Importance Of Positive Interactions Children And Young People Essay

Importance Of Positive Interactions Children And Young People Essay It may be hard to establish a positive relationship with a child at first, the early years practitioners need to really get to know the children in their care in order to respond to them adequately. They need to know their interests, what frightens them or worries them, what makes them happy and sad and what annoys them. They need to be aware at what triggers their moods and they need to work out how to get each individual child to respond to them, trust them and open up to them and this is not very easy. Getting to know a child can be very difficult because they may be shy and may not like being around strangers and they also might be experiencing separation anxiety from their parents and may also be very wary of the setting they are in early years practitioners need to be aware that toys and games are no substitute for a warm and trusting relationship with an adult, who is actually interested in the child. Sometimes in early years settings the setting appoints each child with a key person, the key person will be responsible for helping the child settle in to the setting. The key person will try and build a genuine bond with the child so that they feel happy, confident, welcomed and valued. Babies and young children need to get to know there key person in order for them to feel safe and cared for. Also the key person will need to build up a good relationship with the childs parents and work together in finding ways for the best ways for the child to settle in, the child will settle more easily if they know they have one person who they can trust and rely on. Adults are a childs best resource and role model and by giving a child your complete attention are better than any toy or gadget. Most children long to be accepted in their surroundings and feel the need to belong and that their beliefs and opinions are respected and valued. By positively interacting with a child you will get to know that child really well, you will begin to understand what they like and d islike and once you know this you can plan appropriate activities for them to develop. A positive interaction with the child should start as soon as they come in in the morning by making sure the way you greet them is an extremely positive one as this is the most upsetting time for the child when their parents leave them. As the children get involved in activities you should be able to focus on what the child is saying and try and become a part of the conversation this lets the child think they are in the lead and you are taking direction from them and not the opposite way around, but there also maybe times when the child does not want or need input from an adult and by knowing the child you should know when to step back and quietly observe instead. All this comes from experience and how well you know the child, as you grow practitioner you will instinctively know when to intervene or simply just stand back and let the child explore. With all children they are all completely differe nt and some children will open up to you very easily as some children thrive on adult attention .however some children will not be so keen to open up and it will be extremely hard to build a positive relationship. They may find it difficult for a number of reasons for example they may be shy ,they may be experiencing problems outside the setting, they maybe unwell or just tired whatever the reason if the child has been in the setting for some time you should instantly tell why the child is being quiet or withdrawn and t maybe a good idea to have a word with the childs parents but if the child is new to the setting and are finding it difficult to settle in , it maybe that they are not interacting or communicating with anyone in the setting . Its down to the early years practitioners to try and find a way to get to know them better this might be a lot easier if you talk to the parents and find out the childs interests, try and spend quality time with the child on a one to one basis so you can gradually build up their trust. a child shouldnt be forced into mixing with others till they are ready to do so they may just like to watch and adjust to their new setting .books can be extremely good by getting the child to interact, find out what their favourite story is and offer to read it to them this may encourage the child to talk about the story. It is very important that your child as a positive relationship with their practitioner as the child may spend 5-7 hours a day with them. Interacting positively with the child from an early age is the basis for a good relationship which benefits the children immensely by positively interacting with the child they get one on one time with the practitioner and produce a positive relationship between them. By having a positive relationship it helps develop the childs cognitive skills , social emotional and language skills ; children not only obtain language and social skills but they also develop sensitivity , the ability to t alk out their problems, encouragement and the ability to ask questions . teacher child interactions are most developmentally appropriate when the teacher responds quickly , directly and warmly to the children this provides a variety of opportunities to engage in 2 way conversations and identifies and elaborates on the feelings , interests and activities of the children teachers which react in a sensitive and positive way are more likely to develop positive and nurturing relationships which is a key to a childs security , increasing the likelihood that the child will explore their environment giving them more opportunity to learn . 3.2. Describe why it is necessary to listen to children and effective ways of doing this. Children need to talk excessively and constantly and whilst we hear what they are saying do we really listen to them? If you ask children about adults who they like to be with, time and time again they will tell you, someone who they can talk to. Listening is an integral part of working effectively with children of all ages. It needs to begin when children are babies; babies need to see responses to their early vocalisation. Adults working with babies may smile, pick up a baby and reply by expanding the vocalisation. Later as children become more fluent speakers, the need to learn the skills of listening. Contrary to popular belief, this is not learnt by keeping them still and quiet, listening is actually an active skill and children need to learn to respond appropriately. they can do this if adults are actively listening to them . Active listening is more than just hearing: it involves thinking about what the other person (in this case a child) is trying to convey. Active listening also means giving a child your full attention, this can be hard in busy settings, but need to be prioritised. In most settings opportunities for active listening are linked to layout and routines. Preparing the fruit for snack time and wiping tables are examples of tasks can be done with a child chatting alongside. The key is to make sure children feel relaxed and they know that you are not in a rush or likely to be distracted. By listening closely to children we can identify their needs and capabilities and interests and also helps them build on their confidence and self-esteem. we can use this knowledge to plan activities and decide how to extend these activities in order to promote the childs learning in all areas of learning and development , some children take a while before they really get round to talking . This is one reason why it is important to create situations where you are not rushed. A child may simply begin by just wanting to be with you and gradually begin to want t o talk. Some children also need visual props and cues to help them. This is particular important in younger children. As well as children whom the language of the setting is not their own language. A child who cannot tell you cannot tell you what they want is likely to grab what they need by behaving badly. To listen to what a childs saying you need to give the child your full attention and make sure you know that you have done so face them, look them in the eye, lean in towards them and respond to what they are saying, do not deny or reject what they are saying. It is also important to remember that when we talk about listening to children we do not simply mean taking into account what they are saying through there spoken word. There are many ways in which a child can communicate or even very young babies or children with a developmental delay or disability can communicate in a number of ways. These children must also be listened to and their feelings taken into account. Early year s practitioners need to learn how to identify the right moment when to intervene in a childs conversation without taking control or finishing sentences for them you can do this by trying to expand on what they are saying through asking appropriate questions or giving relevant opinions. If a child begins to feel like what they have to say is of no consequence and you are not likely to take into account their opinions they will cease to voice them, speaking and listening are fundamental to everything we do every day. A childs communication skills need to be targeted daily. Their ability to talk and express themselves need to be nurtured and the best way this can be done is for early years practitioners to listen intently to what they have to say. We may not always agree with them and it may not always be possible to let them have what they request. However it is possible for us to listen to them and respond to them in an adequate and effective manner. 3.3 summarise the importance of spontaneous play and how this can be achieved in early years settings. Given the opportunity children play spontaneously which means they provide their own motivation to play and act without intervention of an adult .the time and type of play is totally decided by the child and activities can be stopped and taken up at will. Playing to the child is just spontaneous and may not have any goal or conclusion. Spontaneous play can be extremely effective and practitioners should make use of unexpected opportunities, for example it may suddenly start raining or snowing, this is the perfect opportunity for the children to build snowmen or just go out into the rain and explore the puddles in their wellys, or even look for rainbows. Spontaneous play can happen anytime or anywhere in all environments, jumping in leaves whilst walking to the park or just by picking up a teddy bear and starting a tea party are just a few examples of spontaneous play. It is essential that all early years workers understand and value spontaneous play in order to become sensitive faci litators. While most children embark on spontaneous play willingly, adults need to make the right provisions. It is important to remember that every child is an individual with their own needs and during development these needs change. facilitating spontaneous play requires careful planning , anticipating the next stage and adapting resources to fulfil the need of the child.in providing play , space ,resources , time and friends need to be considered. Appropriate space should be set aside for play. It should be big enough for free ranging activities for a child in relation to the childs developmental changes, play space should be safe and should have opportunities for exploration and investigation by the child. Provide stimulating resources that are appropriate for the specific child, resources should be easily obtainable and representable of a multi-cultural society and they all should be checked for safety. Spontaneous play depends on the child being given the opportunity to engag e in activities without interruption. They should be given enough time to do the specific play activity. At all stages of development children need playmates it is important for them to interact with children. Enthusiasm and encouragement from adults should be available when the children need it. Just by watching young children it is easy to see that play is often stimulating and rewarding , and they get a great deal of emotional satisfaction from playing . Although the differences are not always clear cut or easily understood, it is possible to identify distinct functions that play has for a child. Mary d Sheridan a researcher in child development for over 40 years termed these functions apprenticeship, research, occupational therapy and recreation Apprenticeship. As children get older they gradually develop competence in performing everyday tasks, such as dressing and feeding them or answering the telephone, play can provide the shills of acquiring such skills. Research. Children find out about the world around them through a process of observing, exploring, speculating and making discoveries. For example the child will learn about the properties of water which some things float and sink. Playing provides ample opportunities for this kind of learning. Occupational therapy. Play can have a soothing or distracting effect. It can be a simple escape from boredom, a means of diverting attention or coming to terms with things that are unpleasant such as pain. Recreation. This is the function of play that readily springs to mind. Children entertain themselves through play; they are simply just enjoying themselves and having fun. Studies carried out by researchers including Mary d Sheridan ,show that the functions that play fulfils for each child from moment to moment and day to day are part of the wider contribution that play makes to each childs overall development . In other words play helps children in their development. Bilbliography Beith, Kate and penny tassoni and Kath Bulmer childrens care learning and development oxford, Heinemann, 2005 Bruce, Tina and Carolynn meggitt childcare and education Oxon, book point ltd.

Neo is God. :: essays research papers

ATLANTIC CITY - Atlantic City High School students Catrise Lackland and her partner Kevin Barksdale had a difficult task ahead. Their mission: teach free enterprise principles to a group of second-graders. "It's hard trying to get them to understand," Lackland said. "But everybody deserves a chance." Lackland and Barksdale are members of Atlantic City High School's new award-winning chapter of DECA - Distributive Education Clubs of America - a nationwide association of hospitality management and marketing students. A partnership between the Borgata and the Board of Education funds the program. Six of the 12 members of the local chapter are headed to DECA's national competition April 19-23 in Salt Lake City, Utah, where Lackland and Barksdale will present their work and other team members will receive leadership training. "For a first-year chapter to have done this well is exceptional," said teacher Pam Wilson, who works with the students. Local members already have won nine awards on the regional level. Lackland said she and Barksdale accomplished their goal through role-playing sessions at the Chelsea Heights School. The second-graders dressed up like McDonald's employees and had to deal with customer service and other issues. Both the children and the Chelsea Heights School staff loved it. "If you look at the state standards, one major strand is career development. A lot of times our young people come out of elementary school without any idea of what they want to do or even what career opportunities are available to them at the local, national and international levels," said Chelsea Heights Principal Diane Saunders. "These type of partnerships allow our students to think in that direction and prepare themselves." Atlantic City High School Principal LaGreta Brown also was pleased. "I attribute the success to the students and their teacher," Brown said. "I'm proud of them. It's absolutely wonderful." DECA falls under the high school's Academy of Hospitality and Marketing Careers, a component of the Atlantic City Jobs and Opportunities Program. The parent program was designed to provide employment for 2,000 unemployed and underemployed local residents through a commitment made to the city by Boyd Gaming and MGM Mirage, partners in the Borgata project. The Borgata is slated to open in 2003. The Borgata program includes five components: life and employability skills training, occupational skills training, professional development, building and construction trades apprentice programs and a youth program. "While the first four components address the employment needs of adults, we felt that it was important to focus on youth development activities to contribute to a continuous, ongoing system of workforce development in Atlantic City," said Eric Reynolds, who designed the Jobs and Opportunities program.

Everyone is a traveler, choosing the roads

Everyone is a traveler, choosing the roads to follow on the continuous journey of life; there exists not a path that leaves one with but a sole direction in which to advance. In his poem, â€Å"The Road Not Taken†, Robert Frost exhibits insight and perception in using poetic techniques to communicate this message. The piece depicts a man’s regret at not being able to travel two roads, and having to make a choice between the two. The importance of making decisions is disclosed in the narrator’s assertion that his choice â€Å"has made all the difference.†The first few lines of the poem introduce the elements of Frost’s primary metaphor and symbol, the diverging roads. The use of the road suggests that life is a journey that the narrator is traveling. The â€Å"two roads diverged† symbolize the points in this journey where one must make choices. As the narrator contemplates his decision, wishing that he could take both paths at the same time wh ile knowing there is no possibility in that, the reader is able to glimpse the strength of Frost’s symbolism- every person must make decisions with the knowledge that going back and changing them is impossible, because one has already traveled too far down the chosen path to turn back.The setting, along with imagery, assists in developing the key symbols of the poem. The piece opens with the narrator taking a walk in the woods during the autumn season, when he is suddenly confronted with a diverging path. The central image of â€Å"two roads diverged† helps to convey the theme of having to make choices in life. The â€Å"yellow wood† corresponds to the autumn season, a period that is often related to the end of the annual cycle in flora and foliage. Autumn may be perceived as a state in limbo between the vivacity of summer and the chill of winter.The speaker examines one path to the best of his ability: â€Å". . . and looked down one as far as I could to where it bent in the undergrowth†. His vision, however, is limited because the path bends, and a certain amount of undergrowth obscure the destination of the road. The description of the paths indicates that although the speaker would like to acquire more information, he is prevented from doing so because of the nature of his environment. The road that will be chosen leads to the unknown, as does any choice in life. The concept of â€Å"two roads diverged in a yellow wood† illustrates an interval between two phases in life, and helps convey the theme of one having to inevitably choose between digressing paths.The ironic tone is inescapable: â€Å"I shall be telling this with a sigh / Somewhere ages and ages hence.† The speaker anticipates his own future insincerity. He knows that he will be inaccurate, at best, or hypocritical, at worst, when he holds his life up as an example. In fact, he predicts that his future self will betray this moment of decision as if the bet rayal were inevitable.This realization is ironic and poignantly pathetic. But the â€Å"sigh† is critical. The speaker will not, in his old age, merely gather the youth about him and say, â€Å"Do what I did, kiddies. I stuck to my guns, took the road less traveled by, and that has made all the difference.† Rather, he may say this, but he will sigh first; for he won't believe it himself. Somewhere in the back of his mind will remain the image of yellow woods and two equally leafy paths.Ironic as it is, this is also a poem infused with the anticipation of remorse. Its title is not â€Å"The Road Less Traveled† but â€Å"The Road Not Taken.† Even as he makes a choice (a choice he is forced to make if does not want to stand forever in the woods, one for which he has no real guide or definitive basis for decision-making), the speaker knows that he will second-guess himself somewhere down the line–or at the very least he will wonder at what is irrevocab ly lost: the impossible, unknowable Other Path. But the nature of the decision is such that there is no Right Path–just the chosen path and the other path. What are sighed for ages and ages hence are not so much the wrong decisions as the moments of decision themselves–moments that, one atop the other, mark the passing of a life. This is the more primal strain of remorse.It is observed that the title of the poem, â€Å"The Road Not Taken,† may be intended to serve as a subtle hint, an insinuation of the narrator’s dissatisfaction with the decision he made. What about â€Å"the one less traveled by†? Neither of the roads was less traveled than the other. He less traveled both roads because this was the first time the narrator had come upon these paths. Leaves covered the ground, and since the time they had fallen no one had yet to pass by on this road; both were worn about the same â€Å"in leaves that no step had trodden black.† Nevertheless , the speaker is unhappy that he took the path that he chose, and yearns to go back and take â€Å"The Road Not Taken.† Time, however, does not allow second chances.â€Å"The Road Not Taken† is an ironic commentary on the autonomy of choice in a world governed by instincts, unpredictable contingencies, and limited possibilities. It parodies and demurs from the biblical idea that God is the â€Å"way† that can and should be followed and the American idea that nature provides the path to spiritual enlightenment. The title refers doubly to bravado for choosing a road less traveled but also to regret for a road of lost possibility and the eliminations and changes produced by choice.â€Å"The Road Not Taken † reminds us of the consequences of the principle of selection in al1 aspects of life, namely that al1 choices in knowledge or in action exclude many others and lead to an ironic recognitions of our achievements. At the heart of the poem is the romantic myt hology of flight from a fixed world of limited possibility into a wilderness of many possibilities combined with trials and choices through which the pilgrim progresses to divine perfection.The reader finds, at the literal level, the narrator expressing his regret at his human limitations, at not being able to travel two roads; he must make a choice. The choice is not easy, since it took him a long time to come to a decision: â€Å" . . . long I stood and looked down one as far as I could†. He examines one path â€Å"to where it bent in the undergrowth†, but his vision is limited because the path bends and is covered over. He describes the second path as â€Å"just as fair† as the first rather than more fair, and that the paths are â€Å"really about the same†.This ambiguous evaluation of the paths reveals his search for a clear and logical reason to decide on one path over another– only that reason is unavailable. When the narrator finally makes h is decision, he tries to persuade himself that he will eventually satisfy the desire to travel both paths, while simultaneously admitting that such a hope is unrealistic:  Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.  At the end of the poem, in the future, the narrator will claim that the paths were actually different from each other, and that his choice â€Å"has made all the difference.†The last lines of the poem suggest that life would have been different had the speaker taken the other path: â€Å"I took the one less traveled by, and that has made all the difference.† The fact that the speaker says the entire last stanza â€Å"with a sigh† works together with the title to show that the speaker is disappointed with the choice he made. Once the entire poem is read, it may be realized that this is not an inspirational piece about why one should be different from everyone else. Rather, it re minds the reader of the consequences that follow a decision, and the manner in which one choice can shape one’s life.In his poem, Robert Frost conveys his notion of life as a journey that every person must travel, a journey laden with diverging roads, many decisions, and occasional sighs; the piece demonstrates the poet’s belief that it is the road that one chooses that makes him or her the person who he or she is. â€Å"The Road Not Taken† leaves its readers with many different interpretations. In any case, however, it is Frost’s clever use of poetic techniques to express the theme that opens the door for analysis, and allows all readers from different backgrounds to relate to the poem.

Evolution of Blond Hair - Free Essay Example

Sample details Pages: 1 Words: 249 Downloads: 7 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Tags: Evolution Essay Did you like this example? Blond Hair Blond hair color is more frequent in Europe than in any other part of the world. The estimated date of the genetic mutation that resulted in â€Å"blond† hair color was about 11,000 years ago during the last ice age. A typical explanation for the evolution of blond hair was the people of Northern Europe’s vitamin D absorption and synthesis. As Europeans were subjected to a seasonal deficiency of sunlight, which is required for vitamin D synthesis, they developed an adaptation for lighter skin. Light skin, which has a lower concentration of melanin pigmentation, allowed more sunlight to trigger the production of vitamin D. This light skin adaptation is thought to have caused the emergence of blond hair. Another valid hypothesis for the phenomenon was that blond hair evolved rapidly at a specific area at the end of the last ice age via sexual selection. The theory presents the possibility that the phenotypes of blond hair and blue eyes in some Europe an women stood out from their adversaries in a time of competition for scarce males. According to the theory, this process of â€Å"sexual selection† spread to parts of Northern Europe, resulting in the modern predominance of light colored hair in those areas. Both the light skin adaptation and sexual selection hypotheses appear to be valid, but there is still debate over which one is actually responsible for the evolution of blond hair. All info. used in writing this paper originated from the Blond Hair article on Wikipedia. Don’t waste time! Our writers will create an original "Evolution of Blond Hair" essay for you Create order