Colorism: Black People and Skin Color

Growing up as a youth being in an interracial family, I always experienced prejudice whether it was inside my home or out on the street. My father was an African-American, his family was accepting but all could see that they praised the fact that my skin was 5-6 shades lighter than that of my other cousins. This of course caused unresolved issues, issues that couldn’t and wouldn’t be talked about among us as children, but later on became deep conversation filled with tears and understanding because we were finally able to get from under the stigma that our parents were engulfed in because their parents had subjected them to the same treatment. While on the other hand, my mother’s side of the family is Irish, German, and Indian. They despised the fact that my father was an African-American man. I would hear my mother’s mother talk badly of my father. She even went as far as not to allow my father in her home. She was the hardest on me out of all the grand children when it came to disciplining us, because my father’s skin tone was that of a black man. They also tended to favor my mother’s eldest daughter because her father wasn’t an African-American. As a child growing up I experienced both positive and negative feedback for my skin color. But I must say that it was about 85% positive when not in the presence of my mother’s mother. Note I don’t say grandmother because she was hardly ever a grandmother toward s me, just because my skin color was that of a black girl, while my cousins were mostly fair skinned. Colorism in the United States is a stigma that won’t get lifted because of what slavery has embedded in the minds of African-Americans. According to wikipedia. com, Colorism is defined as a â€Å"Black-on-Black racism, based on skin-tone. † The discrimination is based on the idea that a person's worth is directly related to the color of his or her skin, valuing lighter tones over darker tones. It's commonly known that Colorism plagued the Black community after slavery and through the early to mid-twentieth century. In the early 1900's, many black organizations, including colleges, practiced the â€Å"brown paper bag test† when accepting new members. If a person's skin was not lighter than a brown paper bag, they would be denied admittance. Though the brown paper bag test is out of date and frowned upon as a shameful moment in African-American history, the ideals behind the practice still lingers in the African-American community. Modern-day Colorism rears its ugly head in the day to day lives of African-Americans every day. This issue has affected every hue or shade of blackness within the African-American community. In â€Å"The Color Complex† by Midge Wilson, Wilson addresses the issue by tracing the origin of Colorism, â€Å"To trace the origins of the color complex, we must return to the year 1607 when three ships sailed in Chesapeake Bay, stopping at Jamestown, Virginia, to establish the first English colony in the New World†¦.. It was a new land and a new era filled with possibilities. What might have been unthinkable in Europe and Africa was an everyday occurrence in the wilderness. Miscegenation, or race mixing, became widespread as Europeans, Africans, and Native Americans mixed their seed and substance to produce a kaleidoscope of skin tones and features. But these primary race groupings differed sharply in their civil liberties and political freedoms. Subtle variations in appearance took on enormous consequence in meaning, especially among Negros,† (Wilson, pg. 9). With the emphasis of color being placed in the forefront of the black community, blacks have let this issue set the stage for ignorance for over four hundred years. The effects of these actions have trickled down into some of the most prominent black organizations that define our community and our blackness, such as the NAACP, Jack and Jill, Alpha Kappa Alpha Sorority, Kappa Alpha Psi Fraternity, Alpha Phi Alpha Fraternity, and etc. It is no secret that these types of organizations were created in order to create a faux safe haven for the wealth of the light-skinned mulattos. In the early years these organizations were called Blue Vein societies, because in order to quote â€Å"belong,† the test of how light you were was could you see your blue veins through your skin? And if they could, you were in. Works Cited â€Å"Colorism. † Wikipedia, The Free Encyclopedia. 1 Nov 2009, 22:52 UTC. 2 Nov 2009 . Wilson, Midge, Russell Kathy. The Color Complex: The Politics of Skin Color Among African Americans. New York: Harcourt Publishers, 1992.

Role Plays to Practice Compromising

Role Plays to Practice Compromising The art of compromise is essential to any negotiation. Use the following role plays to help your students learn how to make compromises and negotiate with tact. This lesson can be used in a wide variety of situations such as business English role plays or other advanced skills classes. Its important to check students use of standard phrases to improve their negotiating and compromising skills in English. Lesson Outline Give students a few examples of situations which call for negotiation and compromise.Elicit phrases you might use when making compromises and write them on the board.Ask students to first write out a few sentences using each of the forms you have written on the board (see further suggestions below to help get the discussion started).Break students up into pairs. Ask students to read through the situations and choose at least three situations they would like to practice.Ask students to choose the situation they felt they negotiated the most successfully with fair compromises.Students write up a dialogue on the role play they have chosen.Students act out their negotiations in front of the class. Encourage acting skills! Useful Phrases for Compromising Negotiating a Compromise I see your point, however, dont you think that ...Im afraid thats not true. Remember that ...Try to see it from my point of view.I understand what youre saying, but ...Imagine for a moment that you are ... Asking for Compromise How flexible can you be on that?I’m ready to agree if you can ...If I agree, would you be willing to ...?We would be willing to ..., provided, of course, that ...Would you be willing to accept a compromise? Negotiating a Compromise Role Play Choose a role play from one of the following scenarios. Write it up with your partner, and perform it for your classmates. Writing will be checked for grammar, punctuation, spelling, etc., as will your participation, pronunciation,  and interaction in the role play. The role play should last at least 2 minutes. You are a student at an English school in the US or the UK.  You’d like your parents to send you some more spending money. Telephone your father (your partner in the role play) and ask for more money. Your father feels that you are spending too much money. Come to a compromise.You are visiting your cousin (your partner) whom you haven’t seen in a long time. Catch up on all the news from your two families, as well as from your own lives.You are a student who has improved at school, but your mother/father (your partner) doesn’t feel that you have done enough. Discuss together what you can do to improve your grades, but also recognize your increased efforts.You are the aunt / uncle of your partner. Your partner wants to ask you about what life was like with your brother (your partner’s father) when you were both teenagers. Have a discussion about the old times. Compromise on how the present and the past have certain advantages and disadvantages.You would li ke to get married to a man / woman your parents do not approve of. Have a discussion with your mother / father (your partner) about your plans. Try to break the news gently, while still maintaining your desire to get married. You are having a discussion with your husband / wife (your partner) about your son who is having problems at school. Accuse each other of not being a good parent, but try to come to a conclusion that will help your child.You are a technological wizard and have a new idea for a great start-up on the internet. Try to convince your father to fund your business with a $100,000 loan. Your partner will be your father who is very skeptical about your idea because he thinks you should be a doctor.

How Spelling Diverges Between American and British English

How Spelling Diverges Between American and British English How Spelling Diverges Between American and British English How Spelling Diverges Between American and British English By Mark Nichol As George Bernard Shaw is said to have said, â€Å"England and America are two countries separated by the same language.† It’s easy enough to find books and Web sites that provide evidence to back the old boy up, detailing such transoceanic translations as elevator/lift and critical divergences such as the relative meanings of â€Å"knocked up† (British English: â€Å"called on,† â€Å"woke up,† or â€Å"worn out†: American English: â€Å"impregnated†). What you’ll find here, however, is a discussion of differences not in vocabulary but in spelling between the English language’s two primary variants. The blame for the ornery orthography of American English (which is even more annoying to its users than to those who speak other variants of the language, because we actually have to, you know, use it) is primary laid at the oft-pedestal-mounted feet of Noah Webster, a nineteenth-century writer, editor, and lexicographer who almost single-handedly created the dialect I will hereafter in this post abbreviate as AE (as opposed to BE, or British English). Webster’s impetus was nationalistic he desired a distinct language for Americans that they could feel they owned, and one that represented democratic ideals as well. The problem is, for all his meticulousness, he was maddeningly inconsistent, and the myriad successors who have added to the American word-hoard have followed suit. Here, to do my part to make amends, is a brief guide to the major distinctions in AE and BE spelling (and within AE spelling itself), with one or more examples: -ae (encyclopaedia, mediaeval) AE usually deletes the a from the diphthong ae, which is unfortunate, because the words look so cool with it. It is retained, however, in such words as aesthetic (though that word is also spelled esthetic). -ed (fitted, forecasted, knitted) AE usually drops the past-tense ending in these words. However, exceptions are made in such usages as â€Å"The tailor fitted him for a tuxedo.† -ed [irregular] (lighted, strived) AE prefers forms such as lit and strove, though the BE forms are often employed. -ement (acknowledgement, arguement, judgement) AE omits the first e from the suffix, though some writers of AE remain unaware as far as the first and third examples are concerned. -ence (defence, licence, offence) AE spells these words with an s in place of a c. -ise/-yse (analyse, criticise, memorise, realise) AE favors -ize/-yze endings. -l (enrol, fulfil, skilful) AE doubles the l that is not part of -ful/ful-; the l in that syllable is never doubled (except in inflected forms of full). -lled/-lling (cancelled/cancelling, levelled/levelling, travelled/travelling) AE omits one l in this form; some writers of AE still haven’t received the memo. -mme (diagramme, programme, telegramme) AE omits the second m and the e at the end of these words. -ogue (analogue, catalogue, dialogue, epilogue) In AE, catalog is clipped, though the full form is preferred for all its analogues. (See?) -our (colour, favour, honour, labour) In AE, the u is jettisoned in most words with -our; glamour is an exception. -oeuvre (manoeuvre) AE simplifies this ending to -euver (maneuver). -que (banque, checque) In AE, the French-influenced -que is replaced by a Germanic k. -re (centre, litre, metre, theatre) In AE, the letters in the -re ending are reversed, though the BE spelling for the first and last examples is sometimes employed in proper names for facilities to convey Old World class. -st (amidst, amongst) In AE, amid and among are preferred, though many writers of AE, professionals and amateurs alike, retain the -st ending. -t (dreamt, leapt, learnt) AE replaces -t with -ed, though some writers of AE, out of ignorance or because they prefer the more poetically pleasing appearances, use the BE form. -wards (backwards, inwards, upwards) AE omits the -s, though many writers of AE retain it (often inconsistently from one word to another). -xion (complexion, connexion) This suffix is unique to complexion, spelled identically in AE and BE, and connexion, now almost obsolete in the United Kingdom. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:100 Whimsical WordsRound vs. Around5 Keys to Better Sentence Flow

What contribution has behavioural finance make to the explaination of Essay

What contribution has behavioural finance make to the explaination of stock markets bubbles and crashes - Essay Example Human behaviour and personal investment decision making can influence the trading results of a stock market and therefore, it is relevant to discuss the role of behavioural finance in the investment decisions at stock market. With this background, this paper attempts to discuss the influence of behavioural finance on the stock market performance in general and on the market bubbles and crashes in particular. The essay takes a descriptive approach wherein the present literature on these issues is mainly covered and an attempt is made to incorporate the relevant theories of behavioural finance. Behavioural finance is one of the fast developing areas in the field of financial literature. This field of knowledge has developed a number of theories and theoretical models to explain the behavioural aspects of investment decision making. Most of the theories and models have been developed by borrowing insights from other branches such as psychology, sociology, and other behavioural sciences to analyze the behavioural aspects of investors and its influence on stock market performance. A good number of studies have been undertaken across the world to evolve behavioural theories and models so as to explain the association between the investor psychology and stock market performance. This area of knowledge tries to answer the influence of individual and collective behaviour exhibited by investors on the market prices. The rational finance which stems from neoclassical economics postulates that the economic decisions of investors are determined by the principles of perfect self-inter est, perfect rationality, and perfect information (Ware2000). This is not going to be a logical view point as described by behavioural finance. Behavioural finance states that people are neither perfectly rational nor perfectly irrational; they possess diverse combinations of rational

International Project Management Assignment 2 Example | Topics and Well Written Essays - 1500 words

International Project Management 2 - Assignment Example The member of these cultures are intrinsically not team players (Pheng and Leong 308). As such, it is incumbent upon project managers to develop the skills necessary for successfully interacting with individuals whose behavioral traits are affected by distinct cultural primacies. In the context of the global marketplace, project managers require efficient communication skills, competent leadership skills, suitable interpersonal skills, adaptability, and technical and functional powers (Pheng and Leong 308). Cross cultural management includes communications, dispute resolutions, organizational and national culture, and negotiations. Culture consists of an intricate whole that is comprised of arts, beliefs, customs, knowledge and morals. It also includes the competencies and customs assimilated by individuals as members of society. Thus, culture denotes a distinctive way of life of a group of people, as a comprehensive motif for existing (Pheng and Leong 307). Asian societies attach considerable importance to human relationships and the avoidance of confrontation. This is in marked contrast to the Americans, who do not deem personal relationships to be of greater significance, whilst conducting business. It is the proclivity of the Americans to swiftly and directly focus upon the subject matter or issue at stake (Pheng and Leong 308). This holds out the possibility of causing personal and public discomfiture to the people of other cultures. Lack of proper communication can develop into major issues. For instance, an American manager had stated that her Chinese staff would not inform her if they failed to understand her. These employees would agree to anything that she said, without having the least idea regarding what she was stating. In another incident, an American manager stated that their firm’s quality engineer was not proficient in English. This

A study of prinicpals' understanding of learner-centered classrooms Dissertation

A study of prinicpals' understanding of learner-centered classrooms - Dissertation Example Using a quantitative approach methodology by Creswell, 2009, the study will make use of surveys of principals from similar-sized rural elementary schools in Wisconsin. ACKOWLEDGEMENTS There are many people for whom I owe a great deal of gratitude for supporting me, not only in the completion of this dissertation, but throughout the past year. First, I would like to thank my dissertation supervisor †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, who expertly guided and motivated me over the past †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ months. Your enthusiasm is infectious and your humor is energizing. I am honored to be counted among your final group of students. Enjoy chasing those stars! Thanks are also due to the rest of the lecturers on the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ course, including research methods guru†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. who shaped me into the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. scientist I am today, course leader †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.., whose insights I have taken onbo ard will no doubt serve me well in the world of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Some of the most valuable lessons this year were imparted outside the confines of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. To my mates on the course from around the world, you were all worth the price of admission. It’s been a pleasure. I would also like to extend an exuberant High-5’ to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ... Your belief in me infuses me with Herculean strength. I am eternally grateful and I love you all. DEDICATION This dissertation is dedicated in loving memory to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. that always believed in my ability and encouraged me to succeed personally, spiritually and professionally. My wife †¦Ã¢â‚¬ ¦.mother †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, Grandmother †¦... mentors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and my entire family. TABLE OF CONTENTS ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.ii ACKNOWLEDGEMENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦iii DEDICATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..iv LIST OF TABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦viii LIST OF FIGURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..ix CHAPTER 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦...1 INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Statement of the Problem/Purpose of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...2 Theoretical Framework for the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Limitations of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Definition of Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 CHAPTER

Developing a Challenging Environment for Children

Developing a Challenging Environment for Children Noshaba Jadoon Q1: Explain how to organise a safe but challenging environment for children? The environment plays a major role in supporting children’s learning and development. While organizing a safe and challenging environment for children following factor should be consider: Health and safety; First and most important factor while setting environment to be considered is the health and safety of the environment, for health and safety the EY statutory frame work provides regulation. These regulations must be following while setting the environment. Curriculum and layout of the room; It includes role play area, a PC area, literacy and numeracy area, reading area, messy play area. Material objects; Material objects consist of all toys and resources that are used for children. Material objects that are used for children must be suitable for their age and stage of development. Toys and resources should be organized according to the height of the children to access and explore, by always providing a choice of toys, rather than force children to play with a particular toy of practitioner choice, especially for babies and younger children who are less mobile. The EY. Emphases children independence and encourages child-initiated play and active learning. Early years setting provides separate setting according to the age of the children i-e from birth to year three and three to five etc. Birth to three: Babies learn through their senses and they enjoy taking toys to their mouths, also they enjoy reaching out for toys and grasping them, therefore interesting toys or objects should be placed with in their access to explore. Practitioners should ensure that materials object and toys for this age group are appropriate. Furniture is secured to prevent it from falling onto the children as their movement and body control develop, they become very mobile. Three to five: Children’s imaginations and bodies control develop in this age group, and role-play areas can help children to take on different roles. For example, an area of the room can be transformed into a scenario for the children to play and explore, like post office ,fruits and vegetable shops, kitchen ,car park area etc. The outdoor environment provides equal opportunities for learning and development. Advantages of outdoor playing result into promotion of healthy lifestyles, as they get the chance to exercise, run around, climb on and off equipment, jumping, balance, learn about their body and exert energy, also develop socially, intellectually, physically, emotionally by making friends, sharing with them and taking care of them. Children begin to learn how to take care of other children. Therefore resources and toys that are used for children must be suitable for their age and stage of development. According to EY, Outdoor play opportunities also depend on children age: 0-12 months Outdoor environment provides fresh air, more exploring and practising physical skills. Due to limited mobility in this age group practitioner can take soft play mats and resources. 12-24 months As this age group children are more mobile so equipment such as slides, climbing frames and ride on toys will help children to develop their physical skills. Practitioner should encourage children to get responsibility of environment around them, for example plants and flowers. Children can take part in planting fruit and vegetable seeds and get responsibility to take of them. 24-36months Children should continue to be given responsibility about their environment, growing their own seeds of fruit and vegetables and taking care of them by watering plants and seeds. As physical skills and body control increase therefore toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. 36-60 months Children in this age group have good body control and refine skills, so opportunities for climbing, running, jumping and balancing of their body should be continue. As physical skills and body control increase there for toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. Social and emotional environment; The emotional environment extends to the feelings and emotions of the children. When children are able to express their feeling they are more confident to explore and investigate. Practitioners should give them chance to talk and express their feelings. Children belong to wider social network like ethnicity, religions and family history or back ground skins colour, practitioner should recognise the importance of the values and give them respect. It is responsibility of practitioner to help children to understand about different cultures and religions. Therefore social and emotional environment mean value and respect for everyone, regardless of their ethnicity, religion, skin colure, family back ground etc. Q2: Explain the practitioners’ role within the wider, multi-agency environment. If practitioner has any concern about any area of child’s development, or it is believed that child requires additional support then other professional can be involved as a source of advice for welfare of children and their families. Providing early help is more effective in promoting the welfare of children. Early help means providing support as soon as problems arise or identified, therefore key worker will help to identified children and their families who can get benefit from early help. Following professionals can be involved with in early years setting: 1: General practitioner, when child is ill 2: Health visitor. They support children and their families from birth to five. They provide health and lifestyle support to parents. 3: Paediatiatrician. They support children and their families from 24 weeks of pregnancy to18 years, especially when a child is diagnosed with disability or illness. 4: Social worker provides help, support and safe guarding of the children. 5: Dentist provide care for children teeth 6: Physiotherapist support children motor skills and mobility. They provide specialised care for children with disabilities etc. 7: Speech and language therapist provide information for effective communication. 8: Emergency services it include police officer, fire fighters ,paramedics may visit school time to time to help children understand about these services. The practitioner will play an important role within this team to support and following care plans set out by other professionals and attending regular meeting to discuss the progress of child. Q3: Describe the regulatory requirements that must be followed when organising an environment. Laws and legislation The health and safety at work Act 1974 provides guidelines that protect everyone within the workplace. However health and safety implementation is over all responsibility of employer. Practitioners are also responsible for ensuring health and safety with in the workplace is observed. For health and safety the EY statutory frame work provides regulation these regulation must be follow while organizing the environment. Staff ratios and qualifications; The EY Sets out the minimum requirement for staff ratios and qualifications. Failure to meet this requirement could cause an accidents or injuries because it is difficult for staff members to care for and supervise a large number of the group. Well trained and qualified staff that work well as a team is required for best possible care of the children. Size of the room; The EY also sets out minimum requirement for space depending on the age of children that is how many children can be present in any one room at one time and number of the staff to ensure the safety of the children. Children under two Children from birth to two years require 3.5 square meter per child. For every three children, there must be at least one member of staff. At least one practitioner must be qualified to a recognised level three childcare qualification and be experienced in working with babies and children under two. At least half of the remaining staff members must be qualified to at least a recognised, level two childcare qualification. At least half of the staff members must have training specifically for working with babies and young children below the age of two. Children under two to three Children of this age group require 2.3 square meter space per children One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Children aged three to five They required 2.3 square meter space per child One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Q4: Evaluate how effective the environment is in meeting children’s needs Playing is one of the effective ways of teaching. Children learn through play and exploring their environment. Effective environment plays vital role in meeting individual age group children needs. According to (EY Development Matters document) ‘children learn and develop well in enabling environment, in which their experiences respond to their individual needs and is a strong partnership between practitioner and parents and carers’. The early years foundation stage (EYFS) requires early year’s practitioner to review children progress and share a summary with parents or career. It also can be used as a guide about whether a child is showing typical development for their age or any delay or ahead for their age. According to statutory frame work for the early years foundation stage (EYFS) ‘children develop and learn in different ways and at different rates’. Practitioner must consider the individual needs, interest, and stage of development of each child. There are seven areas of learning and development: Communication and language: emphases to speak and listen in a range of situation and express themselves with confidence and skill. Children follow instructions. They can use past, present, future forms accurately when talking about events that have happened or going to be happened in future. Physical development involves moving and handling. Children should show good control and co-ordination in large and small movements. They can handle equipment’s and tools effectively including pencil for writing. Personal, social and emotional development helps children to develop a positive sense of themselves and others. They learn how to develop social skills, they play co-operatively taking turns with each other, they show sensitivity to other’s needs and felling, form positive relationship with adults and other children. They learn how to manage their own feelings. The can manage their own basic hygiene and personal needs including dressing and going to toilets independently and to have self-confidence and self-awareness. Literacy, they are able to link sound and letters and to begin read and write. Mathematics, they improve their skills in counting, they can count up to twenty, they can do simple addition and subtraction, and able to recognized shapes. Understanding the world, Arts and design should involve providing opportunities to share their thought, concepts and feeling through a variety of ways in art music dance role-play.