Jean Piaget Essay Example for Free

Jean Piaget Essay My own beliefs about early childhood education are based upon the knowledge that childrens growth is developmental. It seems very clear to me that a high quality early childhood program must provide a safe and nurturing environment which promotes a broad spectrum of support for the childs physical, social, emotional, and cognitive development. I strongly agree with the tenets of the National Association for the Education of Young childrenthat high quality, developmentally appropriate programs should be available to all children (Bredekamp Rosegrant, 1992, p. 7). Children under the age of eight have enormous potential for growth and achievement, and it is my belief that they have rights to fulfill their possibilities. A separate statement of the NAEYC divides the concept of appropriateness into two aspectsage appropriateness and individual appropriateness (Bredekamp, 1987, p. 2). This statement coincides with my belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age. Furthermore, I believe that a developmentally appropriate curriculum for young children is correctly tailored to the specifics of each age group. Different ages have different needs, interests, and developmental tasks, and the curriculum should reflect those variations. The most effective early childhood curriculum offers creative expression, social and emotional interaction, child-adult communication, child-child communication, physical expression, knowledge acquisition, reasoning practice, risk-taking, and personal autonomy. Early childhood learning happens through play. In this case, play is a serious matter, although it is quite fun to all involved. Children learn by doing and actively participating. When given the opportunity to explore, children flourish. They experiment, make choices, achieve strength and a sense of belonging as an effective individual within the context of a supportive, safe group. It is my belief that early childhood learning must happen in an integrated manner. Children of this age are too young for rigidly separated subject matter, and the skillful teacher of young children easily integrates the physical, emotional, social, creative, and cognitive areas of early learning. Role of Child as a Learner Johann Pestalozzi and Froebel, two of the earliest professionals in early childhood education, championed the development of the quality of early childhood theory and practice. Pestalozzi contended that young children learn most effectively by doing, by playing, and by interacting with the environmentthe physical world and other children (McCarthy Houston, 1980, p. 4). Early, effective learning happens best in a mixed age group, multi-cultural settings,  Froebel, like Pestalozzi, believed that play is of paramount importance in the development of the child, and that the emotional quality of the childs life (relationship with parents and other significant people) profoundly permeates the quality of the childs life (McCarthy Houston, 1980, p. 6). Pestalozzi did not particularly formalize his theories and methods, but he had a very good intuitive grasp of the necessity for language development, nurturing environments, and healthy relationships for children as a springboard for optimum learning. The child as a learner has cognitive needs, and these vary according to the age of the child. Piaget became famous for his work in the cognitive domain, and his guidelines of pre-operational thought to more sophisticated abstract thinking are useful for teachers who wish to be careful about not expecting too much from children who are operating at a lower cognitive level (DeVries Kohlberg, 1987, p. 54). His work was rather theoretical, and others (principally Kamii and DeVries) have expanded Piagets theory to widen its practical usefulness in early childhood classrooms. The young child learns from the motivation of a need to know, and most early learning takes place in the context of the home and relationship with parents and other family members. Lev Semenovich Vygotsky, one of the earliest workers in the area of developmental psychology and psychopathology, believed that childrens learning happens within the framework of the childs activities and is greatly influenced by the society and values of the persons near the child. The entire field of child development then consists of an endless stream of dialectical conflicts and resolutions, with the resolutions then internalized to form the childs increasingly sophisticated physical and psychological knowledge (Thomas, 1992, p. 322). John Deweys progressive education movement greatly affected thinking and practice for teachers desiring to arrange an appropriate environment for young learners. Dewey was one of the most influential educational philosophers in the United States in the early 1900s and his influence is still felt in the 1990s (McCarthy Houston, 1980, p.6). Dewey and other forward-thinking professionals of his time believed that learning should be based upon the childrens interests and that children should be actively involved in their education. Before Deweys time, most classroom activity consisted of teachers instructing passive, obedient listeners. Deweys work provided a solid philosophical basis for early childhood educators who desire to integrate subject matter into whatever the children are actively involved with at the moment. Dewey contended that any kind of life experience is valuable for learning. Dewey was humanistic in his orientation, and his work spoke to the importance of human interest, value, and dignity (McCarthy Houston, 1980, p. 8). Abraham Maslow was one of the first psychologists to emphasize the importance of various needs being met before other, higher needs come into focus. He placed the physical needs at the bottom of his needs hierarchy, followed by the need for love and belonging. Physically, children at young ages grow and change dramatically from year to year, and the alert, educated teacher will firmly grasp the necessity of a balanced program of large muscle activity, small muscle play, outdoor opportunities for expression of vigorous excess energy, and small motor expressive activity (Bredekamp, 1987, p. 56). Psychologically, children must feel safe before they are able to explore and learn. Children learn through social interaction with adults and other children, and their learning begins with awareness, moving through cycles of exploration, questioning, and application. Vygotsky viewed each childs learning in terms of that childs own ontogenetic development. Each experience of the child comes about as a result of the childs prior experiences of problem-solving and problem resolution (Thomas, 1992, p. 323). Mitchell, a student of John Dewey, also emphasized the necessity of learning within the context of the group. She believed that education for a democratic society begins at a very young age and she placed great importance on young children learning to cooperate and operate within a group (McCarthy Houston, 1980, p. 9). Carl Jung did a great deal of research and writing in the areas of variation of personality types, and his concepts lead us to believe that some individuals do their best work completely alone, even at a very young age. Carl Rogers also wrote about the importance of the individual contemplative experience. Like Maslow, Rogers as a humanistic psychologist believed in the importance of the human, individual aspect of learning. He saw learning as a change in self-organization. These learnings may be threatening and happen best in a psychologically safe, supportive environment (Rogers, 1969, p. 159). Although Rogers work primarily applied to the therapeutic counseling situation, it has great application to anyone dedicated to assisting others learn more about themselves. Role of the Teacher in the Learning Process Carl Rogers also had definite views on the nature of learning and the role of the teacher. He said that people learn by doing and by activities which involve the whole person (Rogers, 1969, p. 162). He contended that the most useful learning is the learning of the process of learning so that practical problems of living in a changing society may find successful solutions. According to Rogers and others who have followed similar philosophies, teachers are guides and facilitators. They set a creative, stimulating, supportive environment which enhances the childs natural curiosity about life around him. The astute early childhood educator provides a variety of activities, objects, events, materials and people which will assist the children in channelling their innate drive to learn. The best teachers are current in the understandings of fads and characters that appeal to young childrentelevision shows, favorite foods, clothing, and stories that are modern. Young children tune out adults who simply do not understand current culture. In this way, responsible teachers bring multicultural awareness into the classroom as well as information and materials relevant to their own ethnic background. Mixed classrooms provide an excellent opportunity to teach trust, respect, pride, appreciation of differences, and orderly group problem-solving (McCracken, 1993, p. 55). The teacher sets the tone for self acceptance and the acceptance of others. The effective early childhood teacher is an active learner, regardless of her own age, and this type of professional engages children in active participation with materials that are genuinely interesting to the children. This type of adult extends the childs learning with skillful questioning and acceptance of error through experimentation. The well-versed teacher understands the various levels of cognitive learning, Piagets theories, and Blooms Taxonomy so that children are guided and encouraged, but never forced into an intellectual level that is not appropriate. Responsible early childhood teachers respect the individual styles of the students at all times, as well as the various cultures from which they originate. The emotional tone in the best early childhood environments is one of warmth, high self-esteem, and safety. Creative expression is welcomed, even if the forms prove to be highly unusual. Mitchell advocated creative expression of the whole child, through conversation, art, music, dance, and story-telling (McCarthy Houston, 1980, p. 9). Cooperative learning and family involvement provide rich resources for respect among individuals and groups of a variety of different cultures. Skillful teachers in multicultural settings will recognize those values which must be basic (respect for the human body and rules for group interaction) and encourage the expression of the varieties and nuances specific to the individual ethnic group (McCracken, 1993, p. 65). Role of Peers in Learning The National Association for the Education of Young Children strongly advocates the guidance of social-emotional development in the classroom. Teachers have the responsibility for positive modeling, encouraging expected behavior, redirecting inappropriate actions, and setting clear limits. With this type of skilled teaching, children learn the social skills of cooperation, helping, negotiation, and verbal communication. In order for these important social skills to happen, teachers must depart from the traditional modes of instructing, placing children at individual desks, and spending a great deal of time as referee or punisher (Bredekamp, 1987, p. 55). CLASSROOM PRACTICES It is evident from the previous writing that effective teaching requires the logical, ethical translation of teaching philosophy into classroom implementation. Most importantly, all activities for young children must be developmentally appropriate to the age (Bredekamp Rosegrant, 1992). This is true across the board in every subject matter and in every aspect of the childs beingphysical, emotional, social, cognitive, and spiritual. SUMMARY/CONCLUSION In order to be an effective early childhood teacher, I must know my own philosophy, limitations, prejudices, and strengths. In general, I prefer five-year olds, and honestly, I am more comfortable with students of this age who are from my own cultural background. I lean philosophically towards the concepts of Pestalozzi and Froebel as well as the humanistic psychologists who followed in this country. Most of all I strive to provide age-appropriate materials and experiences for the children. References Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D. C. : NAEYC. Bredekamp, S. , Rosegrant, T. (Editors) (1992). Reaching potentials: Appropriate curriculum and assessment for young children, Volume 1. Washington, D. C. : NAEYC. DeVries, R. , Kohlberg, L. (1987). Constructivism early education: Overview and comparison with other programs: Washington, D. C. : NAEYC. McCarthy, M. , Houston, J. (1980). Fundamentals of early childhood education. Cambridge, Massachusetts: Winthrop Publishers. McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, D. C. NAEYC. Rogers, C. (1969). Freedom to learn. Columbus, Ohio: Merrill. Thomas, R. M. (1992). Comparing theories of child development, Third Edition. Belmont, California: Wadsworth Publishing Company.

advertisng vs, graphic design :: essays research papers

There is one thing for certain I know, when I think about what I’m going to do when I get out of school and it consists of getting a job. Another thing I know for sure is that I want to go into graphic design and stay away from advertising. My degree is going to be in Advertising and Graphic Design but I think I want to stay away from the advertising and do the designing. Designing is something that I enjoy doing and hopefully I can find a job that makes me happy doing what I like. I decided to stay away from advertising because of a lot of reasons really. The first reason would be I have a hard time coming up with a concept with legs. The kind of concept that can go on, and on forever. It seems to me that all the great ides I get only have one great ad and that’s it, it’s done. I also want to stay away from advertising because, it’s a really ruthless game, come up with a great idea or basically you’re not going to have a job. I’m going to need to go in to a career that has a little more job stability. Knowing that I’m going to have a job always makes me feel better. Another reason I want to stay away from advertising is that you have short deadlines and extreme pressure to get things done in such a fast past. That’s all good and fine but I want to be able to take time on some projects that need it and move fast on the projects that don’t need a lot of time. I don’t mind doing things that need to be rushed but if I had to do it on every project I think my head would get a little loopy. Last semester I had an internship at an ad agency. The agency specialized in the field of attorneys. All the advertisements consisted of basically the same concept; there was not a lot of room for creativity. I did though learn a lot from that internship in the ways of doing concepts on a budget and on a time scale. I also got to sit in on client meetings and give my input on key projects. But after a while it was just the same boring thing. Now I have an internship at Opera Columbus, which I have really enjoyed so far.

Prison Reforms Essay

Prisons as often been indicated, are total institutions. They are total in the sense that much of the aspects of an individuals life is out of his or her control. Within prisons, the human life as we know it is subjected to numerous constraints which include spatial confinement impacting on the freedom of movement. It has often been stated that prisons adversely affect the normal development and growth of individuals as the aging process is normally accelerated. Prisons take physical toll on an individual’s body as it has been estimated that an inmate doing any amount of time will look ten years older than their actual age (Cordilia, 1983). However, one certain fact is that prisoners are â€Å"doing time†. This is a phrase normally used to refer to the human suffering characteristic of individuals and their life within the confines of the prison. Statistical evidence show that correctional officers suffer from all types of conditions related with stress due to their conditions and state within the prisons. Such include serious alcohol abuse, depression, heart attacks, hypertension and ulcers. According to Silverman and Vega (1996), an individual’s life expectancy is reduced by more than eighty percent when serving any amount of years in the prison. This points towards prisons being â€Å"hard† places where human life as we understand it is reduced to something indescribable. As much as prisons are meant to deter crimes, more often that not, they emerge as schools of crime. An individual after serving his or her sentences emerges into the society with a new set of skills which ultimately threatens the society even more. Most individuals found guilty of various crimes go in as petty and sometimes as non-violent offenders only to come out as different individuals exhibiting violence and serious tendencies. It has been noticed that serious and violent crimes are committed a specific group of individuals known as seven seventy theory where seventy percent of crimes are committed by seven percent of offenders (Wolfgang et. al. 1792). Within three years of their release, two thirds of individuals released from prison will be back. Could it be that the prisons may not be doing enough to model prisoners so they may be integrated in the society or are the prisons better places to be for some people? The latter is unlikely since the conditions within prisons are deplorable. How then do the prisons serve their purpose and how can they be reformed? In order to answer the question, it is imperative to look at what it means to serve a sentence in prison. Within the prison system, there are sets of codes that govern life within the prisons. There are the official general administrative rules and regulation, codes which govern convicts, the color line and rules set by gangs which are often referred to as gang membership rules (Hackett, et. al. 1986). The official rules are the acceptable codes within the prisons. That is, they are the dos and the don’ts. The convict codes on the other hand are the perceived description of what or how a good or perfect convict should be. Color line seems invisible but one is bound to notice it especially when specific races dominate various turf areas. Gang codes are underground outlines for enterprises run by criminals. All these tend to shape the prison system and any attempt at reforms must focus on these codes and how they affect individuals who have been incarcerated. It cannot be denied that the condition of prisoners is affected by these codes which govern the relationship among the subjects within the confines of prison. As such, various aspects like health, violence, death and infections can be attributed to how the system handles the outbreak of such things as stated in the prison laws (Johnson, 1996). For instance, there are some administrative laws which may negatively impact on the wellbeing of prisoners, or there may be policies which may impact negatively on correctional officers. Beyond these internal factors, there are some measures which may result in prisons being overcrowded. Coupled with the rules which exist within the prisons, overcrowding may facilitate the spread of diseases within the prison. Of all the problems which characterize prison life, diseases and violence are the most dreaded (Sykes, 1958). However, the structure of the prisons may determine how such occurrences are treated so that they do not result in catastrophes. The existence of codes within the prison system which seem to govern the conduct of both inmates and correctional officers should be one of the major focus of reforms. For instance, convict codes do not actually prohibit violence, rape or killing other inmates. The ultimate tool of control within the prisons being segregation where an inmate is confined for a given period of time, an individual may be exposed to various dangers which may result in harm (Toch, 1977). As much as inmates are considered to be social outcasts, there still exist some inalienable rights which they possess. Such includes the right to life. For prisons to effectively perform their functions, there is need for serious reforms. An individual’s inalienable rights are affected when they are exposed to conditions which make them vulnerable to diseases, violence and a general stare of disorder. Such are the prison conditions. With overcrowding, there is bound to be numerous problems which culminate into what can be termed as human rights abuse both by fellow inmates and prison officers. Overcrowding also means that diseases can easily spread which has a consequence of endangering the lives of the inmates. Hard criminals are also bound to take advantage of newly imprisoned individuals. As such, prison reforms must address how such groups are differentiated so as to avoid such eventualities as rapes and murders. As much as prison reforms may be focused on the inmates, the work of correctional officers should not be overlooked. There are instances when inmates attack correctional officers leading to serious situations hence making their jobs to be difficult. With this regard, prison reforms should also look at ensuring ways of guaranteeing the safety of the correctional officers since they are bound to be harmed by hardcore criminals and gangs. Since an inmate cannot be tried twice, there is an element of immunity to the judicial system which may lead them to hurt correctional officers with impunity. Active measures must be taken to ensure that correctional officers are ascertained safety within the scope of their practice since they are the people solely responsible for ensuring that criminals remain where they belong. Much of prison reforms have focused in improving the condition of prisoners by introducing in one way or another some form of entertainment. As much as these may be necessary, the main focus of reforms should be to ensure that released convicts do not pose any threat to the society after completing their term. Contrary to most reforms, prisons should not be turned into holiday camps for prisoners as this is bound to have an effect on the rate of crime. Any serious prison reform instead should focus on the condition of prisoners in terms of basic facilities like beds and adequate meals so that the inmates’ lives may not be threatened by diseases resulting from overcrowding and poor sanitary. As such, prison reforms must be far fetched so as to encompass the prison environment in totality. A way through which inmates and correctional officers can better cooperate so that the prison conditions can be improved should also be the focus of reforms. However, there is often a struggle which exists between the inmates and the correctional officers (Braswell et. al, 1994). As such, there are often some elements of animosity between the convicts and the inmates. This animosity at times become so severe that is expressed violently. This makes it virtually impossible for meaningful reforms to be achieved since, beside those reforms that need adjusting facilities, enforcing rules become a tragedy. Since it is possible that convicts can come out of prisons and still be productive members of the society, there is need to equip them with knowledge which will guarantee their survival when their terms end. Such knowledge should guide them in dropping the criminal mindset that they have developed so as not to end up in prisons again. This may not be as easy but with good cooperation between the education sector and the prisons department, some inmates may further their academic dreams while still serving their sentences. This is however not easily achievable because the society is often suspicious of individuals who have a history of crime. Even with exceptional skills, the society is bound to distrust released convicts. However, there are those convicts whose desire is to once again integrate into the society and join their family members while performing productive duties. The government together with the prison’s department should collaborate to ensure that such individuals do not waste their lives in prison perfecting the art of crime. Every convict who has completed his or her time should be guided through active reforms within the prisons that ensure that they do not find themselves resorting to crime as a means of sustenance especially for those criminals involved with robbery, burglary and theft. Educational programs have been successful in curbing the tendency of released inmates to commit crimes. Inmates who successfully completed a high school diploma or GED are less likely to commit crimes after release than those who have not attained similar education. As such, education for the inmates should also be the focus of serious reforms. A major setback for such education programs is that few inmates can access them. Only five percent of the inmate population can access these educative and rehabilitation programs which is a very small percentage as compared to those that these programs are meant. The main challenge for any reforms targeting prisons is not only how to guarantee the wellbeing of prisoners when they are inside the prisons but also how to integrate them in the society after their terms are over without posing any threat to the society. Any meaningful prison reforms should focus on prisons as a means of achieving an end and not as an end in itself (Goldstein et. al. 1989). For example, prisons should focus on how to ensure that once a person has been declared unfit to live with others within the society, they should be modeled to acquire the skills of avoiding to engage in criminal acts and thus extend the good virtues which the society seek to further as criminality is just a state of mind which can also be altered just like other states of mind.

Franklin D. Roosevelt And The New Deal - 1827 Words

Jahdiel Evans April 18, 2017 History 1302 Franklin D. Roosevelt and the New Deal Throughout the history of our great nation, certain presidents have been known to stand out from the rest. These prominent leaders are well known for their lasting, if not positive, impact on American society. One such president that fits this category is Franklin D. Roosevelt. In Allan M. Winkler’s biography Franklin D. Roosevelt and the Making of Modern America, the author provides an in-depth examination of Roosevelt’s presidency and how it was shaped by the issues of that era. Some of the main topics Winkler covers are FDR’s perception of the Great Depression, the effects of his New Deal program on American society, and the impact Roosevelt’s wife Eleanor†¦show more content†¦55). FDR thought just the opposite. He insisted on â€Å"demanding bold federal action to deal with the economic crisis† (Winkler, p. 60) and deemed that local government action was just not adequate enough to aid the American people. This difference in opinion ove r responsibility was directly reflected in the way both presidents dealt with the situation. From what I read in Winkler’s biography, Hoover’s main focus was balancing the budget since he was convinced that â€Å"a balanced budget was an article of faith for both economists and ordinary Americans† (p. 56) and would promote investments. He also created a number of committees meant to promote charities and come up with solutions to the economic crisis but â€Å"gave them no authority to take aggressive action† (Winkler, p. 56). This ultimately resulted in their failure. Roosevelt, on the other hand, focused his efforts on passing legislation that would give jobs to the unemployed and revive the economy. Programs such as the Works Progress Administration hired a large amount of the unemployed to build â€Å"thousands of schools, hospitals, playgrounds and airfields† (Winkler, p. 99). This new income, however meager, was more than likely the only thing that kept some families from the brink ofShow MoreRelatedFranklin D. Roosevelt And The New Deal1116 Words   |  5 PagesHyde Park, New York, Franklin D. Roosevelt was stricken with polio in 1921. He became the 32nd US president in 1933, and was the only president to be elected four times. Roosevelt led the United States through the Great Depression and World War II, and greatly expanded the powers of the federal government through a series of programs and reforms known as the New Deal. Roosevelt died in Georgia in 1945. President Roosevelt’s parents made a living both on real estate and trade. Roosevelt was schooledRead MoreFranklin D. Roosevelt and the New Deal1289 Words   |  5 PagesFranklin D. 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