which would create an everlasting goodwill for the organization (Kietzmann et.al, 2011). However, the identical procedure can occur in case of negative experience; poor experience would lead to greater devastation in comparison to positive remarks. Impact of Social Network One of the major positive impacts that social networking puts over organizations, is it encourages WOM communication. WOM or the Word of Mouth in commercial terms can be referred as a mean for advertising products and services (Ho, 2014). Get together and parties have also become a trend across different class of the modern society. These societal parties or gatherings produce the ideal stage or scope for an organization to stimulate word of mouth, apart from doing the same virtually. Almost every individual today spends approximately 60-70% of their daytime over being active on social networks. This creates the idea environment for organizations to present their thoughts and ideas regarding their offerings (commodities and services). However, authors also portrayed this particular form of marketing to be an unpaid effort of promotion. This can be in the form of both written and oral which involves a satisfied consumer conveying his/her convenience of any product or service being offered by a particular organization. WOM has been referred to be the most convincing means of advertisement since people that wouldnt get benefitted by promoting any particular brand puts their reputation or image at stake every time they pr omote a brand or a product (Kasemsap, 2014). Although, things might not be as severe if the discussion is restricted within a certain limit. However, what if the discussion is being conducted over internet involving millions of contestants, the destruction is only imaginable. Such destructive deeds can even cause a brand to shut down or lose its image overnight. For example: the world heard about KFC being ignorant towards the quality of their food, it took a span of 12 hours for the entire world to know. However, the brand testified that the news was just about a rumor and the quality is being checked every day in the production facility. The point is an organization needs to be extremely cautious regarding their act, especially in this era of intensified competition. It wouldnt even take 24 hours for an organization to lose its brand image that they have developed over the years. Any discussion that is being conducted over internet takes merely 1-2 seconds to reach to infinite number of people across the globe (Kim and Ko, 20 12). Thus, it is imperative for business organizations to ensure that they are being justified with the promises they have made to their customers. Chronological Development of the Research This is an era of high-end information technology that connects numerous people across the globe on a single click of a button. While social networking has put significant positive impact over the manners, there are few backdrops of this system. Business organizations have conducted their business operations through the years but one should not trust blindly on the success stories only. Organizations have witnessed the transformation that social networking has brought in the manner they have pursued advertising activities. There are business organizations that direct their target customers towards social networking sites more than they direct them to their official websites. Marketing through social networking comes with certain advantages; however there are certain drawbacks as well that needs serious consideration (Laroche et.al, 2012). Benefits of Social Networking Targeted Marketing One of the major advantages of marketing through social networking is it facilitates the organizations the facility of targeting audiences on their basis of their personal interests, considering their friends personal preferences as well (Turel and Serenko, 2012). For example: an individual seeks for a certain sports brand over a precise social media, the person would certainly see increased number of advertisements of the same brand on every page he/she visits. There are sites that would also provide options for the individual to select his/her personal preference. This would establish a connection among the individual with their friends along with other potential individuals with similar tastes and preferences as well. This has been referred to be the smartest way of marketing, which helps the advertisers to establish a connection with the customers having significant interest in anything that the organization has to offer. Additionally, as discussed over and over again, social net working does promote word of mouth, which broadens the horizon for the advertisers to achieve something their conventional advertising couldnt (Lin and Lu, 2011). Web Analytics Social networking activities do facilitate analytic services as well. These analytics enable the organizations and their advertisers to track the particular type of commercial that is attracting major web traffic. These analytics also provide vital information related to the demographics; the age of viewers that are mostly and genuinely interested into acquiring the products or services offered by the organization (Tome and Snoj, 2014). This particular sort of information plays the major role in enhancing the quality of the product and service along with making the advertisements more efficient and knowledgeable. Interactivity The best possible benefit of the social networking is it allows the organization or the advertiser to interact directly with the potential customers through forums or conversation threads. Engaging customers certainly puts impact over their (customers) psychological state, they feel important and valued. This increases the likelihood of customers being genuinely interested into whatever the organization or the advertiser is trying to communicate (Michaelidou et.al, 2011). However, answering one individuals queries wouldnt serve the purpose of answering the entire market. Thus, if people feel that they are being ignored or not valued by the brand or organization they would certainly lose interest. Weaknesses of Social Networking Velocity of information The justification for the term velocity is being used for information is because; an information circulates on internets faster than a bullet. This enormous amount of speed can act in both manner, disadvantage as well. A defamatory comment would act with equal speed as the good comment will, thus the speed of information is equally damaging (Oestreicher-Singer and Zalmanson, 2012). On the other hand, organizations can also take advantages of this speed factor as they can announce any update they developed and etc. Privacy violations One major controversy that social networking has always alleged with is, it is claimed to violate individual privacy. Every social networking site has diverse set of policies; however they have to release certain user private information for conducting targeted marketing activities. While certain group of people never mind being personally advertised, there are certain class of people that gets annoyed with such advertisement keep popping up in their windows (Picazo-Vela et.al, 2012). Conclusion and Overall Summery Despite of violating privacy policies from customers perspective, social networking does provide immense advantages that outweigh the disadvantages it has (Stelzner, 2011). In this particular era of high-end information technology, it is imperative for organizations to be ready and equipped with tools that would certain their chances of gaining popularity. Globalization has already intensified the level of competition that the organizations were dealing with, with the emergence of social media marketing the level has got more concentrated. This requires advertisers to not just being creative but not to miss any chance they can get their hands upon. 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The Integral Role of Social Enterprises in Tackling Social Problems free essay sample

Social Enterprises play an integral role in helping to tackle social problems. Organisations such as mine provide a free and safe environment for children to play in. This helps the parents or carers, the children themselves, and also the wider community. Parents or carers whose children attend our play sessions have much more free time which they can use to work, spend time with their other children, family, etc. This can make a great difference to the quality of life of these families. In many cases the parents will also learn from the children as they bring their knowledge back into the family home. In this way we can influence even adults. The main beneficiaries of our clubs are the children who attend. In modern society children can very easily remain indoors playing video games, watching television, surfing the internet, etc. While these activities can be beneficial, excess of them can lead to numerous problems, for example, child obesity. We will write a custom essay sample on The Integral Role of Social Enterprises in Tackling Social Problems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other children who are outdoors but have nothing to do or nowhere to go, often end up in trouble. We teach children many things which are not thought in the education system. Learning through play, as opposed to education, is very useful for teaching life skills. We structure our programmes to ensure that children learn key things such as responsibility for their actions, respect for one another and authority, appreciation of other cultures, etc. Children who attend clubs like ours are more likely to develop positively, and in many cases will return to help in some way in the future. The community in which we work benefits also. Social problems like youth crime can be reduced through involving more children in our groups. Our groups are made up of all races and culture and this greatly helps to reduce tension within the local community as we promote understanding and breaking down culture barriers.