Arts In The Education Of Young Children Education Essay

Art is an first-class signifier for immature kids to show feelings, thoughts and their apprehensions about themselves and the environing as they see it. They enjoy experiences in ocular art, music, play, motion and dance. Piaget ‘s influence of drama a critical human features besides categorise drama as activities of humanistic disciplines such as playing music, doing and executing dramas, painting images and reading novels. These experiences allow them to be originative, inventive and expressive ( Swanwick, 1988 ) . Loris Malaguzzi as cited in McArdle ( 2003 ) states that humanistic disciplines open a window of chances for kids to utilize a 100 linguistic communications, a 100 custodies, a 100 ideas, a 100 ways of thought, of playing and speech production. My statement on the importance of humanistic disciplines in immature kids instruction will be with specific illustrations from ocular and music.
Fraser ( 2005 ) states that in many parts of the universe the preschools have rich resources of art stuffs like clay, pigments, montage stuffs and play dough available but rarely integrated into the plan. The instructors rarely promote the kids make usage of the stuffs other than for centripetal geographic expedition. In our preschool and many other preschools in Singapore it is merely displayed as a show piece to demo new walk in parents coming in for questions that such resources are available but they are non liberally used in the plan. Duffy ( 1998 ) states that to elicit kids ‘s originative and inventive experiences sufficient infinite to work and easy accessible resources must be offered to them. The esteemed Reggio Emilia early childhood plan that Singaporeans believe has a civilization of holding pedagogues who consider art non in isolation but integrated as one of the 100 linguistic communications kids use to look into and stand for the universe ( Fraser, 2005 ) . An illustration will be exposing clay, wood, stones, shells and dried grass that are beautifully laid on the tabular array for kids to believe how birds use clay to construct their nests and the instructor scaffold the kids to propose how the kids can research with the stuffs themselves. These art signifiers provide immature kids with chances for self-awareness, societal interaction, geographic expedition, use that stimulate their senses and enhances their acquisition and originative thought. Spencer ( as cited in Swanwick, 1988 ) states that art should non be dissociable from instruction as leisure but occupy the leisure portion of instruction.
Pulling is cardinal to all ocular communicating and yet in a recent study by Clement in1994, 60 per centum of the instructors do non cognize how it might best be taught and they requested further in service preparation if they are to learn the art course of study ( Cooke, Griffin and Cox, 1998 ) . Cooke, et Al. ( 1998 ) states that pulling arouses imaginativeness and it helps in entering their observations in other countries of course of study. The beauty of the kids ‘s work in Reggio ‘s 100 linguistic communications of kids, exhibit the undertakings that utilize kids ‘s symbolic linguistic communications, which include pulling, painting and building clay modeling. Cooke, et Al. ( 1998 ) states that representational drawing are ocular communicating which is comparatively easy to read and is used in different civilizations at different times throughout history.

Children in Reggio Emilia usage drawing as the fastest and most direct manner of seting their thoughts across and doing them seeable. This processes show the kids ‘s manner of doing sense of the universe through representation. They spontaneously use pulling as a linguistic communication to stand for their thoughts to show their emotions and pass on the thought of immature kids. Kolbe ( 2001 ) states that ocular humanistic disciplines is an unbelievable powerful tool that enables kids to explicate things to themselves and to others. Children understand their potencies for personal looks by experimenting with art stuffs and procedures. They develop good motor control, linguistic communication and job resolution schemes, societal accomplishments and aesthetic consciousness and grasp. Children early exposure to ocular humanistic disciplines in Reggio Emilia enable them to hold deep apprehension of making high quality art.
They are introduced to line, coloring material, forms and signifier, form and texture. Lines are everyplace and kids are introduced to forms such as long, short, thick, fat, heavy, thin horizontal, perpendicular, diagonal, jagged, smooth, uninterrupted and broken. Children are besides introduced to the names of colors as primary and blending two primary colorss to do secondary colorss and observe sunglassess of colorss such as warm, cool, dull, light, pale and dark. Shape and signifier refers to the country of an object or image, lines or colorss that create boundaries within a image that create forms. Children can pass hours gleefully making three-dimensional representations of things they see utilizing clay, dough or blocks and introduced to vocabulary such as unit of ammunition, ellipse, trigon, wide, narrow and broad. In images and three-dimensional graphicss, kids can look out for represented or contrasting colorss, lines, forms or combinations of these elements. Texture refers to the haptic quality of objects, either in existent life or simulated by combination of art elements in a image. Children may look for and screen out objects of different texture to make a image. They could besides look at a image and conjecture if an object is unsmooth, smooth, furred, prickly, slippery, difficult or soft. The rules of the ocular humanistic disciplines are unity, beat, proportion, design, balance, harmoniousness, contrast and repeat. Pulling picture and working with clay hence should be the nucleus countries of ocular art plans and should be offered daily, so that kids come to understand and utilize these media for cognitive and expressive intents.
There are cumulative phases in a kid ‘s development and as psychologist, Eleanor Maccoby ( as cited in Swanwick, 1988 ) mentioned that development occur in a consecutive order and Maccoby ( as cited in Swanwick, 1988 ) mentioned that the series of kids ‘s imperfect development is at a reasonably standard timetable. Swanwick ( 1988 ) states that the influencing factors are the familial heritage and the environment illustration the place, school and society where the kid is exposed. Piaget ( as cited in Swanick,1988 ) states that feeling of power is the pleasance of a kid researching and get the hanging the environment and an illustration is the babe larning to reiterate a vocal sound or agitate a rattling continuously. Music is representational and Swanwick ( 1988 ) states that the kid is able to copy and the kid is able to make new relationship through imaginativeness. Swanwick ( 1988 ) besides states that the critical human features play is per se bound with playing music. A kid ‘s self-generated music behavior through Piaget ‘s theory of meaningful drama triggers imaginativeness than the structured music instruction. Winston ( 2010 ) states that playing is a verb applicable to the originative procedure illustration instrumentalists with melodious and harmonic possibilities to the development of accomplishments practised through playing. The right hemisphere of the encephalon maps and probes have shown that the right encephalon has particular maps of the sensuous, the spatial and the intuitive that all helps in the imaginativeness procedure ( Swanwick, 1988 ) . If instructors work with a standardized theoretical account, the kids ‘s inventive qualities are lost as they are tuned merely to the creative activity of music of what the instructor ‘s learn them to compose ( Young and Glover, 1998 ) .
Learning music is bound by the theoretical trigon of command, imitation and imaginativeness and the rhythm is continues with the kid ‘s different phases of growing and besides when larning a different musical instrument. A kids ‘s first response to the music before they turn one twelvemonth old is the tone by larning to reiterate what they hear and master the tone. The following phase will be copying the physical motion in relation to the beat of the music and it occurs between 18 months and 2 old ages old. Around the age of four kids are able to build inventive vocals and to scaffold their cognition a good acquisition environment is essential.Their natural intrinsic musical endowment the kid manifest can be farther developed through extrinsic schoolroom larning environment. Andress states that music play country should pull kids to trip wonder so that they will be motivated to affect in doing and reacting to music. Opportunities should be given to kids to make their ain music with broad picks of musical instruments available and besides to listen to others music and learn to copy the music that they prefer. Music should be integrated as portion of the plan in the schoolroom and pick of single and group musical activities should be provided. The activities should be combination of child-directed or grownup facilitated as a group. The type of musical activities can be composing and improvizing with instruments and voice, notating, listening to music, playing instruments, singing invented or canonic vocals. The activities can be interconnected to complement one type of activity to do it more lively and disputing for the kids. The adults function will be placing the kids ‘s potency and help the kids in developing their musical competency and enjoyment.
The importance of humanistic disciplines can merely be felt and appreciated if the lead comes from the Education Ministry. Singapore instruction system is structured with accent on the degree Celsius onfucius philosophy on meritocracy. They give strong support in the acquisition of Science and Mathematics related topics but really small support on humanistic disciplines. Gifted kids on Science and Mathematics ( Ministry of Education, 2012 ) are identified at an early age of nine and specially groomed to heighten their familial capablenesss. Parents by and large feel that Science and Mathematics are more of import than humanistic disciplines and many kids who have natural endowment and involvement in humanistic disciplines are non given the chance to supply an environment. Our authorities besides do non supply avenues for kids with natural endowments in humanistic disciplines to be identified and specially groomed. I am besides one of the luckless individual whereby I loved ocular humanistic disciplines but I was non given an chance because during my clip technology topics were favoured so that we can procure successful and high salary calling when we grow up.
If importance in humanistic disciplines is given at the primary and higher degree instruction I believe parents perceptual experience on the importance and the demand for presenting humanistic disciplines at an early age will alter. This will promote preschool pedagogues to give more accent on incorporating humanistic disciplines in the pre-school course of study as day-to-day activities.


No Child Left Behind Argumentative Essay

The government’s legislative body has made a number of programs aimed to deal with education problems without knowing the impact of these programs to the local needs.
Every child and parent is greatly affected with the quality of education being given in public schools. The No Child Left Behind Act (2001), generally acknowledged as NCLB, is a United States federal law signed by President Bush on January 8, 2002 reauthorizing several federal programs endeavoring to advance the performance of American primary and secondary schools through escalating principles of accountability for school districts and states as well as offering parents supplementary flexibility in preferring which schools their children will go to (U.S. Department of Education, 2003). Its main objective is improving the standard of education for all schools in America.
The three key provisions of the act are: annual reading and math assessment of students in grades 3 to 8; awareness of parents, teachers, administrators and students regarding the test results, including the quality of the education provided by the school and the qualifications of teachers; and putting or assigning students according to categories such as economic status, sex, and learning ability to determine the school capacity to cope with the needs of learners. (The White House, 2007).

NCLB has four important goals:
•  Increase accountability for student performance
Each state must have standards in math, reading, and science, annual testing for all students in grades 3-8, and adequate yearly progress (AYP) objectives for all student subgroups. Successful schools will be rewarded; continually failing schools will eventually be restructured.
•  More choices for parents and students
Students attending schools identified for improvement, corrective action, or restructuring must be offered a transfer to a better public school and/or supplemental academic services.
•  Greater flexibility for states, school districts, and schools
This pertains mostly to streamlining federal funding, including grants.
•  Putting reading first
More money will be available for scientifically based reading instruction programs (phonics) so that all children will read by third grade. Competitive grants are available through the Reading First Initiative and Early Reading First program.
Overview and Purpose
The USCO or Unsafe School Choice Option (Elementary and Secondary Education Act, section 9532) of 1965, as improved by the 2001 No Child Left Behind Act, states that each State getting finances under the ESEA should employ and create a state-wide rule obliging that students who are enrolled in a continually unsafe public elementary or secondary school, or learners who happen to be victims of a violent illegal offense while in or on the public school premises that they attend, be permitted to attend a safe public school (Department of Education United States of America, 2004).  Each State in America should write a letter to the Secretary confirming that the State has complied with the requirements, as a condition of obtaining funds from ESEA.
Local and school board policy/rules
Policy is a very important role of the school board in our education system. Like the city coucils, state legislatures and Congress, school boards created the structure and direction of their schools by implementing policies through the power granted by the state representatives. The Board of Education is dedicated in upholding a secure and drug-free location in all school districts. Policies of school boards have the same power as decrees and ordinances. They set objective, assign authorities and create rules that make school management and authority possible (Canal Winchester Local School District Bylaws & Policies, 2007).
Policies and Guidelines of School Boards are checked as it deals with the 2001 No Child Left behind Policy. School Board Policies should include: safety measures at school and while learners are on the way to and from school, suitable and effective school regulations that forbid the illegal custody of weapons, unruly behavior and the illegal distribution, use and possession, and trade of drugs, tobacco and alcohol by students; prevention actions designed to keep the environment safe and drug-free; and a system policy for all students that affirms the tasks of administrators, instructors and students in preserving a safe classroom environment (Canal Winchester Local School District Bylaws & Policies, 2007).
NCLB is the most recent federal legislation ratifying theories of standards-based schooling restructuring, previously acknowledged as outcome-based education that is derived from the principle that high prospect and setting of objectives will bring about achievement for students (U.S. Department of Education, 2003). The act requires that schools allocate the name, address and home phone number of all students enrolled to armed forces recruiters.
The district will use the school choice option as one response to incidents of victimization.  Additionally, the district will develop and implement appropriate strategies for addressing the circumstances that contribute to or support victimization, as well as consistently and proactively manage individuals who have victimized pupils.  The district will promote the importance of school safety and respond to the needs of pupils and staff.  Pursuant to the law, the district will provide an opportunity for pupils, parents and school district and law enforcement personnel to discuss methods for keeping schools safe from violence; to create school safety plans; and to recognize pupils in need of help.
The district will organize activities to prevent school violence, including, but not limited to, age-appropriate opportunities for pupil discussion on conflict resolution, issues of pupil diversity and tolerance.  Law enforcement personnel will be invited to join members of the teaching staff in the discussions.  Programs shall also be provided for school district employees that are designated to help school district employees recognize warning signs of school violence and to instruct school district employees on recommended conduct during an incident of school violence.
Each State Educational Agency or SEA must increase objective standards to apply in classifying persistently dangerous schools, which are merely not influenced by assumption, emotion, and impartiality.  Such standards should include areas that parents would consider in deciding on a level of safety for the school, and the number of violent offenses. Objective information that could be used as objective criteria consist of records that detail the number of recommendation to law enforcement group for carrying a firearm to school, physical fights or presence of gang on school premises.
On the contrary, subjective data might consist of information gathered in a focus faction concerning community-wide view of safety. The gathered objective data that aid each State to identify persistently dangerous schools will have to be attributable to individual school locations and must be both reliable and convincing (Department of Education United States of America, 2004). The objective of the statute is to avoid unnecessary hindrance to student’s learning and to promote a better safety and security for the children.
Elementary teachers have to pass state tests indicative of their subject familiarity and teaching proficiency in writing, reading/language arts, mathematics and further subjects of basic elementary school syllabus.  The teachers of middle grades and high school have to pass state examinations in all academic subject categories they teach, along with an undergraduate major, graduate degree, coursework corresponding to undergraduate major or higher qualifications.
Teachers are not new to the occupation must have a bachelor’s degree and should pass state test indicating teaching skills and subject knowledge. These credentials have caused some dispute and complexity in implementation particularly for the special education teachers and teachers in rural schools who are commonly requested to instruct various subjects and grade levels (U.S. Department of Education, 2003).
Schools acknowledged as needing enhancement are requisite to give students with possibility to make use of public school selection no later than the start of school year following their credentials for school enhancement. NCLB sanctioned (and Congress has consequently appropriated) a considerable boost in financial support for Title I aid, to give subsidy for school districts to put the law’s parental option requirements into practice.
Advocates of the Act state the legislation offers parents better educational options for their children, supports accountability within public schools, and helps close the accomplishment gap between white students as well as the minority. The NCLB aims to demonstrate achievement en route for these goals through federally directive standardized assessment therefore, this Act should extend to levels of learning (The White House, 2007).
Opinios and Views
In summary, I support No Child Left Behind because it gives importance on methods and instruction that have been confirmed to work. Making billion-dollar investments yearly, this policy ensures children on their third grade, learn how to read. Since the law’s reaction if the school fails to make sufficient development is not simply to offer further aid for students, but to entail as well disciplinary measures on the school, the encouragements are to place expectations lesser than higher and to augment separation by race and class and thrust low-performing learners out of school in general.
Canal Winchester Local School District Bylaws & Policies (2007). School Safety. Retrieved
August 31, 2007, from
Department of Education United States of America (2004). Unsafe School Choice Option.
Retrieved July 18, 2007, from
NCELA (2006). Montana and No Child Left Behind. Retrieved July 18, 2007, from
The White House (2007).    Foreword by President George W. Bush. Retrieved July 18, 2007,
U.S. Department of Education (2003). No Child Left Behind A Parent’s Guide.
Retrieved July 18 2007, from


Working with children and young people in education

Summary of the main argument of the article
Jabeen (2009) conducted a quantitative and a qualitative children-related study in Pakistan. By using quantitative research methods in the first study she could differentiate between certain groups of children, examine their demographic features and outline their problems. This was done from the “adult perspective”. The second study was based on qualitative-interpreting methods and constituted a participatory approach which had an added value to the evaluation. While participatory research can be resource- and time intensive it provides an insight into children’s lives which constitutes a necessity in order for society to understand children’s experiences. In addition this kind of research increases the likelihood of being able to protect the wellbeing of children and young people. In Jabeen’s second study the children were involved in the research and determined the terms of their interaction with the researchers. Children participants could maintain their individuality, autonomy and privacy. Such research ensures children’s rights to form opinions and express them in their preferred form and protect them against exploitation through research processes. This is very important since in the Pakistani cultural context there are no national statements or standards for the ethical conduct of research (Jabeen, 2009) and thus rights-based research involving children is not being guaranteed.

Jabeen (2009) suggests that the role of ‘least-adult’ i.e. operating on the children’s level in their social worlds, could be beneficial in such a context in order to engage the trust of children whilst conducting research with them. Jabeen described the children’s participation as enthusiastic because they had “never been asked before” and had the chance to express their opinions and talk about their personal experiences.
Discuss the ethical considerations or implications in working with children/and or young people. Refer to the article selected (about 700 words)
Rights-based research with children (but also with adults) makes it necessary to implement an approach that reveals patterns and differences within children’s experiences across times, places and cultures (Beazley et. al, 2009, p.369).
The UNCRC points out, that children have the same rights as adults (Beazley et. al, 2009, p.368). These rights include respect, dignity, equality, expression, non-discrimination, life, and civil participation.
However as Robson et. al (2009) observe, an international treaty such as the UNCRC can only refer to basic common rights of daily life, which are depending on different cultural values. It is however of importance, that children’s rights are defined by considering the respective cultural context. The authors stress out the significance of four ethical considerations, namely: (i) participation, (ii) acting in the best interests of children, (iii) protecting children from exploitation and (iv) researching young people “properly” (Robson et. al., 2009, p.468).
With respect to the first ethical consideration, the United Nations Convention of the Rights of the Child provides children with the right to have a say in those matters affecting their lives (Robson et. al., 2009, p.467), thus legitimizing children’s participation in research.
For the successful implementation of participatory research, it is essential that adult researchers behave respectfully towards children and young people, encourage the trust of children, are flexible with respect to the research design using methods which enable children to express their opinions, views and experiences and provide a transparent research process (Beazley et. al, 2009, p.370).
Regarding the acting in the best interests of children it is essential that researchers try to conduct their research as ethically as possible. Robson et. al (2009) indicate that this is not always possible. For example by trying to ensure children’s participation in their research, the authors did not consider collisions between the young people’s school studies and their involvement in research (Robson et. al, 2009, p.471).
The third ethical consideration concerns the protection of a possible exploitation of children. While the UNCRC states in Article 19 the right of children to be protected from exploitation which is being specified in article 32, a definition of the term “exploitation” is missing. This is somehow problematic since the limits of ethical research have to be decided in this case by the individual researcher (Robson et. al., 2009, p.472).
The last ethical consideration concerns the children?s right to be researched properly i.e. researching the lives of children is expected to maintain reasonable academic standards. This raises the question of who is eligible to research children properly. Jabeen (2009) suggests that a combination of different methods of data collection can increase the reliability of research and could be a proper way of pursuing children-based research. An answer as if to whether the “adult perspective” or the “children perspective” is the only proper way to research children cannot be easily given.
It seems that ethical practice which often involves the balancing of different demands is not easy in practice (Robson et. al., 2009, p.467). Successful rights-based research depends more on the political and ethical commitments of the researchers (Robson et. al., 2009, p.477).
However doing research “right” and “properly” means above all trying to maintain high ethical standards to protect children and young people from exploitation and respecting their rights, opinions and views.
Beazley, H.; Bessell, S.; Ennew, J.; and Waterson, R. (2009) The right to be properly researched: research with children in a messy, real world. Children’s Geographies, 7(4), 365-378.
Jabeen, T. (2009) “But, I’ve never been asked”: Research with children in Pakistan. Children’s Geographies, 7(4), 405-419.
Robson, E.; Porter, G.; Hampshire, K.; and Bourdillon, M. (2009) ‘Doing it right?’: working with young researchers in Malawi to investigate children, transport and mobility. Children’s Geographies, 7(4), 467-480.


Children’s Acquisition of Syntactic Knowledge

Language scholars agree that knowledge of the language syntax is crucial in children to help them to relate sounds and comprehend some indefinite ideas as expressed in different sentences. This study seeks to explore the process of language acquisition among children while paying attention to some of the challenges they face and the way they respond to such challenges.
It explores the different levels of steps that children undergo to master the language use, which is important to understand how that is important to understand the challenges that they go through when learning a secondary language. For instance, they are required to link distinct levels of symbols and demonstration in natural language, which can really be a daunting task for them. Therefore, this study is significant to enlighten the audience, more so teachers of language about these challenges so that they can support their learners to cope.
It is important to note that there are specific things that children must comprehend include the syntactic units, which must be connected to make meaningful sentences. Another thing that they must know is the hidden skeleton where all the sentence constituents are arranged in a hierarchical order. It is imperative that children figure out the proper arrangement of the skeletons to make sensible meaning. Another thing to do is to categorize the units by making the basic difference between content categories and functional components that must be related to each sentence skeleton.

The next thing to do is order where they are required to identify the major consequent order and relate the language with the sentence skeleton. In other words, language acquisition is a rigorous process that involves a series of engagement from the learners, which require sufficient commitment from them and their coach. Hence, the experts in this area should understand that it is a rigorous process that needs some support from adults.
From this study, it is imperative to note that the acquisition of language among the infants involves the discovery of different units so that they map the words into objects as they endeavor to determine the various sound sequences that make sense. While in that pursuit, they must be able to locate those that belong to their native language since such sequences must be identified from a principally incessant stream of words. However, despite these ranges of challenges, learners sail through and master the use of language appropriately.
In order to face these challenges to master the language, children engage in various practices that help them to cope. For instance, the first thing they do is perception, which begins immediately at birth. They become sensitive to larger units of language, which include order and constituent structure before they begin to use words. They then develop a linear order as they connect the new techniques with what they already know.
At this point, they are able to organize words in a perfect order to make sense of them. After establishing the word orders, they begin the act of mapping the speech stream. Studies by experts like Hirsh-Pasek confirm this fact and state that they have the capacity to recognize well-organized constituents of language, which is an indication that they use super-segmental information. Therefore, in spite of the challenges they face, with sufficient support, they are able to withstand them and acquire language in a quicker and easier way.
It is important to note from this study that acquisition of language in children is only evident when they can say what they mean and mean what they say. They combine their ability to master syntax and phonology to express and comprehend an infinite set of judgments, hopes, beliefs, and needs. It is also important to note that children learn and master the language through good interaction with others.
On the other hand, it is also necessary to mention that parents and the caregivers are not directly linked with the language acquisition among their children, but they can play an important role. Even though they do not help them how to speak, they are essential in the process by speaking to their children, which gives them an opportunity to learn new lexical ideas that support them in language acquisition. Therefore, this study is significant in exploring various ideas that the audience of this study should know in regards to the steps children go through to acquire a new language.
On the same plinth, the way adults speak to their children is very important. Children do not learn in an abstract form, but they rely greatly on the people that talk near them. The moment a child utters the first word, it is a show that they have started the process of language acquisition. They start to connect intonation and complex sound combination in order to make meaning from the sounds they make. It depends greatly on what they hear from others, and go ahead to practice and make sense out of it.
Though, it becomes more challenging when a child wants to acquire a different language from his or her original language. Making sense of something new must be connected with what is already known, which becomes a greater problem to deal with ultimately. As experts point out, learning starts from the known to the unknown and from the simple ideas to complex ones. This means that it takes greater efforts in children to learn a new language that is not theirs.
In conclusion, language acquisition among the children comes with lots of challenges, but the good news is that they are able to overcome them and master the use of language. As pointed out herein, they are required to tie the distinct levels of symbols and phrases in natural language to make sense of language. Doing so can be challenging really be a daunting task for them. The first thing they do is perception, which begins immediately at birth.
They must categorize the different units of language by making the basic difference between content categories and functional components that must be related to each sentence skeleton. Even though parents and caregivers are not directly involved in their children’s language acquisition, they play a major role in helping develop their language. The way they talk to them is important since it gives them the opportunity to learn new ideas concerning the usage of language.
This study is important and significant to inform the audience, more so experts of language about these challenges so that they can support their learners to cope. With sufficient support, children develop the standard ability to master the skills and use language effectively and sensitively.


3 E-learning Trends That are Changing the Way Your Child Learns

1. Learning will be the by product of engagement
From Aesop’s fable to Dora the explorer, children have learned some important lessons through stories. However, as attention ps of children drop the world over, stories will form the new way of engaging young learners.
Many edtech companies are already doing so with the use of gamification. Duolingo, for example, teaches languages using quizzes. Another example of an app using gamification is Elevate – it promises to increase your brainpower as you play games such as propelling a missile to the moon.

Now when we take this kind of teaching to solve large problems, we see tremendous potential: imagine children learning geometry by playing games such as arranging shapes. Remember, in their minds, they are not learning geometry. They are playing a game. Kids love challenges and as companies vie for a slice of the K12 market, we will see more and more companies enter this space with some innovate products.
2. Smaller bit-sized videos will be more pervasive than text
A common sight that plays out these days, from shopping malls to airports, is parents silencing their wailing kid by showing them a video on YouTube. Let us be honest, it is hard to focus on children when the parents themselves are busy on Whatsapp! There’s a reason why ChuChu TV is the largest YouTube channel in the whole of Asia, in terms of time spent.
For a 6-year old whose frontal cortex has been flooded with dopamine by constant visual stimulation, it is hard to get excited by reading a book. Also as the free time available is increasingly consumed by computers, mobiles, and tablets, the student of the future is going to spend less and less time in front of a physical book. Add to this cauldron, the decision of companies such as Facebook to focus more on video content, and what you see brewing is a magic potion for video content companies.
Think of the cool recipes with some stunning visuals on your Facebook newsfeed – why would you want to read a recipe book ever? That is the thinking most children would have towards books. Also as it naturally appeals to children who are more visual than textual learners, you will see more and more learning content in the form of a quick explainer video.
3 .Schools will attempt to “automate” teaching
The most technology most people had at school while growing up in the 1980s and 1990s was perhaps the projector that showed some documentary in the very unimaginatively named A/V room. That is a far, far cry from the kind of technology most schools seem to have today. From digital whiteboards with interactive content to pre-loaded educational tablets, schools seem to be embracing technology more than ever.
There is a reason they are doing this. The biggest challenge schools have (especially the franchisee chains like DPS) is ensuring consistent quality of teaching staff. Teaching is no longer the “noble profession” for a smart, articulate lady who decides not to be a doctor or an engineer.  She could do anything from social media consulting at a digital marketing agency to process consulting in an offshore firm. So schools have a huge dearth of quality professionals. A quick and easy solution for this is to outsource the difficult stuff to online teaching – while getting local teachers to only facilitate the delivery of the content.
In a country like India where in matters of education, parents don’t get tired of keeping up with the Kumars, such schools are booming. So don’t be surprised if in the future your child’s class teacher happens to be a cloud-based software that is powered by analytical engine, delivering real-time performance metrics to your mobile.


Divorce Impact on Children

Divorce can be an emotional and stressful event in any person’s life. For a child the thought of not having both parents around can be overwhelming. In this essay we will look at the impact of divorce on three subgroups of children, preschool, school aged and adolescent children. Each group displays emotions and how they handle the change in the family dynamics in very specific ways based on their ability level. Parent can provide positive experiences for these children involved in a family separation in many different ways to assist in a healthy transition with the least amount of stress and conflict.
Both parents can lend a hand in putting the children in these situations first by working together even in not so perfect conditions. Working together to ensure the best outcome for the children involved takes time, effort and determination. Divorce Impact on Children Divorce rates are currently at an all time high. Divorce impacts pre-school children, school-aged and adolescent children with very personal and sometimes, permanent consequences. All children react to the emotional stressors of family divorce and separation.
Although divorce impacts everyone involved, children are impacted in different ways based on their level of maturity as well as their understanding of emotions and their use of coping skills. Divorce and the Pre-school Child Young child are vulnerable to the effects of divorce and separation, especially children young than 5 years old. The reasoning behind the vulnerability at this age is a combination of the interruption of the attachment relationships they have formed and the child’s limited cognitive ability to understand what divorce is.

Preschool children have many reactions toward divorce to include feeling responsible, holding in anger, or may become aggressive and angry toward the parent he/she lives with (Amato, 1994). Some behaviors are normal during the beginning of the separation or divorce but should not last more than six months. Behaviors lasting longer may indicate a more serious problem or even developmental setbacks. When a preschooler feels insecure about the relationships with his/her parent they run the risk of some serious regression in development.
Children in this age group will benefit from overnight contact with each parent (Stahl, 2007). During this chunk of time with each parent provides them with the time needed to establish a routine at each house and to get settled in. It is important for parents to understand that the child should not be witness to any direct conflict. Stahl (2007) indicates that it is important to devise a parenting plan that will maximize the strengths of each parent. Developing a parenting plan will assist with issues to be resolved such as child custody and visitations.
Mediation is available to assist with co-parenting issues. Divorce and the school aged child When children reach school age their cognitive abilities increase and they begin to understand what divorce is. They increase social relationships other than those established with his/her parents. Socialization and being identified as a part of a group are important to the school aged child. As they skills such as academics they also learn how to begin expressing their feelings. Children in this age group may feel overwhelmed by the family conflict.
Amato (1994) indicates that possible reactions include: feeling deceived and a sense of loss, rejected by the parent that left, has trouble sleeping, or worries about the future. Complications in school may show up as well to include behavior problems and academic concerns. Parent should work hard to provide a parenting plan that will affect the school aged child in a positive way. Reassure them that everything will be alright, just different from what they are use to. Answering questions about the changes that are getting ready to take place can help the child ease into the issue of custody and visitation.
Using books to help them talk about feelings work well with children of all ages. Parent should remind the child that he/she is not responsible for the divorce and that both parents still love them. They should also keep an eye out for signs of depression and fear displayed by the child. This will aid parents in spotting a problem early on in order to seek professional help if depression is prolonged or intense. Divorce and the adolescent Adolescents understand divorce but they do not accept the new changes in the family dynamics.
They are prone to responding to their parent’s divorce with acute depression, suicidal ideation, and sometimes violent acting out episodes (Eleoff, 2003). Although adolescents have a more complex level of thinking they tend to focus on the moral issues of divorce and will often judge their parents’ decisions and actions. Behrman & Quinn (2004) provides some feelings that adolescents may display: feelings of abandonment, feel the obligation to take on more adult responsibilities in the family, they may withdraw from friends and favorite activities or act out such as using bad language and being rebellious.
Parent should always maintain lines of communication and reassure the child that both parents love them. They should try to continue to be involved in their lives by honoring special family activities. Whenever possible, parent should keep up with children’s progress at school and other activities such as sporting event. The adolescent should be told who will be attending special occasions, especially if you plan to bring a new romantic interest. By doing this can cut down on unnecessary conflict and behaviors from the adolescent.
Adolescents should be allowed room to have a say in the parenting plan when possible, and reasonable. Many children will have a preference as to which house they would like to live at and have visitations to the other house on weekends with the other parent. This can help discourage rebellion by the adolescent when they feel that the parents are listening to them. Conclusion Divorce is tuff on everyone involved. Parents must reassure children involved that they are not the reason for the divorce and the mommy and daddy still loves them. Divorce can have a major impact on the well being and development of children and adolescents.
Younger children display an array of symptoms and feelings from holding anger inside to feeling rejected by the parent who left. Adolescents can hold feelings of anger and fell obligated to take on more adult responsibilities. Although all these feeling are important for parents to address it is also important to recognize major concerns and not be afraid to seek professional help from a therapist or other mental health professional. In all the issues of divorce, just remember that parents do not have to do it alone; counselors and mediators are available to help make sense of it all.


Describe How to Deal with Disagreements Between the Practitioner and Children and Young People

Describe how to deal with disagreements between the practitioner and children and young people If it is TA versus a child, then the chances are that the child is being confrontational and disobedient. You would have to point out the boundaries and explain that it would not be wise to cross these boundaries if the child did not want to make the situation worse for their self. With an adult, they have their own perspective on what has caused the disagreement and this should be listened to and then you should calmly put forward your point of view.
It is essential to establish respectful and professional relationships with children and young people in the role of TA. There are certain strategies which enable such a valued and trusted relationship to be established. A relationship in which a child trusts and respects their TA and feels comfortable in their company, allows the TA to offer a supportive and caring environment in which the child can learn and develop. Describe how to deal with disagreements between the practitioner and other adults
Very often in my life I have found myself in the middle of conflict. You have to be very wise, diplomatic and try to help to solve the problem, if somebody asks you to. Many times people know how to sort it out, or what must be done to solve the problem, but they are too emotionally involved at that moment and they simply are not able to do anything. If such a situation happened, it is good to listen and give them time to calm down. It can take just few minutes or longer period of time.

The important thing is to be patient, which may be hard to do, but it is vital to keep a cool head. At times I may be required to mediate discussions, over a period of time, until both parties feel that the issue has been resolved to their satisfaction. This might be conflicts at work, among friends, among children at school, or at home. Firstly, when we want to manage disagreements, the skill of listening to both sides of the conflict and assessing the whole situation is required, before making any decisions.
Also, checking their non-verbal communication and make sure I am aware of what caused the conflict in reality. Verbal conflicts are easier to manage than physical disagreements. Secondly, I must be completely sure that both sides want and are ready to resolve the conflict. If they stay angry, or refuse to communicate, helping them to negotiate will be impossible to do. Sometimes I will talk to both sides separately, as this gives more of a clearer picture and I will make sure they are both honest.