Developmental Psychology and Anecdotal Assignment Essay Example

Developmental Psychology and Anecdotal Assignment Essay CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13

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Affecting Change - Research Paper Example This is particularly so as a result of the high volume of reports and referrals, together with budget cuts (Waldfogel, 1998). As a result, there are many instances in which some children at high risk of maltreatment are not identified and in other cases, too much attention is turned toward children who are not at a genuine risk of abuse or neglect (Waldfogel, 1998). It has been widely suggested that community partnerships can improve CPS responsiveness and foster an environment capable of ensuring that children are safe (France & Utting, 2005). This paper investigates the feasibility of community partnerships as a method of improving the current CPS system. The first part of this paper details and analyzes the current CPS system. The second part of this paper will analyze the concept of community partnerships and demonstrates how it can improve the current CPS system and in turn improve the safety of children. Munro (2005) describes the current CPS system in Western ideology as similar to that of the functioning of a nuclear power plant. According to Munro (2005), like a nuclear power plant, the CPS system is focused on the prevention of disaster, injury and death. While this is not necessarily a bad thing, it focuses far too much attention on prevention rather than cure. However, the main problem is attributed to the fact that when errors are made and disaster, injury of death occurs, quite often humans rather than the system are blamed for the error. This focuses attention on personnel changes rather than systematic changes (Munro, 2005). A review of the literature suggests that the current CPS system is built around a rigid â€Å"investigative response to child maltreatment reports†, is â€Å"adversarial† in nature and does not does not take a holistic approach to meeting the needs of the family (US Department of Health and Human Services, 2009, p. 1). A national survey of CPS conducted by the US Department of Health and Human

Reflective paper Essay Example | Topics and Well Written Essays - 1000 words

Reflective paper - Essay Example Similarly, developments in the fields of Humanist theories, Learning theories, Cognitive theories, and behavioral theories have also opened new horizons of knowledge for the psychologists in dealing with their clients. This paper reflects on the major human development theories and analyses how far they have contributed in identifying and resolving the mental, Psychological, behavioral and physical problems of clients. To begin with, one can never undermine the contributions made by the Psycho Analytic theorists in understanding human development and problems associated with the developmental stages of clients. G. Stanley Hall, who tried to make a detailed study on Darwin’s evolutionary theory attempting to correlate childhood with previous ages of mankind, made his greatest achievement in his child centered research. His seminal book The contents of children’s minds, published in 1883, tried to resolve the history and the means of progress of mankind by the findings of what children know and when they learn it. Hall also accepted Sigmund Freud’s sexuality theory and believed that the sexualized energies of boys have to be promoted, channeled and managed. He is known as ‘the father of adolescence.’ Though his work has been considered outdated his ideas are still applicable in education, scouting and team sports. (G. Stanley Hall (1844-1924)). Similarly, psychologi sts draw conclusions from Hall’s theories have which facilitated in identifying adolescent problems and in treating them. Hall’s theories are widely applied in the field of special education and they have proved to be highly beneficial in offering â€Å"individualized services for adolescents in grades 6-12 who have experienced depression, withdrawal, low self-esteem, socialization problems, learning disabilities, post traumatic stress disorder, or self-injurious behaviors† (G. Stanley Hall School). The term psycho analytic theory is originated with study of the great psychologist

Letter Of Intent :: essays research papers

Letter of Intent Dear Ms. Sweet, We are very excited to have the opportunity to work with you on this project. We are certain that this will be an enjoyable and enrichening experience for everyone involved. In order to raise money for the Parent Infant Center, we will combine all of our efforts to produce the best benefit concert that the center has ever seen. The target audience for the concert will be area high school and college students and all of the profits will go towards your scholarship fund. We have begun contacting amateur bands from the area that are willing to compete in a â€Å"Battle of the Bands†. Since the bands are made up of University students, we predict that they will attract a large audience comprised of their friends and classmates. This event will be held on the campus of the University of Pennsylvania making it easiest for students to attend. It is quite possible that we will encounter some difficulties while trying to organize this event. One difficulty could be that if we do not get enough bands to participate, we may not be able to draw a large enough crowd. If this occurs, we will broaden our spectrum and promote the event at other colleges and high schools around the area. It may also be hard to obtain an appropriate place to house the concert. We will try our best to find the most ideal venue for the concert and while we may not get our first choice, the University has many concert halls from which to choose. Ticket sales could also be a potential problem since hiring a professional ticket agency may be too much of a financial burden for our project. We will investigate the most cost efficient ticketing options and we will find innovative ways for our team to sell the tickets. We will divide into three committees: a coordinating committee, a marketing committee, and a fundraising committee. The coordinating committee will find a venue and the bands that will compete. The marketing committee will be in charge of advertising and promoting the event.

Huck Finn Censorship Synthesis

In this modern day and age, everything offends someone. Eating at Chick-fil-A hurts the LGBT community, going to see the latest Adam Sandler movie gets the Jewish mad at you- so why is it surprising that Mark Twain’s The Adventures of Huckleberry Finn is being changed to please people? Whether they be teachers, students, black or white, there need be no change in Huck Finn. And if any change were to be made- that would be censorship. The Adventures of Huckleberry Finn portrays a message that cannot be missed about the racist ideals of society at that time.Using demeaning words like â€Å"nigger† and â€Å"injun† serve purpose in Twain’s work. His repetition of ugly phrases like those show just how ugly community values were back then. In Source B, Gribben admits to changing those words to more family friendly terms, specifically â€Å"slave† and â€Å"Indian†. Those are not always correct, though. Often times, â€Å"nigger† is used fro m one African American to the other, to show an acceptance of brotherhood and a communal understanding of struggle. The replacement of â€Å"slave† is not correct in this case, or in others.â€Å"Slave† is defined as a person who is property of another. This is not accurate either, considering Jim, the main African American character in the book, ran away from his owner and no longer held that specific job. Even if he were still a slave, the correction would not be correct at all. African Americans were never kindly titled â€Å"slave†. They were spit at, and the harsh use of the word â€Å"nigger† slapped them across the face like it does to students across the country who read it now (Source D).Taking away Twain’s most purposefully placed word completely takes away from his message. Without the original vocabulary, society cannot learn the important message that Twain is trying to teach. Twain’s use of â€Å"nigger† is like a whole new form of imagery. Many students shift uncomfortably in their desks when they hear it out loud, some will even go as far as claiming to hate the book because of the tense and demeaning language (Source A). This is what Twain wanted.The use of â€Å"nigger† has not changed at all over the years, and ignoring it would be equivalent to ignoring an entire chapter of our history books, one that very much defined our country. The poster-word for the discrimination of African Americans is â€Å"nigger†, therefore Huck Finn would be ripped of its historical accuracy if the word were removed. Twain wants reders to empathize with the book’s victims, because only then would his readers be able to understand the harsh pain of the word. Twain’s message is simple: â€Å"nigger† is not okay.But there is no other way to prove this than to force it upon the reader. Twain was and continues to be a literary genius. His willingness to take a chance and make a reader empathize and feel something is what makes his book such a learning experience. Stripping the book of its most infamous word, â€Å"nigger†, cowards away from its most obvious message. If everything mildly offensive was censored, there would be nothing left to read. So instead of complaining about history, enjoy the beauty of Twain’s book, buy some Chick-fil-A, and the rent the newest Adam Sandler movie- before it’s too late.

Analysis Of The Poem Achilles - 1977 Words

Gods and animals exist on a different plane from mere mortals, as supported by Shay, â€Å"Whether the berserker is beneath humanity as an animal, above it as a god, or both, he his cut off from all human community,† (Shay, 6). While death can be a very physical thing, it can also be symbolic of the loss of humanity. In the last chapters of the poem, Achilles’ rage becomes all-consuming and takes him over. Rage dictates all of his actions, and whether it is his god-like or animal-like characteristics being attributed to his rage, Homer and the soldiers no longer speak about him as a mortal. Achilles may go on breathing after the death of Patroclus, but he is not truly alive again until he can quell his rage, because his rage comes at the price of his humanity. Who Achilles is before Patroclus is killed very different from who he is after Patroclus’ death. This is key in understanding Achilles’ loss of humanity. â€Å"The modern concept of tragic drama takes for granted the existence of a single character, whose action and suffering are the focal point of the play,† (Knox, 1). While it is arguable who the true hero of The Iliad is, it is unlikely for someone to doubt that Achilles is a hero regardless, and one that drives the plot of the poem. Achilles’ suffering begins the play and ends it. His feud with Agamemnon may seem petty or drawn out, but it is important to set a precedent for Achilles’ nature. â€Å"I have no mind to linger here disgraced, / brimming your cup and piling up yourShow MoreRelatedAchilles: God or Beast?1170 Words   |  5 PagesTuesday October 2nd, 2012 Achilles is the main character, and, without doubt, the most complex character in Homer’s famous poem, The Iliad. 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Through his epics, Homer brings us first hand into the culture of the Greek world in the eighth century B.C. It is important to note that at this time very few had the privilege of an education, and lackedRead MoreThe Epic Of Heroism, By Dante Alighieri And Antigone By Sophocles1238 Words   |  5 Pagesmasculine beings? When did such a broad term become so clichà © and vague? Through analyzing a range of Greek epic poems and plays, I have realized that not all heroes are god-like or mighty: heroes can have fears, complicated adversities that only a true hero would ever overcome. With heroism, one should be morally in-tact, filled with courage and the will to do what is right. While each epic poem features its’ own heroic figure, they each possess diffe rent traits and attributes that truly form the qualityRead MoreTrojan War and Troy819 Words   |  4 PagesHIS 111- Antiquity to 1500 Film Analysis- Troy Troy is an adaption of the poem written by Homer, also known as the Iliad. 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