Supporting Children and Young People Essay Example for Free

Supporting Children and Young People Essay P1. Describe how one activity/experience supports the communication and intellectual development of a child or young person. (P8) I recently sat with a group of children aged 2-4 years in the book corner during group time, the children were all participating in a story/singing activity also using puppets. There were two of these which the children participated in, they were; five little ducklings and the other was, There was an old lady who swallowed a fly. For the activity one child held the book, another child held the main puppet and the other children in the group each had a puppet or two to hold. The children then all sang the song There was an old lady who swallowed a fly ,the lady also swallows other animals so the children enjoy letting there puppet get eaten by the old lady. This activity would support communication and intellectual development, because the children all need to communicate with each other deciding who is going to take what role; the song/story also helps develop listening skills. The children need to listen and think about what comes next and decide when it is their turn to either hide their duckling or let the old lady swallow their animal this is the intellectual part of the activity. Every child is different but this activity may cover a specific aspect to support a child’s individual communicational or intellectual development need. P2. Describe how one resource or type of equipment supports the physical development of a child or young person. (p8) I have chosen to set up an obstacle course for the children to complete making decisions about ways to travel from one end of the number line to the other, they will be taking the risk to balance along tyres trying not fall off. They will then need to walk along the wooden bridge down the steps collecting a conker from the bowl, posting it down the drain pipe, watching it roll out into the empty container. This activity is aimed to support a specific Childs interests and needs aged 3-4 years. This activity will support physical development through both fine motor skills and gross motor skills allowing them to take a risk and challenge within the health and safety boundaries. By this I mean that I have not created something that will be dangerous yes they may wobble and take a tumble but the obstacle course I have created is within safety regulations. The fine motor skills will be completed by picking up the conkers and using their hand to roll them down the drain pipe. The gross motor skills will be completed through their movements both across the tyres and bridge as well as using there travelling techniques such as hopping running jumping across the number spots. During this activity the children will also be using their intellectual skills to think about the ways they will travel along and judging how risky it is to go across the tyres. Here is a plan I have drawn of how the obstacle course would look. P3. Identify ways the practitioner can support the emotional development of the child or young person.(P8) Practitioners can support the emotional development of a child by building up a relationship with the parents. They could send home fact sheets and all about me books for the parents and children to create; including photos, pictures, drawings and information about the child’s key interests. This could be information about their favourite things such as what they like to eat, characters they are interested in, what they like to do at home , where they like to play for example outside or in the sand pit. Practitioners have the important role of making sure that all children’s needs are met as every child is different not all children will need the same support. It is the practitioner’s job to support the Childs emotional development they may use singing and stories, whilst comforting the child as a distraction from being upset and thinking about home. Each child is given a practitioner who is known as their key worker. The key worker is the practitioner who has majority of responsibility of making sure the child’s development needs are being met but also having a strong bond with the child to be able to give one to one attention to for emotional support. Furthermore the practitioner can use the information found from the parents about the child to help them to settle , they can take their key interests into consideration and plan activities based around the key interest to support the development of the child. For example when the child has to separate from carer they may be rather emotional but you could take a key interest such as â€Å"likes to play with trains† into consideration and get out the train set using this as a distraction. Also use appropriate language such as â€Å"mummy will be back after lunch don’t worry† , talk about the fun things you have planned to do that day asking the child wha t they would like to where they want to play. P4. Describe ways the practitioner can use care routines to support the development of children aged 0-3 years. (P8) There are several ways Practitioners can are routines to support the development for children aged 0-3 years. It is important that you communicate with a child whilst changing them. Discuss what you’re doing â€Å"I’m going to wipe your bottom make sure that it is nice and clean so it’s not sore.† When dressing them say what your doing allowing the child to know what’s going on. Sing songs to the children, if they are slightly older have a conversation with them. Practitioners use encouraging language during step by step daily routines such as, before snack and meal times don’t forget to wash your hands with soap. Sometimes we use little rhymes and songs to encourage and help the children with the routine. For example wash, wash, wash your hands, wash, wash, wash your hands, let’s wash the germs away. Do the same with drying their hands. This helps to support the child’s independence allowing them to do it for themselves with a practitioner’s encouragement before collecting their own cups, plates and name cards for meal times. Practitioners can also support development through care routines by allowing the child to have a try at wiping their own bottom after going to the toilet, reminding them to flush the chain and wash their hands not forgetting to use soap. When potty training practitioners should give lots of praise and acknowledge that the child has tried to use the toilet even with help or if they have had no accidents, but also comforting the child if they do have an accident. Perhaps use sticker charts as encouragement. P5. Describe how the setting can effectively support the child through one transition.(P8) I am currently in a position where I am supporting a child through a transition. They are moving from the baby room into the big room consisting of children aged 2-4years. Each child will have their own individual plan with information about ways we can support them through their transition. It will need to include care plans, routines, key interests and useful tips in ways which we can help and support the child through their transition. Practitioners will support the children through their transition on the understanding that every child is different and one transition may be more successful and the child may settle sooner than expected. However it could also be the total opposite and another child may take longer to settle than another, but this proves the differences between children’s development stages. I have experienced such ways of supporting a transition, rather than carrying the child around all the time allow encourage them to walk holding your hand. Allow them to come for cuddles and except that they may want to be with you whilst they are through into the new room. I have recently supported a child where when they were near the gate to the baby room they thought about going back in but I diverted their attention by using some of their key interests to engage them in an activity instead. To support a child’s transition you need to prepare for them to be emotional and need 1:1 support. To begin with allow the child to come through and have meal times at the table with the big children, and then once they seem to settle encourage them to come through for half an hour to an hour a day increasing the length of the stay one they are stable in the room. Perhaps start with using their key interests allowing them to want to come through, play and engage with the older children. When the child is through into the new room allow them to explore give them options and choices ask them where they would like to play, who they would like to play with. P6. Describe how effective communication supports all areas of development (P8). Practitioners and parents can support children’s all round development through effective communication. By this I mean being a good role model as children pick up on what you say and do. Also speak clearly to the children allow them to have their say and take time to listen to them, use eye contact ,facial expressions and don’t interrupt when they are talking as this could is likely to knock their confidence and self-esteem. When talking to the child think about the tone of voice you need and the way you need to respond to a situation but using a cross tone of voice all the time will affect the child and think that they have done something wrong causing their confidence and self-esteem to be lowered. Practitioners and parents need to have time to communicate whether it be a quick chat at drop off and collection times or a parent consultation, but it is important that they share relevant information about the child to help support the child’s development. Furthermore practitioners try their best to support the children’s development in all areas to do this they need to think about the ways they say and do things and the way to respond to the child. If a child was to pronounce something incorrectly it is not appropriate for the practitioner to respond to the child by saying â€Å"that’s wrong you say it like this†. As that will knock the child’s confidence and put them off talking. The correct way to help them would be to repeat what the child has said but repeat it correctly for the child to hear how you say it correctly and then they will pick up on that. For example if a child was to say â€Å"nana pwease† you as a practitioner would say â€Å"yes you can have a banana as you used your manners and said please†. This helps the child to hear how you say the phrase correctly. It is down to the parents/carers and practitioners to effectively communicate with the children which will support them through all round development. Practitioners will plan around the child’s individual needs looking at their strengths and weaknesses selecting an area in which they will need to progress and ways in which the setting can support them as an individual. P7. Describe the role of three other professionals whom you may work with. One of the professionals whom I may work with would be a speech and language therapist. Their role is to work with individual children who have been referred by doctors and early years workers due to parents and practitioners concern of their speech and language development, to improve their speech. Speech and language therapists are the people who alongside practitioners will use their skills to support the child needs. As a practitioner I use my knowledge and give the opportunity for all children to join in â€Å"Mr Big mouth† activity which is a sound game. Speech therapists will work with the individual child on a one to one basis maybe twice a week for an hour to help with the child’s speech development. Another professional whom I may work with would be a health visitor.

Measure for Measure Essay: Angelo -- Measure for Measure

Angelo in Measure for Measure   Ã‚  Ã‚  Ã‚  Ã‚   Within Measure for Measure, the character of Angelo can be seen as a case study of will over moral nature. Angelo, a deputy, is given the Dukes authority to act in his behalf while the Duke is away. The story unfolds as Angelo uses the agency he's been given in ways that many men in authoritative positions have done. It is interesting to follow his line of thought and to realize that this is a man who is not unlike many others. The main conflict between Isabella and Angelo is a contemporary problem. Measure for Measure is a unique opportunity to investigate the personality types of the characters involved in the conflict, and the study of these complex characters can give meaningful insights into the nature of human emotion and action. Angelo's job is to take over in government while the Duke investigates his own character and those of others disguised as a friar. Whilst Angelo is in power, his will, ironically is in direct conflict with the law he is trying to uphold. He propositions chaste Isabella to engage in sexual activity in exchange for the life of her brother who is to be executed because of his sexual indiscretions. It can be perhaps seen that Angelo is not an inherently evil character, that he feel from ... ...with temptation." These are lessons that can apply to everyone.    Works Cited and Consulted: Black, James. "The Unfolding of Measure for Measure." Shakespeare Survey 26 (1973): 119-28. Leech, Clifford. "The 'Meaning' of Measure for Measure." Shakespeare Survey 3 (1950): 69-71. Shakespeare, William. Measure for Measure. The Arden Shakespeare. Ed. J.W. Lever. London: Routledge, 1995. Thomas, Vivian.   Understandning Angelo in Measure for Measure.   London: Croom Helm, 1987. Wilders, John.   "The Problem Comedies."   In Wells, Stanley, ed.   Shakespeare: Select Bibliographical Guides.   London: Oxford UP, 1973.

The Apprenticeship System – Summary

THE APPRENTICESHIP SYSTEM Aims of apprenticeship * To provide a peaceful transition from slavery to freedom * To guarantee planters an adequate supply of labour during the period and prepare for full freedom * To train apprentices for freedom especially working for wages * To enable the colonial governments to revise the system of justice and establish institutions suitable for a free society. The SMs were retired naval and army officers on half pay, appointed from Britain who were accustomed to rough conditions and enforcing discipline.They were chosen because they were not connected to the planter class and it was felt that they would not be biased. Duties of stipendiary magistrates * To supervise the apprenticeship system * To settle disputes between masters and apprentices * To visit estates at regular intervals and hold court * To inspect jailhouses and workhouses * To assist in fixing the value of negroes who wanted to buy their freedom These duties were strenuous and led to th e death of many SMs who were not accustomed to tropical conditions and could not afford the high cost of medical treatment.Conditions of employment Salary – ? 300 for the first year then increased to ? 450 for travel expenses and housing. There was no pension for dependents if the SM died in service. There was no sick leave and he had to pay his own fare back home if he was dismissed or out of service. These bad working conditions prevented SMs from performing their duties satisfactorily and many were easily bribed by planters. They were also overburdened by work because they were so few in numbers. Those who tried to do their duties were sometimes persecuted.They were abused physically, verbally and via the press. They were all obstructed in the performance of their duties as planters sometimes refused to allow them on the estates. Success of stipendiary magistrates * They listened to complaints from both sides and acted as a buffer between masters and apprentices. * They in formed apprentices of their rights, they did not have to listen to gossip or obtain information from newspapers. * They helped apprentices to organise their lives better by giving advice.However, they had very little to formulate schemes to improve the social conditions of the apprentices. They were unable to prevent apprentices from being punished harshly. Punishments Apprentices were usually sent to the workhouse, however SMs had no control over what happened there. The most common form of punishment in the workhouse was the treadmill. There was also the whipping post and apprentices could be put in penal gangs. Females often had their heads shaved. Time lost in the workhouse had to be repaid by the apprentice by working for his master during his free time.Controlling apprentices on the estates * It was illegal for apprentices to leave the estate without written permission. * Valuations on able-bodied slaves were often inflated. * High fees were charged for the use of the markets and for licences to work off the estates as carpenters, blacksmiths and so on. These licences and tickets to sell in the markets could be withdrawn. * Planters refused to give customary allowances. * Planters found faults with apprentices' work, which had to be done over in the apprentices' free time. Apprentices were locked up on false charges which would often be dropped before the arrival of the SM. * Apprentices' fruit trees would be cut down and they were forbidden to own livestock. * The 401/2 hours per week were spread over five days instead of four. *Low wages would be paid; unfair deductions from wages would be made; and the wages were generally paid late. The End of Apprenticeship Apprenticeship ended for ALL apprentices in 1838 because: * The system was not achieving its aims. * The antislavery society exposed the abuses in the system and began to campaign for full freedom. The planters feared violence if domestic apprentices were freed before field apprentices. * Some pl anters felt that it was cheaper not to have to provide for apprentices and only to employ the number of labourers they needed. Note: Antigua granted full freedom to its slaves. The planters decided against apprenticeship. The apprenticeship system came to an end in 1838 when the colonial governments in each colony voted against its continuation. http://www. youthlinkjamaica. com/cxc/history20100302. htm

The Wreck Of Time By Annie Dillard - 1168 Words

Earth vs Society â€Å"The Wreck of Time,† written by Annie Dillard, illustrates societies battle with population. Dillard emphasizes the disasters that savage our world. According to the author, â€Å" By moderate figures, the dead outnumber us about fourteen to one. The dead will always outnumber the living.† (Dillard 168) The amount of natural or man-made catastrophes do not affect the population as much as we claim. Dillards opinions are supported with facts throughout her essay, but readers are still left to question, why is our world considered to be overpopulated? Perhaps it is time for our society to consider Earth is not overpopulated in terms of people, but in resources. In addition, humans are struggling to grasp that other ecosystems are also being affected. With the introduction of Darwinism (the theory of evolution, by natural selections), humans are programed with the mentality of â€Å"survival of the fittest† forcing our humanity to evolve. Although evolution pr oved to be beneficial, as our immune system and way of life improved, we sacrificed our natural resources along the way. The problem with our society is not the lack of knowledge, but the ignorance and selfishness within our society. Overpopulation, threatened by the lack of resources, intimidates humans to disrupt biodiversity as we know it. (1) Man-made changes jeopardize our biodiversity. (2) As a result, the Earth’s resources are being depleted due to rapid consumption. (3) Even though we lack resources,