Article Review on Role of Play in Early Childhood

Jill Englebright, an assistant professor of early childhood education at Virginia Commonwealth University, has devoted her article to one of the timeliest issues in the contemporary system of education. It has been said a lot that Play has already forced out old academic system of education, proving that actually Play is much more effective in both learning and developing skills and knowledge. To prove this point Jill has meticulously investigated Play as an integral part of education. T first Jill is stating several descriptions and explanations of Play, given by many scholars. Generally, Play can be identified as a type of activity, where children participate with enthusiasm alone or with other children. Undoubtedly, play is first and foremost important to develop such skills as creativity and social competence; it enhances language and thinking skills and at the same time develops wider imagination. Through Play a child comes to understand both physical and social worlds, at the same time using non-verbal communication as another type of contact with other children. Generally, through Play children manage to adapt, understand and communicate to each other. With regard to Play as a type of cognitive development, Jill is expressing two points of view. Piaget claims that Play is a means of entertaining children, as it only allows children to practice skills they have already learnt. At the same time, according to the theory of Vygotsky, Play does enhance cognitive development. Irrespective of the actual role of Play, it is obvious that is playing an important role in the early childhood classroom. Play can be both indoor and outdoor, and, according to Jill, it is essential to use both of them. At the same time, it is important to underline that outdoor classes should not replace the indoor ones, on the contrary, they should be an extension of the indoor classroom, and should develop both motor and social skills. It has been proved that outdoor environment helps to enhance all the areas of development: problem-solving, creative thinking, social competence, language use, etc. In her article Jill Englebright also pays attention to five types of Play by Parten. According to Parten, children may get involved into various types of Play, depending on circumstances. These types are: onlooker behavior, when a child is watching the Play; solitary independent, when a child is playing by himself; parallel, playing in the middle of the group, at the same time being occupied with his own activity; associative, when children communicate with each other, but at the same time do not play the same not being involved in the same Play; and the last one is cooperative, when children are involved in the same Play. Actually, much time should be devoted to Play, as short plays make children abandon when they have only started to get involved. As a result, a child may lose interest and it may develop some negative attitude to Play in general. It is important to underline the role of a teacher during Play: a teacher provides indoor and outdoor play environments, maintains safety, develops rules, selects appropriate materials, and other aspects. Moreover, it is important for teacher to observe children playing to facilitate appropriate social interactions and motor behaviors. It is important to let children decide on what they want to play and let them choose their roles within the Play. Social play permits children to include other in their play; it is teaching children to interact with each other. Cognitive play involves thinking and reasoning process; during this play a child is using logic, information, he is finding solutions to some problems, and at the same time learns new information. Actually, through both types of play a child is learning new, however the main difference is the means of learning – either by himself (through cognitive development) or by means of interaction with others (social development). The article itself is very important and sheds light on an essential means of activity in the classroom – Play. Not only does Jill give a general overview of what Play is, but she is actually giving very bright and vivid examples as well, so that the reader comes to understand and analyze the role of Play himself. As for me, the article is very useful especially for young specialists, who do not have some experience in this very field. I like Jill paying considerable attention to outdoor classes, as I am convinced that it is important to develop child’s motor skills as well. Generally, the article is very informative, and its examples make it easier to analyze. References Englebright, Jill Fox. â€Å"Back-to-Basics: Play in Early Childhood.† Early Childhood News. 22 Nov. 2010. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=240

Fashion Vs Fashion Essay - 1827 Words

Chapter 1 - 2013 Hundreds of people walk past me every day. No, in fact thousands and thousands of them walk past me every day. Well, I say walk but what I really mean is that some of them run, some of them hobble and some of them stomp but most, yes most, people skank past me in a kind of weird tribal fashion. They may think their God’s gift but in reality they’re just sacrificing their personality to fit in with what’s currently deemed to be stylish. Unfortunately for them, fashion is highly disputed in this modern false economy because it s so subjective and it rapidly evolves; this creates tension and provides difficultly for my equal fellows, when they try to imitate the queens of the catwalk. Personally, I only think trends exist,†¦show more content†¦One day I can be as high as a kite and then it comes crashing down. Everything’s always changing, although recently it’s usually for the worst. I don t know why that is but I think luck significantly, pl ays its part. Throughout this current life, I ve been called every name under the sun. Initially, I wasn’t aware that such words and phrases even existed but now I’m just used to it. Nothing shocks me anymore! There was a time when swearing was only used to express anger and frustration, when someone was at the lowest of their low. Now it’s common place. Maybe people are now more impatient and are constantly looking for something new to gripe and moan about. Nowadays, when I see people go to purchase their weekly Indian takeaway, they almost shout the place down, when they realise the price of a poppadom has increased by only five pence and these certainly aren’t isolated incidents. They happen every second of every minute of every hour of every day. Wherever I go and whatever I do, it’s almost impossible to avoid this unnecessary onslaught of insults and prejudice. If I read any article in the tabloids, if I listen to anyone’s conversation in the streets, if I see someone’s video blog on the internet, chances are that I ll come across some absolutely vile language for no meaningful reason. There’s really no getting away. Nowadays, even some of the most sophisticated of society swear to sound casual. If they actually listened to themselves ratherShow MoreRelatedFashion Stylists vs. Fashion Designers Essay591 Words   |  3 PagesFashion Stylists vs. Fashion Designers Fashion stylists and fashion designers have some similarities, but the differences are very evident. Fashion stylists hold the job title of someone who selects the clothing for published editorial features, print or television advertising campaigns, music videos, concert performances, and any public appearances made by celebrities, models or other public figures. Fashion designers simply create garments to be worn and purchased by the general public. 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Poetic Terminology Free Essays

1. Alliteration- repetition of a particular sound or syllable two or more times in a group [EX: Elderly elephants egress elegantly] 2. Allusion- casual reference or implication of something [EX: Titles of books often allude to what the contents will hold, subtly or not. We will write a custom essay sample on Poetic Terminology or any similar topic only for you Order Now A book titled Little House on the Prairie implies that there will be a small house on a plain of grass. ] 3. Analogy-two things that have something in common making them comparable [EX: ‘His resolve was that of a rock. Meaning his determination was hard, in similarity to the hardness of a rock. ] 4. Anapest- two short syllables, or two unstressed syllables followed by one long, or stressed syllable [EX: A classic example is from the poem A Visit from Saint Nicholas â€Å"Twas the night before Christmas and all through the house (short syllables bold, long syllables underlined)] 5. Assonance-repetition of vowel sounds to create a rhythm in a line (sentence or phrase) using consonance and alliteration [EX: ‘Try to light the fire’ is a good example] 6. Ballad-a song of sorts with two or more stanzas, sung to a melody, generally of romantic character [EX: There are a number of examples ranging from rock ballads like Wanted Dead or Alive by Bon-Jovi or November Rain b y Guns N’ Roses to classics like Angel of Music from Phantom of the Opera or the mournful ballad I Dreamed a Dream from Les Miserables] 7. Blank verse- unrhyming verse, generally put in iambic pentameter [EX: The Ball Poem By John Berryman â€Å"What is the boy now, who has lost his ball/What, what is he to do? I saw it go/Merrily bouncing, down the street, and then/Merrily over-there it is in the water! ] 8. Concrete poetry- the typographical arrangement of the poem is as important as the content of the poem itself [EX: The author Ellen Hopkins writes concrete poetry in all 6 of her books—Crank, Burned, Impulse, Glass, Identical, and Tricks. ] 9. Connotation- implied meaning associated with certain words [EX: Cheap has a negative connotation, implying that someone is too tight with money. Economical has a positive connotation, implying that someone spends their money wisely. ] 10. Denotation- literal definition of words [EX: Cheap and economical are both defined as spending little money] 11. Dactyl- In essence, the opposite of anapest. One long or stressed syllable, followed by two short or unstressed syllables. [EX: Basketball is an example of a dactyl. Ba-sket-ball (short syllables bold, long syllables underlined)] 12. Diction-a way of speaking, where the specific choice of words makes one sound better, more intelligent. [EX: A speaker may sound more distinguished, and his audience may admire his diction more, by certain choice of words. Using a word like â€Å"morose† instead of simply â€Å"sad†, or â€Å"elated† instead of merely â€Å"happy†. ] 13. Dramatic monologue- One person performs a speech that defines a certain theatrical moment. [EX: Monologues are common place in plays, musicals, movies TV shows, the whole theatric industry. It is how certain moments are defined. Some very famous monologues, that many have been m odeled after is in Shakespeare’s Othello when the character Iago frequently talks to seemingly to himself, so as to let the audience in on his sinister plots. ] 14. English sonnet (Shakespearean sonnet) (what is rhyme scheme and how are the 14 lines split)- An English sonnet is a song following strict guidelines: rhyme scheme and only 14 lines. Every line is in iambic pentameter. Shakespeare’s sonnets generally have a rhyming scheme of a-b-a-b, c-d-c-d, e-f-e-f, g-g. The last two lines are a couplet. [EX: Shakespeare’s Sonnet Number 18 â€Å"Shall I compare thee to a summer’s day?†¦ and this gives life to thee. †] 15. Italian sonnet- (Petrarchan sonnet) (what is rhyme scheme and how are the 14 lines split)- The structure is based in parts of an argument: proposition describing the problem then proposes the solution. The ninth line is generally known for being the turn from problem to resolution. It is also traditionally in iambic pentameter as well as English sonnets. The pattern in Italian sonnets starts with a-b-b-a, a-b-b-a, has two options for the middle: c-d-e-c-d-e or c-d-c-c-d-c. [EX: Francesco Petrarch’s Visions is an example of an Italian sonnet â€Å"Being one day at my window all alone†¦oft makes me wayle so hard a desire†] 16. Elegy-a melancholy, or plaintive poem generally mourning someone who is dead. [EX: Walt Whitman’s O Captain! My Captain! â€Å"Here Captain! Dear father! /This arm is beneath your head;/It is some dream that on deck,/You’ve fallen cold and dead†] 17. Metaphor- figure of speech that describes something through comparison to something entirely unrelated otherwise. [EX: â€Å"feeling blue†, â€Å"broken heart† or â€Å"early bird† are all metaphors. You can’t feel a color, it just refers to a feeling of sadness. â€Å"Broken heart† doesn’t mean that a heart is physically broken, it just refers to a feeling of hurt feelings. â€Å"Early bird† doesn’t mean that someone is actually a bird, it just means they are an early riser. ] 18. Epic- Traditionally long, it narrates the adventures or lives of heroes fighting their adversaries. EX: The Illiad and the Odyssey by Homer are both examples of epics. ] 19. Epigram- Satirical and memorable statement, that is brief and interesting. [EX: Oscar Wilde once said â€Å"I can resist everything but temptation. † This is an example of an epigram not found in poetry. Shakespeare wrote â€Å"So all my best is dressing old words new,/Spe nding again what is already spent;/For as the sun is daily new and old,/So is my love still telling what is told. † 20. Free verse- poem without rhyme or regular meter. EX: â€Å"After the Sea-Ship—after the whistling winds;/After the white-gray sails, taut to their spars and ropes,/Below, a myriad, myriad waves, hastening, lifting up their necks,/Tending in ceaseless flow toward the track of the ship. † After the Sea-Ship By Walt Whitman] 21. Imagery- descriptive language, written to â€Å"paint† a picture. [EX: Imagery and metaphors are very similar, i. e. â€Å"Her eyes twinkled like starlight† is a metaphor and creates imagery at the same time. ] 22. Iamb-metrical foot in poetry. [EX: Some words that are an iamb would be: behold, amuse, depict, destroy, or insist. The title Of Mice and Men uses iamb. Iambic pentameter is a common form of metrical line using iamb. â€Å"But, soft! What light through yonder window breaks? / It is the east and Juliet is the sun† from Romeo and Juliet by Shakespeare is an example of the use of iambic pentameter. ] 23. Lyric poem-Traditionally has rhyming schemes, expressing emotions. [EX: The Raven by Edgar Allan Poe is a lyrical poem. â€Å"Once upon a midnight dreary, while I pondered weak and weary†¦Shall be lifted—nevermore! †] 24. Limerick-Humorous verse with a rhyming scheme of a-a-b-b-a, three long lines then two short lines. EX: Hickory Dickory Dock is a famous example of a limerick. â€Å"Hickory, dickory, dock,/The mouse ran up the clock,/The clock struck one,/And down he run,/Hickory, dickory, dock. †] 25. Meter-basic rhythmic structure of a verse. 26. Myth-story from history, generally explaining some natural phenomenon. [In Greek Mythology, Zeus is the explanation for lightning, he throws it from the heavens when he is angry. ] 27. Personification-adding a human trait or characteristic to something nonhuman or inanimate, generally in abstract form. [EX: The Cat and the Fiddle is a classic example of personification. The line â€Å"the little dog laughed,† adds a human quality to a dog. ] 28. Occasional poem- specific poems composed for an occasion. [EX: A Visit From St. Nicholas is an example of occasional poetry. It the night before Christmas, and was written specifically for Christmas. ] 29. Onomatopoeia-a sound made into a word. [EX: Comics are known for onomatopoeias. â€Å"Bam†, â€Å"pow†, or â€Å"boom† are all onomatopoeias and are used commonly to describe the sounds of a fight or explosion. ] 30. Protest poem-designed to challenge or undermine common ideals (or uncommon, doesn’t matter really), often directed to authority figures or establishments. Frequently, a taboo subject is used to create this challenge, using vulgar language, and demeaning popular beliefs. [EX: Ding Dong! The Witch is Dead from the timeless The Wizard of Oz is a clear example of protest poetry, as it makes fun of an authority figure post-mortem. ] 31. Symbolic poem- extended metaphor, essentially. [EX: The Road Not Taken by Robert Frost is an example of symbolic poetry. He talks about two roads and which he should take: the well traveled, or the one no one else has taken. The roads symbolize two major life choices, and what the reasons are for taking either one. 32. Syllabic verse- poems that have a constrained number of syllables per line. If anything like anapest or dactyl is included, it is secondary to the syllabic pattern. [EX: Haikus are an example of syllabic poetry, always in the order of five, seven, five by line. Basho Matsuo wrote: â€Å"An old silent pond†¦/A frog jumps into the pond,/splash! Silence again† which follows the patter n of the haiku. ] 33. Tone- attitude or style created by the poem. [EX: The tone in To Kill a Mockingbird is a coming of age. How to cite Poetic Terminology, Papers

A Critique Of Philosophical Approaches To Criminal Justice Reform Essay Example For Students

A Critique Of Philosophical Approaches To Criminal Justice Reform Essay People are arrested every day in the United States. They are put on probation or sent to jail, and sometimes they are let out on parole; there are millions of people affected. In 1995 alone there were over five million people under some form of correctional supervision, and the number is steadily increasing. The incarceration rate is skyrocketing: the number of prison inmates per 100,000 people has risen from 139 in 1980 to 411 in 1995. This is an immense financial burden on the country. Federal expenditure for correctional institutions alone increased 248% from 1982 to 1992. Obviously something has to be changed in the justice system. If the crime rate is rising this much, the correctional justice system isnt functioning properly, and needs to be reformed. Many people have offered theories as to what should be done with the prison system, the extremes being retributivism and the therapeutic model, but what they all seem to have overlooked is that there is no single system that works for everyone. Blanket generalizations as to the nature of the criminal mind cannot be made. Every criminal is different, with different motivations and different psychological characteristics so that different things are required to make them repent or deter them from further criminal activity, and I believe that the solutions offered are not enough to lower the crime rate and prison population. Something needs to be done on a more fundamental level so that fewer people turn to crime in the first place, thereby providing the prison system with the freedom to improve the attention it gives to the people that do become criminals; my solution is a combination of economic reform and educational opportunity that would give people less reason to commit crimes. The extreme right reform proposition, retributivism, is flawed mainly because it seems to assume that showing people that what theyve done is wrong will always accomplish something, and that every prisoner can be shown that his crime was a moral wrong. This is not the case for many prisoners. There are people who steal and sell drugs simply because they have no other means of survival. There are people whose lives in the outside world are so terribly difficult that for them, prison life is a cushier existence than their ordinary day-to-day existence, and many of these people intentionally commit crimes so they will be arrested and thrown in jail, simply so that they can get a decent meal and a bed. For these people, even if they feel that their criminal existence is indeed a moral wrong, prison does nothing to make them repent or change their way of life. They have no choice but to steal or to sell drugs, because they have to make a living somehow, and if this is the only way they ca n do it then prison time will not change the way they see things. Also, there are criminals who either do not see or do not believe that what they are doing is a moral wrong, and no amount of punishment can convince them that they shouldnt have done what they did. If they reject the categorical imperative, no punishment can change their minds; prison time is then a waste for them as well. They committed their crimes without fear of punishment, and they will continue to commit crimes after they are released, and they dont feel any remorse. What then is the point in putting these people in jail? They are simply taking up space. Something else must be done to keep these types of people from committing criminal acts. The extreme left proposition, or therapeutic model, is also flawed. Believing that criminal behavior is a psychological disorder that can be treated through therapy may be true in some cases, but certainly it cannot be proven to hold true for all. The same group of people I mentioned before is an exception to the therapeutic rule: people whose lives depend on drug sales and theft will not be changed by psychological treatment. They simply do what they have to do, and after they are released from therapy, they will go back to stealing, because they have no other way to earn a living. Then there are people who cannot be cured by any amount of psychological therapy. They will sit through the counseling sessions, perhaps play along with the therapists games, but once released, they will r?sum? their criminal habits. And even among those who can be positively affected by psychological treatments, there are so many different psychological disorders and personal idiosyncrasies that no singl e treatment plan can cure all of them. Another argument against the therapeutic model of criminal justice is this: people pay thousands of dollars a year to see psychiatrists, completely of their own accord. If people are willing to pay for this, why should they avoid committing a crime, if the only punishment they are likely to receive is psychological treatment? The therapeutic model is not only a poor deterrent, it has the potential to increase the crime rate. Psychiatric treatment is expensive. If one could obtain counseling for free simply by getting oneself thrown in jail, I think that many people would do so without hesitation. People who would otherwise commit no crimes could very well choose to do something they wouldnt otherwise think of. Obviously the therapeutic model is no solution. Other people propose a solution combining the retributive and therapeutic models of justice, which is more of a utilitarian view. They would have criminals sent to jail for their crimes, and given psychological counseling while incarcerated. This is a nice idea in theory, and the most reasonable proposition in my opinion, but the simple fact is that prisons are too overcrowded to give each prisoner the treatment he deserves. There are too many prisoners and not enough money. As a blanket solution to the problem of criminal justice reform, I agree that the utilitarian view of prisons is the most desirable policy, and that our justice system as it is now leaves a lot to be desired, but I believe that the greatest concern is not how to change criminals once theyve already been arrested, but how to prevent them from becoming criminals in the first place. My proposition is for society, as well as the government, to turn its attention away from prison reform and focus instead on the issues that lead people to adopt a criminal lifestyle. There are distinct environmental factors that are correlated with criminal behavior. In 1991 a third of all inmates in state prisons had bee n unemployed prior to their arrest, and of those who had held jobs, one fourth had only part-time jobs. In local jails 36% had been unemployed, 20% looking unsuccessfully for a job and 16% not even trying. Many of these inmates are uneducated as well: only 59% of state prison inmates had a high school diploma or its equivalent, and in local jails, this percentage dropped to a mere 54% of inmates. Two thirds of prisoners rank in the bottom two of five levels used to score the National Adult Literacy Test, compared to less than half of non-incarcerated adults; inmates are, more often than average non-incarcerated adults, less educated than their parents, and the parents of inmates are generally less educated than the parents of non-incarcerated adults in the same age range. These statistics cannot be chalked up to coincidence alone. Obviously theres a connection between education and employment opportunities and criminality. Uneducated people, and those who cannot find a job for whate ver reason, seem to be far more likely to turn to a criminal lifestyle than those with an education and a job. What I think is then the solution to the problem of skyrocketing crime rates and prison populations is increased attention to education and economic equality. Investment in Russia EssayPhilosophy