Positive Reinforcement Techniques For Children With Odd...

Positive reinforcement occurs after a behavior is exhibited in order to insure the behavior will continue. The following research studies used positive reinforcement treatment plans to increased compliance behavior for children with Oppositional Defiant Disorder and Attention Deficit Hyperactivity Disorder that exhibit stereotypical behavior. The results showed that by using positive reinforcement techniques, children’s disruptive behavior was reduced. Results showed that the positive reinforcement procedures were very effective in various settings such as a school, in home and clinical settings. This paper will discuss the positive reinforcement techniques used to reduce disruptive behavior in children with ODD and ADHD. The purpose of the treatment intervention is to encourage participants to be responsible by putting their toys away when told, by using positive reinforcement. The goal is for participants to learn, how to exhibit good behavior. Positive reinforcement techniques is used to reinforce appropriate behavior among participants with ODD and ADHD. According to Barkley (1997), oppositional defiant disorder is categorized as a pattern of aggressive defiance behavior that lasts for about six months. ODD ranges from moderate non-compliant behavior to total defiant behavior. Children diagnosed with ODD will meet both non-compliance and defiance criteria. A child who is diagnosed with defiance disorder will refuse to listen to a reasonable order and will act outShow MoreRelatedFamily Interventions For Mental Illness Essay1217 Words   |  5 PagesPsychoeducation Psychoeducation is one of evidence-based family interventions for mental illness and has been utilised in working with clients with mental illness such as schizophrenia and ADHD and their families. For instance, psychoeducation is appropriate approach to ADHD. A chid with ADHD brings enormous challenges to his family including parenting stress, conflict with siblings, and more. Psychoeducation has been a cognitive-behavioural approach to mental illness. This educational opportunityRead MoreOppositional Defiant Disorder And Mental Health Services2458 Words   |  10 PagesOppositional Defiant Disorder (ODD) is one of the most common clinical disorders in children and adolescents (Nock, Kazdin, Hirpi Kessler, 2007). Greene et al. (2002) defines ODD as â€Å"a recurrent pattern of developmentally inappropriate levels of negativistic, defiant, disobedient, and hostile behavior toward authority figures†. ODD primarily consists of stubborn (e.g., tantrums) and aggressive behavior s that the child attempts to rationalize based on the circumstances rather than view as consequentialRead MoreBehavior Disorders1059 Words   |  5 PagesBehavior Disorders (Emotional Disturbance Pg 207-210) I. Facts: * Behavior disorders include mental health problems with a focus on behaviors that both identify emotional problems and create interpersonal and social problems for children and adolescents in the course of their development. * Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act (IDEA), Public Law 101-476, as follows:Read MoreAttention Deficit Hyperactivity Disorder ( Adhd )1761 Words   |  8 PagesPerceptions of ADHD Introduction My name is Rachel Pankin and I am an undergraduate at George Mason University studying Developmental Psychology and Applied Behavioural Analysis. This paper is an analysis and comparative of ADHD with Autism and Oppositional Defiant Disorder, along with in-depth analysis of the IRIS Modules Perceptions of Disability and Classroom Management: Learning the Components of a Comprehensive Behavior Management Plan, and the documentary â€Å"Medicating Kids† by PBS. I choseRead MoreAttention Defecit Hypeactive Disorder2275 Words   |  9 Pages ADHD is a chemical imbalance, that is characterized by hyperactivity, inability to focus, and impulsivity. The disorder is more prevalent in boys than girls, also there are secondary issues that go along with this diagnosis. Depression anxiety, and some learning disorders are to name a few. As researchers have shown, the consistent characteristics are â€Å"Inattention, hyperactivity, impulsivity and distractibility which typically ma nifest as a loss of self-control, poor self- regulation and aRead MoreOppositional Defiant Disorder Case Studycase Study4246 Words   |  17 PagesTable of Contents Title: Page: Special Education in Ireland 1 What is Oppositional Defiant Disorder?(ODD) 3 What Causes ODD? 3 Symptoms of ODD 4 How Is ODD Diagnosed? 4 What is the Treatment for ODD? 5 Prognosis 5 Emotional and Practical Implications on the Family 5 Resources Available 6 Role of the Interdisciplinary Team 7 Elements of Good Practice 7 Conclusion and Personal LearninRead MoreOppositional Defiant Disorder Case Studycase Study4258 Words   |  18 PagesTable of Contents Title: Page: Special Education in Ireland 1 What is Oppositional Defiant Disorder?(ODD) 3 What Causes ODD? 3 Symptoms of ODD 4 How Is ODD Diagnosed? 4 What is the Treatment for ODD? 5 Prognosis 5 Emotional and Practical Implications on the Family 5 Resources Available 6 Role of the Interdisciplinary Team 7 Elements of Good Practice 7 Conclusion and Personal Learnin 8 BibliographyRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1995 Words   |  8 PagesWhat is ADHD? According to the Royal Australian College of Physician’s Draft Australian Guidelines (2009, pg 6), Attention Deficit Hyperactivity Disorder (ADHD) is defined as a pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically seen at any given stage of development. There are two main categories in which children with ADHD typically exhibit behaviour: poor sustained attention and hyperactivity impulsiveness. As a result, the APA in the fourthRead MoreAttention Deficit Hyperactivity Disorder (ADHD) Essay3219 Words   |  13 Pagesreferring to is called Attention Deficit Hyperactivity Disorder (ADHD). Approximately fifteen million Americans suffer from this disorder yet around the country there are probably thousands of people, just like my parents, who fail to recognize or seek help regarding cases of ADHD. The problem lies in the ignorance of the population. ADHD has dramatic cognitive and behavioral effects on children and without awareness of the symptoms of ADHD, parents, teachers, and students alike are left without the necessaryRead MoreAtypical Child and Adolescent Development3169 Words   |  13 Pagesverbal deficits of conduct disorder. †¢ What part does co-occurring ADHD play in the cognitive and verbal deficits? †¢ What is thought to be the underlying factor of learning problems of conduct disordered children? †¢ Self-esteem deficits in CD †¢ Be familiar with the two types of family dynamics often found in the homes of CD children. †¢ Prevalence of ODD and CD- life time prevalence rate of ODD and CD are 10% (11% for males 9% for females) and 9% respectively (12% for

Memento the Movie Essay - 660 Words

In the film Memento, written by director Christopher Nolan, the main character Leonard Shelby, is a confused and damaged man that wants the revenge for the murder of his wife. We can say that Lenny lives in his own world uniquely different from everyone else. The reason for this is his inability to store short term memory and convert into long term memory. This disability renders Lenny’s life into a repeatable lifestyle and has to start from scratch about every 15 minutes. The only source he has is to go back to is his notes and tattoos he discovers every morning on his body. It seems as though he only has his past memories but the only memories we learn about in the movie is about Sammy Jenkins and the murder of his wife. I think that†¦show more content†¦Since they fill up his mind with many lies, his whole world is a big lie. The things that Lenny knows about his world is the kind of certainties that people take for granted, like objects that your memory recognized right away. In this quote, Lenny decribes how his memory plays a big role on how he knows some objects and how we take that for granted. â€Å"Leonard Shelby: I know what thats going to sound like when I knock on it. I know thats what going to feel like when I pick it up. See? Certainties. Its the kind of memory that you take for granted.† He also does know everything thing that happened with his wife. He flashes back in a few segments and replays everything that happened when his wife dies. Lenny remembers past memories about his world like it happened yesterday. He remembers Sammy Jenkis with his condition and can’t seem to forget him. I found a good quote that Lenny says. It describes his own world and how he feels about it. Leonard Shelby: â€Å"I have to believe in a world outside my own mind. I have to believe that my acti ons still have meaning, even if I can’t remember them. I have to believe that when my eyes are closed, the world’s still there. Do I believe the world’s still there? Is it still out there?†¦ Yeah. We all need mirrors to remind ourselves who we are. I’m noShow MoreRelatedMovie Review: Memento746 Words   |  3 PagesMovie Review: Memento Once in a while, a movie turns up and gives extreme experience to viewers. Memento is one of these movies and calls a lot from the viewers. This is not a movie that nearly every audience will be able to grasp without difficulty. When one is passive while viewing this movie, he or she will end up not seeing significant parts of the story as the film is done in reverse to demonstrate the dilemma of the leading role, Leonard. The story line is imparted in a mixed-up manner, havingRead More Memento as a War Movie Essay1400 Words   |  6 Pagesand it utilized prominently in war movies. A one-sided view point is the only way to create a plot. As the erasure of memories is used in war movies, it can also be seen by Leonard Shelby in Memento. Through this idea, I will prove that Memento is a type of war movie. Jonathan Romney clearly summarizes Memento as an â€Å"at-heart film noir in classic 1940s vein -- the story of a man investigating his wifes death. True to form, there is a mysterious femme fatale and a sly, ambivalent character who couldRead MoreChristopher Nolan s Memento : Movie Analysis903 Words   |  4 PagesThe movie that I decided to examine is Christopher Nolan’s Memento. The movie was set in a backwards chronological order meaning that the movies storyline was moving backwards so the sequence of events were backwards as well. The movie starts with Leonard, portrayed by Guy Pearce, shaking an instant photo but the image blurs instead of developing into the actual shot; confirming the reverse storyline. Leonard reveals that he is suffering from a medical condition due to an injury that prevents hisRead MoreAnalysis Of The Movie Memento We Come Across A Diner Scene 891 Words   |  4 PagesIn Memento we come across a diner scene where we see Teddy trying to help Le onard realize that living his life day by day based solely on pictures and notes can be problematic. In this scene Teddy says, â€Å"Lenny, you can’t trust a man’s life to your little notes and pictures. Because your notes could be unreliable.† Christopher Nolan directed Memento in 2000, which is adapted from â€Å"Memento Mori† written by Jonathan Nolan in 2000. Both Memento and â€Å"Memento Mori† tell a story about a man who uses photographsRead MoreIn the Moment Essay600 Words   |  3 PagesTime is an absurdity, an abstraction. The only thing that matters is the moment. (Nolan 12). If this is true, then in the story Memento Mori and the movie Memento, it is ironic how the main character, Leonard, who is suffering from severe memory loss, is constantly trying to figure out the past, even though he knows he will not remember it once he learns what has happened. His wife is dead, and he is searching through a system of notes and Polaroid picture s for her killer. Though the story isRead MoreEssay on Memento858 Words   |  4 Pages Memento Memento is a movie directed by Chris Nolan. It was released in 2000. The leading actor is Guy Pearce. Carrie Anne Moss and Joe Pantoliano are also in this movie. Memento is a perplexed thriller. Leonard, the main character, is excellently played by Guy Pierce. He is constantly confused, yet still acts in a nonchalant way. Teddy (Pantoliano) and Natalie (Carrie Anne Moss) play puzzling characters, throughout the whole movie the viewer questions, whether they may or may not be Leonard’sRead MoreChristopher Nol An American Film Director, Screenwriter, And Producer And Auteur.847 Words   |  4 Pagesthe smartest, most creative, and successful directors in the film industry today.He is widely recognized after his first successful feature movie Following(1998),a noir thriller film.Which was recognized at a number of international film festival.Common themes and actors can be seen throughout Christopher Nolan’s films,he is also famous at narrating the movie in a non linear way.In the next paragraph im going to discuss why would i consider him as one of the best modern times auteur. One of theRead MoreThe Cultural Analysis of Memento1208 Words   |  5 PagesMemento is an odd but successful film, and it is also an outstanding and influential cultural work. As an unusual crime film, it uses unconventional non-linear narrative structure to tell a story that a man with a unique type of amnesia investigate his wife’s murder. However, if we watch carefully, we would find Memento involves the real social cultural background. Memento was released in 2000 when was the beginning to enter the 21st century. It was the time that technology was developing intoRead MoreThe Short Term Memory Loss1585 Words   |  7 PagesAmina Diini Donavon Davidson English Composition 11/22/16 The Short-term Memory Loss Memento is a great, unforgettable movie. Events throughout the film unfold in a confusing and complicated way. The movie starts from the end of the beginning, in a nonlinear narrative. At times, the story seems backward: after the main character, Leonard, loses his memory, he can only remember up to his wife s brutal murder; he can t create newRead MoreFilm Analysis of Memento Essay845 Words   |  4 PagesFilm Analysis of Memento Columbia Tristar Films starring Guy Pearce, Carrie-Anne Moss, and Joe Pantoliano released â€Å"Memento† in 2001. The movie was produced by Suzanne and Jennifer Todd, and was directed by Christopher Nolan. Christopher Nolan also wrote the short story and screenplay. This film is about a man named Leonard, played by Guy Pearce, who suffered a major brain injury to the hippocampus that left him with a rare memory disorder called anterograde amnesia

Salman Rushdie Free Essays

Sir Ahmed Salman Rushdie is unarguably one of the most controversial contemporary English novelist. His novelistic sensibility is individualistic and entrepreneurial, making him a literary risk-taker even at the age of 58. He hates all orthodoxies-religious as well as literary. We will write a custom essay sample on Salman Rushdie or any similar topic only for you Order Now His literary iconoclasm has won him a distinguished place in pantheons of worlds contemporary writers. Whereas his religious iconoclasm has made him an infamous figure amongst the Muslims worldwide. He stands for free speech in writings. His novels are often political statements. ‘The Satanic Verses’ brought this Indian born Muslim uthor violent ire from Muslim world. The novel was interpreted as blasphemous and an insult to prophet Muhammad. Overnight Rushdie became an iconoclast for his blasphemy. It was the first instant in modern times that a government had issued a death sentence ‘ fatwa, in Islamic fashion’ to a foreign national. And the censorship on this novel by the Islamic countries caused much international diplomatic crisis. The Western and the Muslim world was now culturally divided. The core value of ‘ freedom of expression ‘ was pitted against the ‘intolerance for insult to Prophet. Muhammad’ , the messiah of Muslims. The novels of Salman Rushdie evoked much controversy even before The Satanic Verses. Rushdie as a writer played the role of an ‘antagonist to the state. ’ Many have called Rushdie an intellectual who criticizes or ridicules nearly everything. It is this intellectual daring that offends and embitters people. His books attack and revile the Gandhis and modern India, the leadership in Pakistan,American foreign policy,fundamentalist Islam and Britain et al . He critisizes the West for their social, cultural and political colonialism. His ttacks come with his charecteristic non-chalance, typical of him. If Rushdies views are to be interpreted, ‘ insults’ are justified as a part of artistic freedom which should ensure liberty to ‘offend’ cherished beliefs. Rushdie is a self-confessed aposta te. This further provokes the ire of Muslim clerics. This essay begins by assuming that ‘intellectualism’ is not an end in itself and therefore should be sensitized to the needs of global audience. Reason in art should not evoke passions, else, it shall defeat it’s own purpose. An artists reason should be in harmony with his own passion for art. In ‘Kahlil Gibran’s’ words , a man’s reason and passion are the rudder and sails of the seafaring soul. If either of them is broken he can but toss and drift or be at standstill in mid-seas. There is even a school of thought advocating ‘Art for art’s sake’. Politicizing art has it’s own perils . A political statement made through a literary or artistic work in truth further divides the society. History is replete with examples of civil unrest caused when artist makes a political statement through his work of art. Hence, the people are ‘right to be offended’ by Rushdies novels. However, Rushdies novels have often offended people because of misinterpretation or rumors. He has been considered to be siding with the West instead of the Islamic Orientalists. The language of the book ‘ English’ was a matter controversy. His novels have been considered to be based upon flights of literary imagination, subjectivity and unscientific facts. Hence there have been numerous complaints about the novels inaccuracies; lack of critical appraisals and historical research. The Muslim world limits free speech as a part of it’s religious ethics and ethos. They are not yet prepared for he concept of free speech and blasphemy against religion. The gulf between the Christian West and Muslim Middle-East remains and has Historical roots mentioned in the holy books like Bible and Qur’an. Hence any artistic work by an individual iconoclast might be considered as a war propaganda of America and Britain against Islam. What adds fuel to this fire is that despit e the passionate protests by the Muslim world many Western governments didn’t ban The Satanic Verses. The Western media widened the gulf between the Muslim protesters and Rushdies supporters. Far from peace making efforts it spiced the affair. Rushdie earned $ 2 million USD in the first year of publication of ‘The Satanic Verses’. The ‘ Fatwa’ ,bans and international protests only gave Rushdie more publicity. The public got the much wanted spice. The West has become immune to taboo and sacrilege. Blasphemy is nothing new. Many controversial and dangerous works of art are freely available in the West. Blasphemy against Jesus doesn’t shock the West anymore. The Nazi holocaust portrayed in many films sells defying controversies. There is much cynicism in the West. Perhaps a consequence of too much progress with materialism. Consequentially, there is utter disregard to human sensitivities. The West just can not understand the cultural apparatus in which the Muslims are brought up. Islam is most sacred to them. Satanic Verses thus caused hurt and anger to the Muslims. The media too turned away from the Muslims during and after the Rushdie Affair. Muslims felt estranged and isolated. The West gauges other societies with their ability to assimilate into their own society. Muslims were portrayed as narrow- minded ‘fanatics’ and ‘fundamentalists’ because they were ‘anti-democratic’ and ‘anti- liberal’. After the Rushdie Affair the anti-Islamic sentiment was reborn in the West. The anti-Islamic tradition has been depicted in Western literature even in the Medieval period. Rushdie offended the Muslims with direct derogatory references to Prophet Mohammad and his companions. The texts in his novel ‘ The Satanic references ‘ cast aspersion on the chastity of the supremely revered prophet Muhammad. He rebukes the Muslim society to the extent of calling it Jahil ( Ignorant). Western critiques use their own yardsticks to measure Muslim reactions and literary attacks on them. Muslims have been ontinually offended by Rushdie. Adding insult to injury his publishing company, Random House, announced publishing a new paperback edition of The Satanic Verses on April the 7th 1998; the day Muslims celebrate Eid Ul-Adha, the holiest day of the Islamic calendar ( Abdul Adil’s article ‘Rushdie Provokes Muslims’, The Muslim News, 24th April 1998). Rushdies adventures with the pen don’t end up with ‘The Satanic Verses’. He paints a dismal and grotesque picture of Pakistan. Many orthodox patriotic Pakistani Muslims would protest it. He describes Pakistan as being caught between bscurity and march towards modernism. In the novel ‘Shame’ he makes a mockery of the political turmoil, military coups, corruption and censorship on art in Pakistan. In his characteristic style he chooses the characters of his novels based upon real life political figures. He writes political satires that insensitively ridicule these political figures and the political establishments themselves. In ‘The Moor’s Last Sigh’ Salman Rushdie lashes at Hindu fanaticism. Rushdies ‘Hindu fanatic character’ is convinced of eliminating Muslims from India. Bombay bursts into flames of communal riots. He comments Bombay is no more the city of his youth days – the bustling metropolis. He now describes it as a city of religious fanatics and mafia dons. The book is about the countries departing from harmless and innocent way of life. In the novel the downfall of a family portrays the downfall of a nation. The Rushdie compares Hindu fundamentalism with the Nazi racist ideology justifying minority genocide. Rise in Hindu fervor, popularly known as ‘the saffron surge’ can be considered as a representation of a Hindu political stance. His comparative analysis with Nazism in World War –2 Germany is taking things a little bit too far. This might offend many Hindu conservatives. In this way Rushdie exaggerates the spurt in Hindu activism to the extent of being destructive to India as a secular nation. In ‘Midnight’s Children’ he accuses Indira Gandhi, the Prime Minister of India of assuring the Hindu majority vote by appropriating the images of Hindu Goddesses. He accuses right wing Hindu’s of distorting History and accuses them of taking revenge from History. He criticizes all political parties in India on some or the other ground and spares none. Conclusion : Thus, it is reasonable to conclude that the people are right in being offended by Rushdies novels. He doesn’t censor his own flamboyant spirit as a writer. His personal dislikes bias his literary works. Iconoclasm should be ventured if it is tolerable. Rushdies daring intellectual attacks in his literary works reflect his insensitivity towards peoples core beliefs. What offends people even more is that he doesn’t regret the damage that people assume he causes. Perhaps he is too ahead of the people in time. A fact that he himself doesn’t realize. The gulf between the liberal West and the predominantly Oriental. East can’t be bridged overnight. Especially not with a few strokes of the pen. In an ideological conflict between these two rival parties other groups with vested interests make gains. For example : the Western media, the oil companies etc. 9/11 and it’s aftermath have heightened the tension and sensitivity in the relations between the West and the Muslim world. In this scenario his novels could be even more offensive. They could act as catalysts and trigger violent protests. The 9/11 terrorist attack has once again opened the wounds and the scars left by crusades in the course of History. Rushdie is anti-establishment. He has to take this stance as he is by nature against all orthodoxies. His works are political statements in themselves. The political satires he writes win him political ire. He makes rivals not only out of individuals and groups but also out of political establishments. Even the purpose of his intellectual activity, journey and destination are unknown. Sheer intellectual activity leads nowhere. Intellect is like a knife that cuts both ways. It hurts both the parties. The sea of life can be crossed only in an arc of faith. How to cite Salman Rushdie, Papers

Early Childhood Transition in Education-Free-Samples for Students

Question: Discuss about the Early Childhood Transition in Education. Answer: Description of a rational experience According to Brostrom, 2005 transition is the undertaking change that a child experience with their families when they move from home setting to their formal school. However, a child can deal with this new setting successfully if they are readily accepted by the school (Ebbeck et al., 2013). Transition affects the continuous potential of the child to retaliate and adjust to the requirements of the school environment. Transitions shape a long-lasting matrix of a childs life by which all children as well as adults advances slowly from known to unknown domains of experiences (Wagner et al., 2013). These transitions are a landmark on the lane from infancy past a mature adult. Every stage incorporates a parting from a known environment and an access into an unknown one. However, in a case study of Zoe who has just moved to Singapore from Japan is having difficulty to pick up the foreign language being in a local preschool, which speaks mainly the English language. An educator here has a major role to play and they are the one who helps in the development of the child (Denham, Bassett Zinsser, 2012). Transitions in young childhood education and care giving environments as well as latter in schools are significant landmarks for children and their families as well. The changeover into the school is usually important though few children are willing for this change than other children are in cognitive, non-cognitive and group skills. This so-called readiness for school has displayed to be prophetic of educational prosperity throughout the years in school and of lifelong educational and professional prosperity. Particularly, this change towards school must never be considered a point-in-time incident, but as a route that starts well before one enters the school and sustains into the initial years of schooling. Childrens continuous victory in the institution obtains from their educational skills prior school and the happening surrounding of knowledg e in the advanced years of schooling (Adams Fleer, 2015). This report however discuses about the transition experience emphasizing on the case study of Zoe and focusing on the change as an opportunity for complex learning and then choosing one image an analyzed is done based on the understanding of transition and change. Then the selected image is analyzed with relevant literature keeping in mind Zoes condition in the above case study. Lastly, it is concluded with the changes that can be brought out in the transition. Rationale for selected image Image 1:- The leap The reason behind choosing this particular image is that here a child is been seen taking a jump from one point to another and similarly, there is a major leap in childrens life when he actually jumps from home environment to the educational surroundings. Thus, transition is like a leap. There are many transitions in life, which a child goes through, but it begins with the play school or care giving environments in which they first step in. Zoes transition has begun with her readiness to school which itself a controversial topic as this word readiness differs to every people. Readiness for schooling in case of children comprises of five aspects when includes their healthy physical conditions and full motor development, appropriate development in social and emotional ability in the child, the childs configuration towards learning, right development of verbal abilities and cognitive and general knowledge regarding particular culture and social practices (Dockett Perry, 2009). Zoes transition will help her to move forward in life and so she can learn to socialize with people who are not her family members. She can meet other children of the same age group and transfer them into their friends circle. In addition, this will help her to get away with her shyness and will gain confidence. The child also learns sharing and cooperation with others (Galindo Sheldon, 2012). This transition from safe and dependent environment takes the child to a new surrounding where they has to survive on their own and so in this process of survival they learns to cooperate with others. Children in this transition also learns to show respect, teamwork, resilience, being attentive, patience, self esteem and also get a chance to be exposed to diversity. However, for Zoe this transition seems to have been very challenging, as she has to acquire a new language all together. (Rosier McDonald, 2011). Relevant literature As an educator the factors, which I found effective in Zoes transition phase, is the role of educator, the impact of the culture and family. Educators build the intimate and strong relationship with the infants. In addition, here in Zoes case, educators special attention is very much needed. The interactions they make daily with the children because this interaction actually helps the child to comfort them in distress, sort the conflicts and supports and observe their play activities, change their diapers, help them take a nap and moreover the educators shares the childs victory as well as failure in this transition process. However, this interaction with other children as well as with the educator will help Zoe deal with the transition. The contribution of the educator follows with the impact of culture.I would like to share my own experience where I never shared the identical values like the children or their families in our care. Thus, the kin differ greatly in their belief system regarding what part their children should play in the community, which often is reflected among their children. Culture varies widely in the practices that the families follow in rearing their children. Moreover, the important of family lies in this transition because before going through this transition the basic preparation that the child gets is from their family. Family is the base from where the childs development and growth starts and it actually helps them to take the challenges in transition (Laverick Jalongo, 2011). Many educators and researchers know Bronfenbrenners model of nested concentric circles that situates the child in the middle (Ryan, 2001). It further centers on the different contexts in which individuals exist and relates at the junctions of these contexts. Goodnow Burns, 1985 questioned around hundreds children who are of 6-year-old from primary institutions in Australia about their likes and dislikes of beginning primary school. Against the various reactions, it was summoned that small matters actually have importance to them and so it was concluded that they are vulnerable by nature (Woodhead Faulkner, 2000). In another study of Adams Fleer 2015, they concentrated on the numerous transitions of an Australian emigrant family shifting from Saudi Arabia to Malaysia. This paper comes up with fresh transitions as a rational relationship among the global and small movements where belongings of the children's act as significant cultural device for helping the worldwide move. However,a new outlook on transitions as emotional charged events is postulated, donating to comprehensions of thenotion of transitionas an affective connection between a global shift and a smaller movement during the procedure of implanted personal belongings into the latest local context. A research by Redden et al., 2001 the only inspection to inspect the influence of a complete change in the kindergarten development intervention on child results in kindergarten. The writers suggested that a precaution consequence might have appeared such that the involvement that was especially successful for children at possibility for Mentally Retard and Emotional Disturbance due to the profit of the assistance provided by the family and obstructive referrals and conceals. Another research study Hamblin-Wilson Thurman, 1990 propose that young childhood special education labors are precious resources to kin because disabled children shifts to kindergarten. However, the participation of receiving basic schools may be nominal. This can owe, in parts, to little facilities and the recognition that transition executions are unpractical to execute. In another study by Ebbeck, 2013 on transition which manifested that a favorable transition can help the child throughout life and lay the pathway to prosper in succeeding years of schooling. The study by Copeland et.al, 2013, evaluated design of diagnostically transition from early childhood to puberty and again from puberty to prior adulthood. The result that he pointed out was with having a disturbance at an advanced time was related with not less than a multiple growth in probability for having a disturbance at a subsequent time. Homotypic and heterotypic transitions are also noticed for every group of disorders. The powerful proof of progression was viewed for behavioral disorders especially ADHD with minimal confirmation for emotional disorders like depression and anxiety. Restricted proof came up in regulated representations for behavioral disorders forecasting further emotional disorders. Adult substance disorders were advanced by behavioral disorders, but neither anxiety nor depression. According to Hughes, Banks Terras, 2013 well to do transition from junior to secondary school is influential for psychosocial welfare. Those children with special educational needs (SEN) may be concern with supplementary complexities in transition, but the effect of this operation on children's psychosocial adaptation had obscured. Apart from these declared studies that were recognized throughout an organized exploration of six electronic sequences. Further, review was done on articles that were attaining additional criteria and a standard benchmark system was evolved to grade the studies. Conclusion Thus, to conclude it can be said that as we have gathered our knowledge regarding what transition is and how impactful it is in a lifetime. Therefore, from my point of view the learning outcomes that I came up with are that in this process it is important that the toddler get the appropriate care from the teachers or the caregivers. For us it is a kind of challenge to build that relationship with the child but an advantage is that we can simply rely on the way we have been parented or the social myths we have about children. However, in Zoes case to make her succeed can be through parental involvement, family solidarity and educators sensitivity about linguistic and cultural inheritance. Children do have a tendency to adapt quickly to new environments if proper support and help is provided to them and so they just need support and comfort. Often parents fail to understand the importance of transition planning and so they are unaware of where to get the right information from about a beneficial place for their children. The requirements for those children are with disabilities that actually require special care and attachment from the families as well as the teachers. However, it may look quite complicated in comparison to childrens without disability. As I have understood, this jump from one point to another is crucial and any kind of fall can remain like a scare for a lifetime. The family for this transition plays an important role in preparing children to take up the challenges and so their involvement is highly important. From family environment children feel safe and warm and it is a dependable environment for them from here when their base shifts to an unknown place they learn interaction, cooperation and become independent by interacting with peers and teachers. It is from here that they built up the trust factor s and gains the courage to face the challenges latter in life. References Adams, M., Fleer, M. (2015). Moving countries: Belongings as central for realizing the affective relation between international shifts and localized micro movements.Learning, Culture and Social Interaction,6, 56-66. Brostrom, S. (2005). Transition problems and play as transitory activity. Australian Journal of Early Childhood, 30(3), 1725. Copeland, W. E., Adair, C. E., Smetanin, P., Stiff, D., Briante, C., Colman, I., ... Angold, A. (2013). Diagnostic transitions from childhood to adolescence to early adulthood.Journal of Child Psychology and Psychiatry,54(7), 791-799. Denham, S. A., Bassett, H. H., Zinsser, K. (2012). Early childhood teachers as socializers of young childrens emotional competence.Early Childhood Education Journal,40(3), 137-143. Dockett, S., Perry, B. (2009). Readiness for school: a relational construct.Australasian Journal of Early Childhood,34(1), 20. Ebbeck, M., Saidon, S. B., nee Rajalachime, G., Teo, L. Y. (2013). Childrens Voices: Providing Continuity in Transition Experiences in Singapore.Early Childhood Education Journal,41(4), 291-298. Galindo, C., Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement.Early Childhood Research Quarterly,27(1), 90-103. Goodnow, J. J., Burns, A. (1985). Home and school: A childs eye view. London: George Allen Unwin. Hamblin-Wilson, C., Thurman, S. K. (1990). The transition from early intervention to kindergarten: Parental satisfaction and involvement.Journal of Early Intervention,14(1), 55-61. Hughes, L. A., Banks, P., Terras, M. M. (2013). Secondary school transition for children with special educational needs: a literature review.Support for Learning,28(1), 24-34. Laverick, D. M., Jalongo, M. R. (Eds.). (2011).Transitions to early care and education: International perspectives on making schools ready for young children(Vol. 4). Springer Science Business Media. Perry, B., Dockett, S., Petriwskyj, A. (Eds.). (2013).Transitions to school-international research, policy and practice(Vol. 9). Springer Science Business Media. Rosier, K., McDonald, M. (2011).Promoting positive education and care transitions for children. Melbourne: Australian Institute of Family Studies. Ryan, D. P. J. (2001). Bronfenbrenners ecological systems theory.Retrieved January,9, 2012. Wagner, J., Ldtke, O., Jonkmann, K., Trautwein, U. (2013). Cherish yourself: Longitudinal patterns and conditions of self-esteem change in the transition to young adulthood.Journal of Personality and Social Psychology,104(1), 148. Woodhead, M., Faulkner, D. (2000). Subjects, objects or participants? Dilemmas of psychological research with children. In P. Christensen A. James (Eds.), Research with children: Perspectives and practices (pp. 935). London: Falmer Press

Early Childhood Transition in Education-Free-Samples for Students

Question: Discuss about the Early Childhood Transition in Education. Answer: Description of a rational experience According to Brostrom, 2005 transition is the undertaking change that a child experience with their families when they move from home setting to their formal school. However, a child can deal with this new setting successfully if they are readily accepted by the school (Ebbeck et al., 2013). Transition affects the continuous potential of the child to retaliate and adjust to the requirements of the school environment. Transitions shape a long-lasting matrix of a childs life by which all children as well as adults advances slowly from known to unknown domains of experiences (Wagner et al., 2013). These transitions are a landmark on the lane from infancy past a mature adult. Every stage incorporates a parting from a known environment and an access into an unknown one. However, in a case study of Zoe who has just moved to Singapore from Japan is having difficulty to pick up the foreign language being in a local preschool, which speaks mainly the English language. An educator here has a major role to play and they are the one who helps in the development of the child (Denham, Bassett Zinsser, 2012). Transitions in young childhood education and care giving environments as well as latter in schools are significant landmarks for children and their families as well. The changeover into the school is usually important though few children are willing for this change than other children are in cognitive, non-cognitive and group skills. This so-called readiness for school has displayed to be prophetic of educational prosperity throughout the years in school and of lifelong educational and professional prosperity. Particularly, this change towards school must never be considered a point-in-time incident, but as a route that starts well before one enters the school and sustains into the initial years of schooling. Childrens continuous victory in the institution obtains from their educational skills prior school and the happening surrounding of knowledg e in the advanced years of schooling (Adams Fleer, 2015). This report however discuses about the transition experience emphasizing on the case study of Zoe and focusing on the change as an opportunity for complex learning and then choosing one image an analyzed is done based on the understanding of transition and change. Then the selected image is analyzed with relevant literature keeping in mind Zoes condition in the above case study. Lastly, it is concluded with the changes that can be brought out in the transition. Rationale for selected image Image 1:- The leap The reason behind choosing this particular image is that here a child is been seen taking a jump from one point to another and similarly, there is a major leap in childrens life when he actually jumps from home environment to the educational surroundings. Thus, transition is like a leap. There are many transitions in life, which a child goes through, but it begins with the play school or care giving environments in which they first step in. Zoes transition has begun with her readiness to school which itself a controversial topic as this word readiness differs to every people. Readiness for schooling in case of children comprises of five aspects when includes their healthy physical conditions and full motor development, appropriate development in social and emotional ability in the child, the childs configuration towards learning, right development of verbal abilities and cognitive and general knowledge regarding particular culture and social practices (Dockett Perry, 2009). Zoes transition will help her to move forward in life and so she can learn to socialize with people who are not her family members. She can meet other children of the same age group and transfer them into their friends circle. In addition, this will help her to get away with her shyness and will gain confidence. The child also learns sharing and cooperation with others (Galindo Sheldon, 2012). This transition from safe and dependent environment takes the child to a new surrounding where they has to survive on their own and so in this process of survival they learns to cooperate with others. Children in this transition also learns to show respect, teamwork, resilience, being attentive, patience, self esteem and also get a chance to be exposed to diversity. However, for Zoe this transition seems to have been very challenging, as she has to acquire a new language all together. (Rosier McDonald, 2011). Relevant literature As an educator the factors, which I found effective in Zoes transition phase, is the role of educator, the impact of the culture and family. Educators build the intimate and strong relationship with the infants. In addition, here in Zoes case, educators special attention is very much needed. The interactions they make daily with the children because this interaction actually helps the child to comfort them in distress, sort the conflicts and supports and observe their play activities, change their diapers, help them take a nap and moreover the educators shares the childs victory as well as failure in this transition process. However, this interaction with other children as well as with the educator will help Zoe deal with the transition. The contribution of the educator follows with the impact of culture.I would like to share my own experience where I never shared the identical values like the children or their families in our care. Thus, the kin differ greatly in their belief system regarding what part their children should play in the community, which often is reflected among their children. Culture varies widely in the practices that the families follow in rearing their children. Moreover, the important of family lies in this transition because before going through this transition the basic preparation that the child gets is from their family. Family is the base from where the childs development and growth starts and it actually helps them to take the challenges in transition (Laverick Jalongo, 2011). Many educators and researchers know Bronfenbrenners model of nested concentric circles that situates the child in the middle (Ryan, 2001). It further centers on the different contexts in which individuals exist and relates at the junctions of these contexts. Goodnow Burns, 1985 questioned around hundreds children who are of 6-year-old from primary institutions in Australia about their likes and dislikes of beginning primary school. Against the various reactions, it was summoned that small matters actually have importance to them and so it was concluded that they are vulnerable by nature (Woodhead Faulkner, 2000). In another study of Adams Fleer 2015, they concentrated on the numerous transitions of an Australian emigrant family shifting from Saudi Arabia to Malaysia. This paper comes up with fresh transitions as a rational relationship among the global and small movements where belongings of the children's act as significant cultural device for helping the worldwide move. However,a new outlook on transitions as emotional charged events is postulated, donating to comprehensions of thenotion of transitionas an affective connection between a global shift and a smaller movement during the procedure of implanted personal belongings into the latest local context. A research by Redden et al., 2001 the only inspection to inspect the influence of a complete change in the kindergarten development intervention on child results in kindergarten. The writers suggested that a precaution consequence might have appeared such that the involvement that was especially successful for children at possibility for Mentally Retard and Emotional Disturbance due to the profit of the assistance provided by the family and obstructive referrals and conceals. Another research study Hamblin-Wilson Thurman, 1990 propose that young childhood special education labors are precious resources to kin because disabled children shifts to kindergarten. However, the participation of receiving basic schools may be nominal. This can owe, in parts, to little facilities and the recognition that transition executions are unpractical to execute. In another study by Ebbeck, 2013 on transition which manifested that a favorable transition can help the child throughout life and lay the pathway to prosper in succeeding years of schooling. The study by Copeland et.al, 2013, evaluated design of diagnostically transition from early childhood to puberty and again from puberty to prior adulthood. The result that he pointed out was with having a disturbance at an advanced time was related with not less than a multiple growth in probability for having a disturbance at a subsequent time. Homotypic and heterotypic transitions are also noticed for every group of disorders. The powerful proof of progression was viewed for behavioral disorders especially ADHD with minimal confirmation for emotional disorders like depression and anxiety. Restricted proof came up in regulated representations for behavioral disorders forecasting further emotional disorders. Adult substance disorders were advanced by behavioral disorders, but neither anxiety nor depression. According to Hughes, Banks Terras, 2013 well to do transition from junior to secondary school is influential for psychosocial welfare. Those children with special educational needs (SEN) may be concern with supplementary complexities in transition, but the effect of this operation on children's psychosocial adaptation had obscured. Apart from these declared studies that were recognized throughout an organized exploration of six electronic sequences. Further, review was done on articles that were attaining additional criteria and a standard benchmark system was evolved to grade the studies. Conclusion Thus, to conclude it can be said that as we have gathered our knowledge regarding what transition is and how impactful it is in a lifetime. Therefore, from my point of view the learning outcomes that I came up with are that in this process it is important that the toddler get the appropriate care from the teachers or the caregivers. For us it is a kind of challenge to build that relationship with the child but an advantage is that we can simply rely on the way we have been parented or the social myths we have about children. However, in Zoes case to make her succeed can be through parental involvement, family solidarity and educators sensitivity about linguistic and cultural inheritance. Children do have a tendency to adapt quickly to new environments if proper support and help is provided to them and so they just need support and comfort. Often parents fail to understand the importance of transition planning and so they are unaware of where to get the right information from about a beneficial place for their children. The requirements for those children are with disabilities that actually require special care and attachment from the families as well as the teachers. However, it may look quite complicated in comparison to childrens without disability. As I have understood, this jump from one point to another is crucial and any kind of fall can remain like a scare for a lifetime. The family for this transition plays an important role in preparing children to take up the challenges and so their involvement is highly important. From family environment children feel safe and warm and it is a dependable environment for them from here when their base shifts to an unknown place they learn interaction, cooperation and become independent by interacting with peers and teachers. It is from here that they built up the trust factor s and gains the courage to face the challenges latter in life. References Adams, M., Fleer, M. (2015). Moving countries: Belongings as central for realizing the affective relation between international shifts and localized micro movements.Learning, Culture and Social Interaction,6, 56-66. Brostrom, S. (2005). Transition problems and play as transitory activity. Australian Journal of Early Childhood, 30(3), 1725. Copeland, W. E., Adair, C. E., Smetanin, P., Stiff, D., Briante, C., Colman, I., ... Angold, A. (2013). Diagnostic transitions from childhood to adolescence to early adulthood.Journal of Child Psychology and Psychiatry,54(7), 791-799. Denham, S. A., Bassett, H. H., Zinsser, K. (2012). Early childhood teachers as socializers of young childrens emotional competence.Early Childhood Education Journal,40(3), 137-143. Dockett, S., Perry, B. (2009). Readiness for school: a relational construct.Australasian Journal of Early Childhood,34(1), 20. Ebbeck, M., Saidon, S. B., nee Rajalachime, G., Teo, L. Y. (2013). Childrens Voices: Providing Continuity in Transition Experiences in Singapore.Early Childhood Education Journal,41(4), 291-298. Galindo, C., Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement.Early Childhood Research Quarterly,27(1), 90-103. Goodnow, J. J., Burns, A. (1985). Home and school: A childs eye view. London: George Allen Unwin. Hamblin-Wilson, C., Thurman, S. K. (1990). The transition from early intervention to kindergarten: Parental satisfaction and involvement.Journal of Early Intervention,14(1), 55-61. Hughes, L. A., Banks, P., Terras, M. M. (2013). Secondary school transition for children with special educational needs: a literature review.Support for Learning,28(1), 24-34. Laverick, D. M., Jalongo, M. R. (Eds.). (2011).Transitions to early care and education: International perspectives on making schools ready for young children(Vol. 4). Springer Science Business Media. Perry, B., Dockett, S., Petriwskyj, A. (Eds.). (2013).Transitions to school-international research, policy and practice(Vol. 9). Springer Science Business Media. Rosier, K., McDonald, M. (2011).Promoting positive education and care transitions for children. Melbourne: Australian Institute of Family Studies. Ryan, D. P. J. (2001). Bronfenbrenners ecological systems theory.Retrieved January,9, 2012. Wagner, J., Ldtke, O., Jonkmann, K., Trautwein, U. (2013). Cherish yourself: Longitudinal patterns and conditions of self-esteem change in the transition to young adulthood.Journal of Personality and Social Psychology,104(1), 148. Woodhead, M., Faulkner, D. (2000). Subjects, objects or participants? Dilemmas of psychological research with children. In P. Christensen A. James (Eds.), Research with children: Perspectives and practices (pp. 935). London: Falmer Press