Social And Emotional Development Of Children

Social And Emotional Development Of Children Social and emotional development underpins effective learning, positive behaviour and the judgements they make in and out of school. Schools need to be places where emotions are accepted as normal, unthreatening, discussed freely, expressed safely strategies and support are written in statements and policies. A successful strategy that has been introduced into schools is SEAL, SEAL stands for social, emotional aspects of learning, and this is a school programme that focuses on the development and the application of social and emotional skills. Not only does SEAL consider the needs of the children but also all that work in the setting, providing support for them to implement the strategies that it highlights. Its important in the early years that practitioners understand that children develop at different rates; emotionally others are more mature than others. This is a similar situation for social development children that dont have enough social experiences from a young age are less likely to be social in a classroom due to lack of confidence. The theorist Bowlby is most famous for his attachment theory he devised the term maternal deprivation (Bowlby, n.d.) this was because he believed that if children were separated from their mothers at young age then they would be psychology damaged (Squire, 2007) this supports the theory that without enough social attachment and experiences in the early stages of life then children are more likely to be unconfident in social situations and find it harder to adapting to school life. The EYFS believe that all children are ready to learn. The EYFS (2012, pp.2) states that Development is not an automatic process, however. It depends on each unique child having opportunities to interact with positive relationships and enabling environments being a unique child emphasises more on the fact that children do develop at different rates. So having relationships with people and being in a encouraging environment helps develop children socially and emotionally, this is why its essential practitioners and schools provide these are much as possible. It is proven that in the 21st century children are more likely to worry about family, school, friendships from two decades ago (Blake, 2007). This is a worrying result because most people have the view that childhood should be carefree and trouble free. Schools have more pressure now more than ever to ensure that children have a safe and worry free environment to learn in. Social development is promoted in all child care settings, teachers are using group tasks more and involving children as much as possible, if they realise that a child is withdrawn then action is taken to involve this child such as talking to them and introducing new provisions such as a buddy system at play times so children can always have someone to socialise with. However when it comes to emotional development, I havent seen many provisions put into place to support this, some schools introduce schemes such as emotion sticks in which the children place their name in the pot with the emotion that they are feelin g that day, this quickly faded out because the children forgot and the practitioners forgot to remind the children that they need to do this, circle time is a popular way that schools choose to support emotional development, this is very effective in the early years, unfortunately not every school use circle time often because they dont have time and it wont fit into their curriculum so its often put aside. One way in which some schools promote emotional and social development is interacting with the community in which they live in, this gives children the sense of belonging and a strong self-image, this in turn builds self-esteem, the higher their self-esteem is then the more confident the child will be, making the most of opportunities especially throughout the school, because they have already had the experience of being involved with the charity event or helping the elderly they will be more confident in the social aspect of new activities but also emotionally because they have more confidence in what they can do. The every child matters document supports this strategy, the ECM has a section titled make a positive contribution helping the community is part of this. There are several strategies that schools use to support emotional and social development, in order to keep these as effective as possible, the school need to review the strategies as often as needed to ensure that they are working, if a method isnt working then another is chosen and used in the school. This can be done by monitoring the children whilst they are taking part in the strategies to see how they are using them, if they are engaged and involving themselves in them then this is a good sign however if a couple of children dont feel comfortable or utilising the method as desired then a different approach may need to be taken. Reviewing the strategies every term is a good way to see how effective it is, another strategy can then be introduced in the next term, and once the method that is the most effective in the school for the pupils, teachers and parents then it can be used throughout the school, different age groups may also need different strategies, older childrens emotio nal and social developmental needs will be different to the early years, this needs to be taken in consideration when planning approaches. Some schools may end up with 2 or 3 different methods being used in the school. One of the most recent strategies that schools use to support emotional and social development is the healthy schools scheme. This was set up to promote healthy eating and exercise in schools, not only does this promote concentration in the classrooms but it involves children in activities organised by the school, the way in which the schools implement this strategy is up to them, some may decide to use Activate or Wake Up Shake Up in their school day or by introducing healthy snacks at break and lunch time. A Healthy  School  promotes  the  health  and  well ­being  of  its  pupils  and  staff through  a well-planned,  taught  curriculum  in  a  physical  and  emotional environment  that  promotes  learning  and  healthy  lifestyle  choices (Departement of Health, 2007) This strategy was more important than ever in 2012 due to the London Olympic Games, children wanted to be more active in and out of schools, so having sports days and Olympic challenges was an ideal way to promote healthy schools further. The walking and cycling provisions that some schools use, involve the children in the community as well as being sociable, this supports the emotional and social development of children. However not all schools provide strategies such as these, some schools dont have the funding whereas others dont see it as an important aspect of childrens learning. When the scheme was first introduced thousands of schools took it on board however as the years have passed its become increasingly difficult for schools to motivate themselves to continue the strategy. In order for healthy schools to once again be a priority for schools, new ways of promoting healthy eating and exercise need to be put into place, schools could involve the children in this process, this would also make the children more motivated to actually do the activities because they have had an input. If a child is constantly being told that they are unhe althy therefore they need to take part in the schools activities, then their self-esteem is going to get lower and lower which has a considerable effect on the childs emotional welfare, they will eventually have a negative view of themself, schools need to be aware of this and ensure that no child is told they are unhealthy or lazy, every child needs to take part in the scheme as much as possible. In contrast to the recent impact of healthy schools, there has been numerous research and discussion about gender roles. There is the ultimate question of, are girls born automatically liking pink and boys liking blue? There will never be an exact answer to this question some will say its to do with nature whereas others will say affected by nurture. When children first come into a setting, they may feel pressure to go and play with the construction area if they are a boy or immediately go into the role play area if they are a girl. This attitude is changing and children are becoming more confident in their own decisions as to where they should play, however some parents heavily promote girls playing with dolls and putting on makeup the same is for boys, parents may want their son to play football or rugby which are heavily male influenced. This goes against the various strategies that schools are implementing to help prevent children feeling as though they dont have an individual id entity, which affects their emotional understanding. Dowling (2012, pp.159) agrees with this point young children will only become confused if values at home and nursery are in direct opposition Every classroom should be gender neutral with pale walls, and pictures of girls and boys playing in the different areas of the classroom, providing activities that both girls and boys can play with for example not just providing colouring pages for girls but for boys as well. However even though this method is being implemented, the media still goes against a gender neutral environment, portraying women in Disney films as being helpless and in danger and having a dashing knight coming to save the day, this gives children the perception that women are weaker and less brave then men. However this attitude will almost never be changed, companies know what makes them money and if it means giving children mixed views about themselves then they will continue to do it. Its essential that schools co ntinue to use the action that they are taking to help prevent these views coming into schools. Not only is it important that classrooms are inclusive, the practitioners also need have an understanding and agreement about inclusion, in order to provide equal opportunities for every child (Beaty, 2006) One of the most effective provisions that schools have introduced is circle time. Jenny Mosley is the brains behind the whole school approach towards circle time. Good behaviour management is key when doing circle time, the children need to know the rules that surround circle time, its a trusting place where the children can communicate with each other and discussing issues that they feel are important and is also a great opportunity for children to socialise with the rest of the class. Circle time can also be used as a anti bullying technique, if children arent getting along in or out of the classroom then this strategy can be used to give the children the opportunity to talk about their issues, this also opens their eyes to the fact that they may of really upset the other children, providing emotional awareness that a childs actions may affect another child and they may not even know it. Circle time works best when its not done too often; having circle time every day would be borin g for the children and the teacher and would lose the desired effect. It provides opportunities to learn how to listen and respect others; its also an emotionally safe place for children to be in with trusting people and a comfortable environment. (Circle Time, n.d.) However because circle time is the most effective when its done regularly, it can be easy to forget the routine of circle time missing circle time several weeks in a row can effect children because they may have something specific they want to say in circle time and dont get the opportunity to say it because the teacher has forgotten about circle time, this can be easily resolved the children could be responsible for reminding the teacher about circle time, having a day activity planner in a visible place that consists of pictures and words so the children can see what they are doing also, is a good way to inform that circle time will be happening, reassuring the children. Circle time additionally provides important tim e for children and practitioners to develop a trusting and positive relationship; this is why circle time is especially important in the first couple of weeks of term. The professional relationship between parents and teachers is just as important, parents and carers need to know that their child is safe and happy in the setting, if a parent has concerns about their child then the teacher is the first person that they will go to, for example if a parent thinks that their child is being bullied by another child in the class then the teacher and parent can work together to think of techniques to use in order to stop this happening, circle time could be one of the strategies used. A method that was used in a school to promote the relationships between child and teacher and parent and teacher was stay and play. This occurred once a week and parents or relatives had the choice to join in on activities in the classroom, it would start off by the teacher explaining what the activities were for, how they linked in with the curriculum and what the parents could do to further encourage the learning at home, the stay and play session lasted for 45 minutes, th e teacher answered any questions that they were asked, and the children enjoyed playing with the various activities in the classroom with the support from parents and teachers. This was a very effective strategy used in this school, and they can continue to maintain the building relationships by having parent councils like the one in Bruce Grove Primary School, they found a parent council very effective it provided opportunities for parents to communicate with one another and have their input into how they wanted their children to learn. This continues the positive relationship between schools and parents/carers, its essential that there is constant communication because they both want the children to learn and develop to the best of their ability, when children see the positive relationship between their parents and their teacher, it makes them comfortable around the teacher. Not only is the relationships within school important but the environment is equally important, the EYFS approach to the unique child consists of positive relationships and an enabling environment. An environment that provides opportunities and exploration also needs to make the child feel safe and secure. These positive environments from the EYFS (2012, pp.2) explain that they need to have stimulating resources, relevant to all the childrens cultures and communities successfully combining play and learning especially in early years settings, this is important because then children will link learning with being fun. Not only do schools need to support children with their emotional and social development but they also need to support them to take risks and explore new environments, children learn the most effectively through personal experiences so promoting these gives children more confidence in their abilities and having a better perception of themself. Positive relationships and e nabling environments ensures learning and development. Observing, assessing and planning ensures that strategies work in the setting and meet the childrens individual needs. Each section of the EYFS document are individual however they are all underpinned by the basic factors to successfully support childrens social and emotional development. Every unique child needs positive relationships from every direction; parents, teachers and fellow peers. Enabling environments that are supportive and positive these together will equal to learning and development.

Quote of the mind Essay

Some people think that the mind is the brain or some other part or function of the body, but this is incorrect. The brain is a physical object that can be seen with the eyes and that can be photographed or operated on in surgery. The mind, on the other hand, is not a physical object. It cannot be seen with the eyes, nor can it be photographed or repaired by surgery. The brain, therefore, is not the mind but simply part of the body. There is nothing within the body that can be identified as being our mind because our body and mind are different entities. For example, sometimes when our body is relaxed and immobile, our mind can be very busy, darting from one object to another. This indicates that our body and mind are not the same entity. In Buddhist scriptures, our body is compared to a guest house and our mind to a guest dwelling within it. When we die, our mind leaves our body and goes to the next life, just like a guest leaving a guest house and going somewhere else. If the mind is not the brain, nor any other part of the body, what is it? It is a formless continuum that functions to perceive and understand objects. Because the mind is formless, or non-physical, by nature, it is not obstructed by physical objects. It is very important to be able to distinguish disturbed states of mind from peaceful states. As explained in the previous chapter, states of mind that disturb our inner peace, such as anger, jealousy, and desirous attachment, are called ‘delusions’; and these are the principal causes of all our suffering. We may think that our suffering is caused by other people, by poor material conditions, or by society, but in reality it all comes from our own deluded states of mind. The essence of spiritual practice is to reduce and eventually to eradicate altogether our delusions, and to replace them with permanent inner peace. This is the real meaning of our human life. The essential point of understanding the mind is that liberation from  suffering cannot be found outside the mind. Permanent liberation can be found only by purifying the mind. Therefore, if we want to become free from problems and attain lasting peace and happiness we need to increase our knowledge and understanding of the mind.

Dover Beach Theme Imagery and Sound Essay

In â€Å"Dover Beach,† Matthew Arnold creates a monologue that shows how perceptions can be misleading. The theme of illusion versus reality in â€Å"Dover Beach† reflects the speaker’s awareness of the incompatibility between what is perceived and what truly is real. Arnold conveys the theme of â€Å"Dover Beach† through three essential developments. First, he uses visual imagery. Second, he uses sound (aural) imagery. Third, he uses rhythm and metric. These mechanics alone do not explain why illusion and reality differ, but they do help to explain how Arnold sets up the poem to support the theme. The strongest support of the theme comes from its intense imagery which is scattered throughout â€Å"Dover Beach.† The most affecting image is the sea. The sea includes the visual imagery, used to express illusion, as well as the auditory imagery, used to express reality. The image is intensely drawn by Arnold to vividly see the faith disappearing from the speaker’s world. The image of darkness encompasses the speaker’s life just like the night wind pushes the clouds in to change a bright, calm sea into dark, â€Å"naked shingles.† The irony of â€Å"Dover Beach† lies in the contrasting elements of the troubled speaker and the calm sea with tranquil moonlight. For example, the moonlit cliffs of the first stanza appear again in the lines â€Å"for the world/Which lies before us like a land of dreams. The sea which begins calm and tranquil, becomes a roaring shore; with â€Å"naked shingles† and â€Å"night-wind† which in turn disrupts the speaker’s faith. The symbolism of the speaker’s faith, as well as light and dark, reinforce the theme of illusion versus reality. The illusionary quality of the sea infers how very shaky and insecure the speaker’s faith has become. In line 21, the speaker refers to the sea as a metaphoric â€Å"sea of faith.† This symbol represents the illusion of the speaker’s faith. The reality of his lack of faith becomes apparent in lines 25 through 28. The speaker explains on how that once great and calm sea of faith has turned into a roaring, dark, windy, dreary, and gravely bench. In reality, the speaker’s faith disappears with only darkness to replace it; a powerful symbol of disillusionment which sets the mood for the rest of the poem. In stanza 3, the simile â€Å"like the folds of a bright girdle furled† (Line 13) contrasts with â€Å"Vast edges drear/And naked shingles of the world† (Lines 27-28) The speaker’s problem also appears in the sounds of the words throughout the poem. The consonant quality of the g and the r in â€Å"grating roar† (line 9) takes on an auditory quality, whereas the previous stanza displayed visual qualities. The grating and roaring pebbles produce sound while the calm sea and glimmering French coast produce a visual effect. In line 13, the words â€Å"tremulous cadence slow† slows the reader with the sounds of the t, c, and s sounds. After stanza two, the third, fourth, and fifth stanzas alternate sounds (stanza three, first three lines of stanza four, last five lines of stanza four and stanza five). The smooth sounds of l in line 7, â€Å"long line,† and the f in line 23, â€Å"folds† and â€Å"furled,† point out the instances of illusion where the conflict of the illusion versus reality does not exist. In contrast, the rough sounds in line 28, â€Å"naked shingles of the world,† indicate the places w here reality not only exists, but where illusion cannot exist, and the speaker cannot escape his misery. The sounds of the words not only slow the speaker’s struggle, but also suggest the underlying motif of light and dark. The words â€Å"glimmer† and â€Å"gleam.† The ‘gl’ suggests light whereas the ‘ea’ suggest smallness. The ‘er’ suggests movement. All combined, the allusion is made to the idea of a small, moving light. This contrasts with the darkness of the later stanzas indicated by the words â€Å"darkling† and â€Å"night.† In the third stanza, the words â€Å"faith† and â€Å"bright† followed by â€Å"but† imply a loss of faith, â€Å"and in doing so associates darkness with loss of faith†. The lack of a pattern in the rhyme scheme reflects the speaker’s inner debate. The rhyme scheme of the first stanza consists of ABACD. The first and third lines rhyme, â€Å"to-night† and light,† but no other lines rhyme in the first stanza. The same instance occurs in t he second stanza’s rhyme scheme of BDCEFCGHG. Multiple lines do rhyme, but in no set pattern. This opposes the pattern of the iambic rhyme of the first stanza. A vivid description of the calm sea in the first eight lines allows a picture of the sea to unfold. The next six lines really stand out, especially the words â€Å"Listen,† â€Å"grating roar,† and â€Å"eternal note of sadness.† The distinction between the sight and sound imagery continues into the third stanza. Sophocles can hear the Aegean Sea, but cannot see it. He hears the purposelessness â€Å"of human misery,† but cannot see it because of the â€Å"turbid ebb and flow† of the sea. The allusion of Sophocles and the past  is replaced by the auditory image, â€Å"But now I only hear/ Its melancholy, long, withdrawing roar/ Retreating to the breath/ Of the night-wind, down the vast edges drear/ And naked shingles of the world† (Lines 24-28). There is a sense of sympathy. The words â€Å"tremulous cadence slow† and â€Å"eternal note of sadness† evokes a sense pity for the speaker whose struggle with illusion and reality seems to end in darkness and sadness. Not only will the speaker have to confront reality, but â€Å"beyond the ‘naked shingles’ the darkness continues, interrupted only by the confused alarms and fights and ringing conflicts of battle by night-the sounds of supreme futility† Arnold uses much alliteration and assonance in the poem as well. For example, in line 31, â€Å"To lie before us like a land of dreams†, repeating the letter L at the beginning of three words. Also, in line 4, â€Å"Gleams and is gone†¦Ã¢â‚¬  repeating the letter G. Arnold shows use of assonance in line 2, â€Å"tied/lies† and in line 31, â€Å"lie/like† The most important method in â€Å"Dover Beach† includes the rhythm and the meter of the lines and the stanzas of the poem. The sea/is calm/to-night. The gentle lively rhythm of the iamb mirrors the â€Å"ebb and flow† of the sea. The actual words of the first line manifest this idea to picture a calm sea gently lapping at the beach. The second line also reveals a calm sea. However, line 3 breaks the pattern and forces the reader to break his or her own rhythm. Line 3 includes: Upon/the straits,//on the French/Coast/the light. The line begins and ends with an iamb, but the middle is broken up. This is a foreshadow of the disorder to come. The fourth line breaks up even farther at the beginning, but the fifth line recovers the rhythm. Glimmering/and vast//out in/the tran/quil bay. The rhythm recovers by the end of the first stanza, but the original rhythm has not. The number of feet per line constantly increases from three to four and then to five, once again, a foreshadow of the upcoming struggle. The second stanza attempts to regain a pattern but the pattern disappears in line 7 only to reappear in line 8. The pattern of iambs continues through the stanza, but the number of feet per line never projects a pattern. In other words, by the use of a pattern in the rhythm and the lack of a pattern in the number of feet per line and the rhyme scheme, Arnold portrays an outwardly rhythmic and flowing poem with underlying confusion and trouble. The illusion of the rhythm masks  the reality of the struggle of the speaker. The auditory qualities of lines 9-14 set the tone for the rest of the poem. â€Å"LISten! yoU HEAR the GRATing ROar / of PEBbles which the WAves DRaw back, anD FLinG, / aT their return, UP the HIgh strand, / BEgin, anD ceASE, anD thEN agAIN beGIN, / with TREMulous CAdenCE SLOw, anD bring / the eterNAL noTe oF SADness IN.† Arnold’s â€Å"Dover Beach† applies technical qualities, symbolism, and imagery to reveal the theme of illusion versus reality. The emotional struggle of the speaker is supported by the rhythm and the meter, the lack of a consistent rhyme scheme, the figures of speech, the sound of the words, and the irony of the entire poem. The symbolism of the sea and the imagery of light and dark bring out the alternating visual and auditory qualities, which elaborate on illusion and reality, respectively, Arnold’s portrayal of one person’s battle with illusion and reality shows a complex view of humanity in a simple poem.

Hunters in the Snow Character Analysis of Tub Essay

â€Å"Tub’s Hardships† Being a man isn’t always easy, for most of their life they are taught to show no affection and to be tough in almost every situation. The tragedy of machismo is that a man is never quite man enough. â€Å"Hunters in the Snow†, by Tobias Wolff, three hunting buddies, Frank, Tub and Kenny, set out on a hunting trip together as they have done for years. Tub, who is over-weight, self-conscious and a good friend, shows some of his weaknesses, strengths and hardships that are sometimes placed on men in different situations. The protagonist, over-weight, Tub and his two hunting buddies, Frank and Kenny take off early one morning to the snowy mountains for a deer hunt. When they arrive and begin heading to the woods they near a†¦show more content†¦That’s the way I feel about it’† (39). Despite how manly Tub is supposed to be as a man, the two men have this special bond together and they show it. Tub then tells Frank, ‘†When I said that about my glands, that wasn’t true. The truth is I just shovel it in’† (40). Regardless being made fun of or picked on about Tub’s weight and clumsiness, Tub is yet a good listener and a great friend. Ironically, at the end of the story the two guys, Tub and Frank, are bonding and supporting each other at the diner they stop at to get warmed up before the hospital, even though their other friend Kenny is in the back of the truck dying. Frank tells Kenny, â€Å"’It wouldn’t hurt so much if you just stayed put. Now we’re going to the hospital. Got that? Say it—I’m going to the hospital’† (39). Once they leave the diner and are headed back towards the hospital, Tub turns back to Frank, â€Å"’I just pulled a real boner,† he said. What’s that? I left the directions on the table back there’† (39). A man having to be tough and to show no affection can sometimes take a toll on thei r physical self being, yet they can also still be somewhat sensitive to others emotions and feelings. In this short story by Tobias Wolff, â€Å"Hunters in the Snow†, Tub shows some situations of strength, weaknesses and hardships men endure as a friend orShow MoreRelatedThe Complex Idea Of Good And The Power Of Faith2037 Words   |  9 Pages27, 2016 GESM 110 12:30-1:50 TTh The Complex Idea of Good and the Power of Faith Violence, specifically with murder, is inherently morally wrong in the vast majority of cases. But through analysis of Judah Rosenthal in Woody Allen’s Crimes and Misdemeanors, Kenny and Tub in Tobias Wolff’s â€Å"Hunters in the Snow,† and the Grandma and The Misfit in Flannery O’Connor’s â€Å"A Good Man is Hard to Find,† the traditional sides of good and bad in a murder are blurred. One of the most important ideas seen throughoutRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy PeckRead MoreAutobilography of Zlatan Ibrahimovic116934 Words   |  468 Pagesfun instead and take care of my family. It was a great time, but it didn t last long. When we returned to Spain disaster struck. Not immediately, but slowly. Disaster was in the air. A light snowfall came. It was like the Spaniards had never seen snow before, and in our hood, in the hills above Barcelona, cars were smashing to the left and right, and Mino, the fat idiot - the wonderful fat idiot I should add if anyone would misunderstand me - froze like a dog in his summer shoes and light jacket