Developmental psychology Essay Example for Free

Developmental psychology Essay Within the characteristics of effective learning there are seven areas of learning and development made up of three prime areas and four specific areas. The areas describe what children learn through play and exploration, active learning and creating and by thinking critically. Prime areas If a child is not secure in the prime areas between the ages of 3 and 5 years, the absence of these may make other areas of their learning more difficult to achieve. This makes the prime and specific areas so interdependent. The prime areas occur in all cultures and communities and are not dependent on the specific areas. Personal, Social and Emotional Development Making relationships Self-confidence and self-awareness Managing feelings and behaviour Communication and Language Listening and attention Understanding Speaking Physical Development Moving and handling Health and self-care Specific areas – These are less time-sensitive. The specific areas reflect what children have understood and their cultural knowledges which can develop during various stages through life. The specific areas of learning will not take place easily without the prime areas. Literacy Reading Writing Mathematics Numbers Shape, space and measure Understanding the World People and communities The world Technology Expressive Arts and Design Exploring using media and materials Being imaginative The documented expected outcomes are the early learning goals within the EYFS. The early learning goals are the 17 learning and development requirements covered in the characteristics of effective learning – the three prime and the four specific areas. The early learning goals summarise the knowledge, skills and understanding that all young child should have gained by the end of their reception year. However, not all children will reach the early learning goals by this stage and as all children are unique, their learning will be supported by practitioners to help them progress at their pace. The Development Matters in the Early Years Foundation Stage document provides, in detail, guidance for observing what children are learning. It also provides examples of what early years practitioners can do to enable environments and support positive relationships across all of each area. The documented outcomes are assessed and recorded in a variety of ways and come together to help finalise the Early Years Foundation Stage Profile which is completed at the end of a childs reception year. Leading up to this point, the development of children will have been observed and their progress tracked. Some of the methods used to record progression towards the early learning goals are: Daily observations when children are in session – At nursery all staff observe all children, not just their keychildren. The  observations are linked to the EYFS and recorded in the children’s folders 2 year check – this consists of a short written summary of a childs development when they are between 24 and 36 months Learning and Development Summary – observations are used to complete this document on a termly basis for each child. These are shared at parent consultation appointments. Contributions from parents – very useful as parents information is essential and helps support early learning in the home environment.

Life Styles Inventory (LSI): Self Analysis Essay -- self-assessment di

Introduction The Life Styles Inventory (LSI) is a self-assessment diagnostic instrument that measures 12 key thinking patterns, or "styles". The LSI promotes performance change and improvement by increasing personal understanding of one's thinking and behavior. By responding to these 240 inventory items, individuals learn exactly where they need to focus their development efforts, without ambiguity or guesswork. The results of the self-description are plotted on a circular graph for easy visualization of how the individual thinks and behaves in the 12 LSI styles. This profile acts as a personalized developmental needs assessment, calling attention to the individual's strengths as well as areas needing improvement. Part I: Personal Thinking Styles (primary, backup, limiting) According to my LSI profile shows my primary style is achievement. My backup thinking style is dependent. My backup style was closely followed by avoidance. Refer to attachment â€Å"A† The LSI . My limiting style appears to be is two fold. dependent and avoidance. It illustrates that these two â€Å"limit† my self-actualization and achievement percentages. I do not find myself to be overly defensive or aggressive when dealing with individuals. I tend to listen more to what people have to say. This result was not new to me. avoidance and dependent evidently are the areas that are causing me not to excel. According to the LSI information provided, when your achievement score is greater and the humanistic-encouraging and affiliative scores are less, a concern for task accomplishment will diminish a concern need for others. Evidently this imbalance is reducing my overall effectiveness. When I put this under my microscope, I find that this charact... ...te achiever I need to lead by example, and encourage individuals to give their best effort on every project. Although I am a limited self-starter I must learn to communicate more realistic performance standard/goals and promote teammate input. As I continue to study Leadership and Organizational Behavior, I hope to change my thinking style that is geared to personal effectiveness. Limit my passive / dependent styles and obtain more constructive styles. The Life Styles Inventory from Human Synergistics International was a good wake up call, and offer a way to change your profile. The Challenge of Change section in the LSI will enable me to document a self-improvement plan utilizing my LSI profile. With this, my change suggestions and self-improvement plan will give me a guided direction to properly focus my personal development goals on the way I need to go.

Edward Said Essay

Edwars Said was born a Palestinian Arab in Jerusalem in 1935, and was American through his father, Wadie Saà ¯d, who was a U.S. Citizen. Wadie Saà ¯d, his father moved to Cairo, before the birth of his son . He spent much of his childhood travelling back and forth from Cairo to Jerusalem, visiting relatives. Saà ¯d said that in his childhood he lived â€Å"between worlds† — like Cairo (Egypt) and in Jerusalem (Palestine). Here are some of his words from this period of life: â€Å"I was an uncomfortably anomalous student all through my early years: a Palestinian going to school in Egypt, with an English first name, an American passport, and no certain identity at all. To make matters worse, Arabic, my native language, and English, my school language, were inextricably mixed: I have never known which was my first language, and have felt fully at home in neither, although I dream in both. Every time I speak an English sentence, I find myself echoing it in Arabic, and vice versa† In 1951, Saà ¯d was expelled from Victoria College for being a troublemaker, and was sent from Egypt to the United States, where he had a miserable year of feeling out of place; yet he excelled academically, achieving the rank of either first or second in a class of one hundred sixty students. He matured into an intellectual young man, fluent in the English, French, and Arabic languages. (he earned a Bachelor of Arts degree from Princeton University (1957), then a Master of Arts degree (1960) and a Doctoral Degree in English Literature (1964) from Harvard University.) Reflections on Exile and Other Essays brings together forty-six essays. The title essay, originally published in 1984 deals with Said’s own condition of exile, and with the implications of exile for those who experience it. While Said sees separation from a homeland as a difficult fate, he believes that the state of detachment gives exiles a unique vision. Being in exile means feeling in estrangement and even if there are romantic and happy episodes in an exile’s life, these are no more than efforts meant to overcome the crippling sorrow of being in pain. Said come to nationalism and its essential association with exile. Nationalism is belonging to a place, people and certain heritage. Nationalism fends off exile and fights to prevent its ravages. The interplay between them is like servant and master, opposites informing and constituting each other. All nationalism in their early stages develop from a condition of estrangement. In time, successful nationalism consign (ad) truth exclusively to themselves and relegate (elÃ… ±ldà ¶z) all outsiders. While nationalism is about groups, exile is solitude experienced outside the group: the deprivations felt at not being with others in the communal habitation. Exiles are cut off from their roots, their land, their past. Exiles don’t have armies or states, therefore they always feel the urge to create one. Exile is a jealous state. You don’t want to share what you have archieved, you have passionate hostility to outsiders, even to those who, in fact, are in the same position as you. Although it is true that anyone prevented from returning home is an exile, some distinctions can be made between exiles, refugees, expatriates and emigres. Exile originated in the age-old practice of banishment. Once banished, the exile lives a miserable life with the stigma of being an outsider. Refugees, on the other hand, are a creation of the 20th century state. The word â€Å"refugee† has become a political one, suggesting innocent and bewildered people requiring urgent international assistance. Expatriates voluntarily live in an alien country, usually for personal or social reasons. They may share in the solitude and estrangement of exile, but they do not suffer under its rigid proscription. Emigres enjoy an ambiguous status. Technically, emigre is anyone who emigrates to a new country. Much of the exile’s life is taken up with compensating for disorienting loss by creating a new world to rule. It is not surprising that so many exiles seem to be novelists, chess players, political activists, and intellectuals. Each of these occupations requires a minimal investment in objects and places a great premium on mobility and skill. The exile’s new world is unnatural and resembles fiction. George Lukacs, in Theory of the Novel, says that novel is a literary form created out of the unreality of ambition and fantasy, it is the form of â€Å"transcendental homelessness†. No matter how well they feel, exiles are always eccentric who feel their difference as a kind of orphanhood. The exile jealously insists on his or her right to refuse to belong. Wilfulness, exaggeration and overstatement are the characteristics styles of being an exile. You compel the world to accept your vision which you make more unacceptable because you are, in fact, unwilling to have it accepted. Artists in exile are decidedly unpleasant and their stubbornness insinuates itself into even their exalted works. Dante’s vision in The Divine Commedy is tremendously powerful in its universality and detail, but even the beatific peace archieved in the Paradiso bears traces of vindictiveness.(bosszuallas) James Joyce chose to be in exile to give force to his artistic vocation. He picked up a quarrel with Ireland and kept it alive so as to sustain the strict opposition to what was familiar. The exile knows that in a secular and contingent world, homes are always provisional (à ¡tmeneti). Borders and barriers, which enclose us within the safety of familiar territory, can also become prisons and are often defended beyond reason and necessity. Exiles cross borders, break barriers of thought and experience. According to Hugo of St. Victor, a 12th century-monk,a strong and perfect man archieves independence and detachment by working through attachments, not by rejecting them. Speaking of the pleasures of exile, there are some positive things to be said too. Seeing â€Å"the entire world as a foreign land† makes possible originality of vision. Most people are aware of one culture, one setting, one home, exiles are aware of at least 2. Both environments are vivid, actual and occuring together contrapuntally. There is a unique pleasure in this sort of apprehension, especially if the exile diminish judgement and elevate appreciative sympathy. Edward Saà ¯d was an advocate for the political and human rights of the Palestinian people. As a public intellectual, he discussed contemporary politics, music, culture, and literature, in lectures, newspaper and magazine articles, and books. Drawing from his family experiences, as Palestinian Christians in the Middle East, at the time of the establishment of Israel (1948), Saà ¯d argued for the establishment of a Palestinian state, for equal political and human rights for the Palestinians in Israel. His decade-long membership in the Palestinian National Council, and his pro–Palestinian political activism, made him a controversial public intellectual. He was intellectually active until the last months of his life, and died of leukemia in 2003.

An Indian Woman s Experience With Imperialism - 1791 Words

The basis of imperialism is established by depriving nations of their true identity, self-confidence, and independence. Dominance is best put as power and influence over others. This idea of dominance is bewildering. Who would have thought that holding more power than another individual would exist in this world when we were all created as equals from the start? Being seen as more â€Å"powerful† because one’s skin color is lighter than another or because one has more wealth is preposterous. Imperialism involves a far more powerful country taking over a weaker, less powerful country while exploiting the people as well as the resources. Author, Kamala Markandaya thoroughly captures the effects of imperialism along with dominance within the world†¦show more content†¦This can be seen when Rukmani’s son Arjun states â€Å"It is not enough. I am tired of hunger and I am tired of seeing my brothers hungry. There is never enough, especially since Ira came to live with us† (51). This shows how much power the British in India actually had since the Indians had no other choice but to work at the tannery unless they wanted to starve. Even though the villagers may have not wanted to work under British rule, they had no other choice. The tannery had such a major impact on the villagers’ lives. While the tannery can be seen as a good way for many individuals in the village to get jobs, this is one of the only benefits the tannery provided. While jobs were created, the workers still received a low pay and had to work under harsh conditions. The main purpose of the tannery was to make leather products and sell them. This had nothing to do with global progress and in fact, everything to do with gaining power and sovereignty. The British used these Indian peasants to become even more dominant. Similarly, this idea of â€Å"having no choice† can be seen in history when Indians were either sent away to work abroad in factories or sent to fight in the British military in order to receive a higher pay. The tannery in Nectar in a Sieve connotes a symbol of dominance, for example, Great Britain. Britain was far more dominant than India in every way possible. Britain had an exceedingly