Principles of the early years framework Essay Example for Free

Principles of the early years framework Essay Essay about the purposes and principles of the early years framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are : * Staying safe* Being healthy * Enjoying and achieving * Making a positive contribution * Achieving economic well- being In 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a child’s healthy development these areas are: * Communication and language development* Physical and personal development * Social and emotional development The statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting children’s welfare, suitable people i. e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006. Practice guidance for the early year’s foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support children’s learning and development and welfare. Also you can get guidance for children’s development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development * Every child is different they are all individual in their own right and all children varied needs. Meeting every child’s needs can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment. Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners. * Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking. * Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children can’t in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: Community support and parental involvement. Administrative policies and organisational features. Teachers as learners. The role of the environment. Long-term projects as vehicles for learning. The hundred languages of children. * The highScope approach encourages children to make their own choice of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan – do – review cycle of planning its key features are Active learning Personal initiative Consistency Genuine relationships Building a strong partnership with parents Appropriate curriculum.

Problems in the Further Implementation of Sage Philosophy :: Philosophical Africa Essays

Problems in the Further Implementation of Sage Philosophy ABSTRACT: With the recent death of Prof. H. Odera Oruka, founder of the ‘sage philosophy’ school of research based at the University of Nairobi, there is a need to look at some now-problematic issues. I suggest that the original impetus for starting the sage philosophy project-the defense against Euro-American skeptics who thought Africans incapable of philosophizing-has been outgrown. The present need for studies of African sages is to benefit from their wisdom, both in Africa and around the world. I also suggest that the title ‘sage’ has to be problematized. While there were good reasons to focus earlier on rural elders as overlooked wise philosophers, the emphasis now should be on admiring philosophical thought wherever it may be found—in women, youth, and urban Africans as well. In such a way, philosophy will be further relevant to people’s lives, and further light will be shed and shared regarding the lived experience in Africa. Odera Oruka’s Own Criticism of Sage Philosophy Despite his pride in launching what many consider an important project in African philosophy, the writings of Odera Oruka himself express some doubts about the project. For example, in his essay "Philosophy in East Africa and the Future of Philosophical Research in Africa," he seems to refer to his own project as one of passing historical significance. There, after criticizing Tempels and other ethnophilosophers, he admits that he himself "indulge(s) in some kind of anthropological-cum-philosophical research." He said projects like his own sage philosophy and Sumner's researches into historical texts of Ethiopian philosophy were necessary at that historical point, but would soon give way to nationalist-ideological and professional-technical philosophy, trends he saw as more central to the future of African philosophy. In "Sage Philosophy Revisited," he states that "sage philosophy started as a reaction to a position which Europeans had adopted about Africa that Africans are not capab le of philosophy." So, does this imply that once Europeans change their perceptions of Africans, there will no longer be a need for professional philosophers to search out the ideas of wise rural sages? Even in this late essay, Odera Oruka continues to suggest that his work merely serves as a "base" for other forms of philosophy which will emerge in the future, but which he can't imagine right now. By "base" he seems to mean a collection of texts to which professional academic philosophers can turn, instead of always consulting European ones [Odera Oruka (1996, Ch.

Personal Statements Essay

Thinking about humanity nowadays and people’s preoccupations made me realize the huge impact that crimes and criminal justice have on their decisions and the way they receive and react at the details and information about a crime. Television news, newspapers and magazines, they all speak about crimes, unsolved criminal problems or strange disappearances. The world’s evolution, its issues have pushed societies nowadays to extreme gestures to escape from poverty problems. Why do people commit crimes? How much crime is there committed around us? Which would be the profile of a criminal and which would be his or her characteristics? Moreover, how could these crimes is stopped? I have been attracted to criminology since the early age of just 12. I was watching Discovery channel series like â€Å"Deadly women†, â€Å"Life of a crime†, â€Å"Most evil† and I was fascinated by the way those people were investigating and solving those crimes helped by only some fragile and minor details. As time passed by, I realized that this was my hobby and so I started thinking how I could develop my skills for a career in criminology. I thought that if I entered an exact sciences high school profile, I would constantly keep my mind focused, as subjects like mathematics or informatics enlarge your vision. As criminology implies psychology, I was and I am still interested in this fascinating subject. I will always be interested in discovering the characteristics of human nature. I had contact for the first time with Psychology in the second year of high school. I also read very interesting books about psychology and criminology such as â€Å"Psychology and Crime Myths and reality†, by Peter Ainsworth, â€Å"Criminology†, by John Conklin, etc, describing its characteristics and feeding my curiosity. I have discovered myself a lot of skills after reading those books and this was an extra reason for me to attend to a Criminology course. Besides criminology, I also like IT (information technology). As technology occupies a significant part of our lives, I thought it would be helpful to certificate my skills: I obtained my OCP certificate for ORACLE sql database course; I attended the ECDL (European Computer Driving Licence) courses from where I got a diploma as a complete operator of the Microsoft Office package. At present, I am attending the ORACLE pl_sql programming course which I am going to finalise in May 2009 and obtain my certificate. Even though I have been focusing on my ambitious plans and my future, I haven’t forgotten the ones that weren’t so lucky when speaking about family’s kindness and warmth. So, I was involved myself in volunteer projects every Christmas and Easter. The volunteer action is called National Strategy â€Å"The Community Action†. In present, I intended a new strategy to help the mentally or physically affected children at the â€Å"Orizont† Center in my town, Constanta. In my opinion, abandoning you own child is a crime and if he or she has a handicap it is ten times worse. As I am a very active person, I also took part to a lot of extracurricular activities, like: general-knowledge quizzes, chemistry contests where I have participated with the project â€Å"Water crystals. Crystal therapy† and gained two prizes, I am part of the high school volleyball team with which I won a lot of regional and national competitions, I had a job as an IT operator for introducing and validating dates within the POL-RENAV company, etc. Considering the fact that criminology is my hobby (terrorism, youth crimes, homicide, violence in crimes), it would be the perfect course for me to study and improve at university. Studying the behavior of criminals or investigating their crimes will always create a challenging future and an interesting one, having always something new to learn. As a personal conviction, criminology is maybe the most complex job that one could want: it involves mental strength, devotion and 100% interest for this field. 2. For a number of years I have had more than a passing interest in Criminology, Psychology and Sociology; in particular Criminal Psychology, Neuropsychology, the nature versus nurture debate and the Criminal Justice System. Additionally, I hold equal interest in the research, both past and present, undertaken to develop theories and concepts in the Social Science fields. I would now like to pursue these interests at a higher academic level with the hope, upon completion of my study, to gain employment whereby I could effectively utilise the skills and knowledge I had obtained, possibly in the research field. The reasons behind my late entry into higher education are primarily due to immaturity and lack of direction. Throughout my teens and early twenties my life was unconventional; this is where I believe my interest in the working of the human mind and sociological influences stem from. I have reflected on the contributing factors that led me to make the choices I made during my adole scent years. For me this raises the question of whether the underlying causes were biological or socially influenced or even a mixture of the two. Over the years I have matured and gained a sense of direction regarding what I would like to do. In 1999, I decided I wanted to contribute to my local community by doing some form of voluntary work, in particular with those who suffer from mental health problems. I became a befriended through Hilling don Mind. A befrienderÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s role is to support a person who is feeling isolated from the community. Every week I would visit my friend and sit and chat and lend an ear, we would also enjoy trips out into the community. I enjoyed my 12 months working as a befriended; I found it a humbling, fulfilling and rewarding experience. Sadly I had to make the difficult decision to leave the Hilling don Mind Befriending Scheme in the later part of 2000 due to unforeseen increased family and work commitments. In early 2006, I made the decision to return to education. As I had not been in full time education for 21 years, I chose to ease myself back into the system by studying a Horticulture course part time over a period of 2 years. I completed this course in July 2008 passing with 6 straight Distinctions at level 2; completing this course was the catalyst to further my education it gave me the confidence required to progress further. In September 2008, I enrolled on an Access to Psychology and Social Studies course and an additional GCSE Moths course at level 2. I am finding my current course both exciting and thought provoking and am enjoying life as a student immensely. My hopes are that on completion of both these courses I will have acquired a solid foundation of Social Sciences and the skills required to study at University. Throughout my life I have experienced a variety of roles within the work force including care work, administrative roles, production line work and voluntary research work for several websites. I have raised my two daughters, 5 & 17, almost single handed for the last 8 years; the eldest of which is in her final year of a levels and is currently in the process of applying to universities. For a number of years I have successfully maintained 2 Allotments, although they require a great deal of physical work I find growing my own produce extremely satisfying. Additionally, I enjoy listening to a variety of music and reading, in particular non-fictional crime. I manage my ongoing commitments to my children, education and allotments extremely well, indicative of conviction, dedication and good time management skills. Law with Criminology Personal Statement Social development within the country is based around the well-structured judicial system; however, this fundamental principle is not true for all countries and therefore permits shocking injustices to be carried out on the most vulnerable members of a society. It is from this that I believe my interest in Law stems. I am a keen, ambitious, diligent student and always strive to reach the best I can in whatever I do. Studying A levels in Business Studies, English Language and Biology gives me broad knowledge of different topics from which I have acquired many valuable skills that I believe can assist my studies in Law. Business Studies has been particularly useful when developing my understanding of the financial world and ever-changing business laws. Applying and examining bureaucracy and red tape to set case studies, has encouraged me to research further into the world of consumer rights and explore what is acceptable and not. I have enjoyed studying Biology and having to work close ly as a team when completing practical experiments with precision. English Language has given me the opportunity to analyse written texts which will be an advantage when studying cases and having to pick out key information. Studying AS Psychology has encouraged me to examine how criminal minds work and whether particular events from earlier years of life can have an effect. Recently, I attended a Foundation Degree Law Course where the idea was to become a â€Å"Lawyer for the week† and develop the learning skills required for University. During the week I had ‘hands on’ experience and undertook many legal practices such as taking witness statements and drafting statements of case. I found the course thoroughly enjoyable, particularly offering legal advice, and it helped me to realise how Law influences everyday decisions and activities. I have contributed too many different aspects of school life ranging from playing in successful musical concerts to becoming a senior student as a Year 8 mentor for which I had to attend two peer mediation courses. From this I learnt how to enhance my listening skills and empathise with those around me, offering reliable advice at the same time. I believe this would assist me when recommending legal advice to clientele. Along with a small group of other students, I am currently helping to set up a Committee to improve Sixth Form Life. Although this is to be carried out alongside my lessons, it helps me to plan my time well who benefits my studies when completing coursework and other various set tasks. The Young Enterprise Scheme, where it was our job to set up a company and assign ourselves roles within it, was a good insight into having to work as a team and understand business laws. I was chosen as the company secretary as I had the organizational skills which were necessary, this meant I had to work closely with the Managing Director to discuss issues and then make sure that every employee understood the tasks set. This developed my interpersonal skills as I had to liaise between staff, students and visitors from external companies. Personal well being is something I value and so participate regularly in exercise, giving me a sense of achievement when I overcome a certain obstacle or beat a personnel target. At school, this reflects my self discipline approach to studying. I have had to institute a system of time management alongside my education as I work part-time twice a week at South Deep Cafe. Working there for three years has, primarily, made me particularly approachable, as I have learnt many valuable customer relation skills, but has also reflected my trustworthiness and commitment especially when training other employees. As an enthusiastic, well-rounded, dedicated student, I feel I have the attributes and genuine passion needed to succeed on a Law Course, and look forward to the many challenges and aspects of life at University. Law and Criminology/Sociology Personal Statement From a young age, I have been fascinated by law and was thrilled at the possibility of studying it at A-Level. In August 2007, I was able to spend two weeks working at Naves Solicitors in Lupton. Most of my time was spent in the Conveyancing department, where Andrew Orriss, a partner in the firm, taught me how to draw up commercial leases and business contracts, and about buying, selling and renting residential properties. I most enjoyed meeting clients and discussing their cases. I found that moving house many times as a child enabled me to be sympathetic and relate to the clients. My time at Neves has made me more intent on pursuing a career in the law, as I liked the work and fitted in well with the staff. I believe my current studies of Law, English Language and History complement each other well and would give me an advantage at university, as they have furthered my strong reading and writing abilities, and taught me to be more logical and investigative. I also took Religious Studies at AS-level as I like learning about other peoples’ beliefs, and it helped me to become more open-minded. I enjoy getting involved with activities in my Sixth Form, such as planning the Summer Ball in Year 12. I was chosen by our Deputy Head Girl to take the minutes for the meetings and email them to the other committee members, and my minutes were commended by my Head of Year. I was also asked to assist with the Sixth Form Induction Evening. My duties involved welcoming prospective students and their parents, handing out prospectuses, and talking to them about my own experiences of Sixth Form. In Year 13, I was chosen as a History subject mentor to help struggling Year 12 students, and I also helped out on a trip to Germany with students in years 7 to 9. Outside of school, my hobbies include photography, bass guitar, and writing. In 2006, I came second in a BBC writing competition for young people in Northamptonshire. Having grown up in France, I am bilingual, and my next challenge is to write a short story in French. I also have a part-time job at McDonald’s, which has taught me about working with others, as well as coping with pressure. One of the crucial parts of my job is ensuring that customers are satisfied, and occasionally dealing with complaints. I believe the people skills I have gained from McDonald’s will help me in other aspects of my life. I regularly attend my local church and Christian youth group. In July 2007, I had the opportunity to go to Kosovo for a fortnight with other members of the youth group. Our aim was to help widows and orphans affected by the Yugoslav Civil War and the ethnic cleansing of Kosovans in 1999. We redecorated homes and schools, ran children’s clubs, distributed aid, and visited a Roma gypsy camp. It was a very profound and moving experience, and one I hope to repeat at some point in the future. This is the reason for my deferred entry to university. I plan to spend a few months fundraising, and then return to Kosovo for the remainder of the year to continue the work we started there. I believe that I am a confident and enthusiastic person who would benefit greatly from studying at university. I am passionate about the law and would like to have a career as a lawyer. I also have a keen sense of justice and an interest in Sociology and Criminology and would consider working with the Prison Service or the CPS. I think that studying Law at university would help me make the best possible use of my analytical and writing skills, and that a career in Law would satisfy my need to help.

The Civil War On African Americans Essay - 1421 Words

The years preceding the Civil War were monstrous for African Americans located in the South of the country. Northerners and Southerners would argue that their visions of how society is structured is the right way and should be expanded throughout the nation. Southerners claimed that slavery is okay, and it’s a positive labor system. On the contrary, Northerners claim that laborers should be paid by wage, men should have equal opportunities, and slaves should gain freedom. The four most significant events that led to the American Civil war were the Compromise of 1850, the Kansas-Nebraska Act, John Brown’s raid, and the presidential election of 1860 because they grew disagreements between the North and the South of what should be done about slavery. In 1849 California had decided to apply for statehood as a free state after Stephen Douglas came up with the idea of popular sovereignty, the idea that â€Å"people should decide the status of slavery†. California’s decision brought about multiple political concerns and disagreements between the South and the North. Southerners didn’t want for California to come in as a free state because they were concerned that â€Å"its admission would break the sectional balance of 15 states each†. Also, the question of what was going to happen to the rest of the land gained from Mexico arose, and abolitionists were irritated with the slave trade being present in Washington D.C. These disagreements resulted in the creation of the Compromise of 1850 byShow MoreRelatedAfrican Americans And The Civil War1076 Words   |  5 Pages Throughout history African Americans have had is bad in the United States. First they went through slavery which lasted about two hundred year and was ended around the Civil War which was in the 1860s-1870s. Next after they went through slavery they went through the law of Jim Crow that started after the Civil War which stated, â€Å"Separate but Equal†, and that was not the case because African Americans were still treated as second class citizens. After about ninety years around the 1960s Dr. MartinRead MoreAfrican Americans and the Civil War774 Words   |  4 PagesEssay African Americans and the Civil War Slavery affected many of the political reasons that contributed to causing the Civil War in 1961. Most in the Northern states including President Lincoln were more concerned with preserving the Union rather than fighting for the freedom of all. On the other hand the South fought to preserve what they believed to be absolute state rights. However the overall goals of the war were altered significantly by the willingness of African Americans during war. ThisRead MoreAfrican Americans And The Civil War1449 Words   |  6 PagesWhen the Civil War began, they wanted to take part in fighting to free all slaves. At the end of the civil war passed the civil rights act that gave citizenship to people that are born in the united states, years later African American men were given the right to vote. This might give equal rights but African Americans are still being discriminated. Almost century later, African Americans are still being discriminated. They got jobs and their kids go to school, but more notice that it wasn t rightRead MoreAfrican American And The Civil War876 Words   |  4 PagesIn 1865, when the civil war ended in America and slavery was abolished, the African American population in the South faced many challenges related to their new found freedom. Following the post-Civil War Reconstruction period, white supremacy resurfaced in the South (AE Television, 2015). Beginning in the early 1900s through 1970 there was a mass exodus of African American s from South to North America. Although some African American s were known to have moved from the South as early as 1850Read MoreThe Civil War Of African Americans1010 Words   |  5 Pagescentury. For an African American, the word â€Å"life† evolved from a word that meant absolutely nothing, to a word that stood for an individual’s highest commodity. After the civil war, emancip ation for slaves transformed from a dream to a reality. Although the civil war finally ended in 1865 after four years of fighting, certain citizens and groups across the nation still remained in a state if disagreement with the freedom granted to African Americans. The years after the civil war revolutionizedRead MoreAfrican Americans And The Civil War1309 Words   |  6 PagesIn the summer of 1619, the first Africans were brought to Jamestown, Virginia not to live as free settlers but as subordinate slaves. They worked strenuously for Whites, who considered themselves superior to Africans, without much benefit. Racism is not just the belief that one race is superior to others, but the act of negatively identifying individuals based on the color of their skin. Attributing race to individual character has proven to have negative implications that are difficult to mend.Read MoreAfrican Americans And The Civil War1540 Words   |  7 Pageshistorical backdrop of the United States, Af rican Americans have dependable been victimized. When Africans first came to America, they had no choice but to be slaves. The progressed toward becoming slaves to the rich, covetous, lethargic Americans. African Americans had given no compensation and regularly whipped and beaten. They battled for their opportunity, yet when the Civil War came African Americans had this logic that if they were to join the Civil War they could liberate all slaves. HoweverRead MoreAfrican Americans And The Civil War859 Words   |  4 Pagesslavery, predominately in the American South, African-Americans were finally set free from bondage. The fourteenth and fifteenth amendments quickly followed, granting citizenship to â€Å"all persons born or naturalized in the United States† and granting African American men the right to vote, respectively. Naturally, Americans denoted these momentous legislative feats, collectively packaged as the Reconstruction Amendments, as a means of celebration for African-Americans. However, in order to rectifyRead MoreAfrican Americans in the Civil War1971 Words   |  8 PagesAnderson HIST 3060 February 25, 13 African Americans and the Civil War The role African Americans played in the outcome, and the road to the outcome of the Civil War was immense. The fact that the south had slaves and the north did not played an enormous role in the issues. The north wanted to abolish slavery, and the south did not and after the war started this became one of the main reasons for the Civil War. Since most African Americans could not read or write, this made them an easyRead MoreAfrican Americans And The Civil War971 Words   |  4 PagesAfter the civil war African Americans hoped that the world they lived in would be an equal one; little did they know they had more struggles to conquer. Three major amendments were passed to provide African Americans with equality; the 13th amendment officially and finally put an end to slavery and any future involuntary servitude, the 14th amendment states that colored men and women were given citizenship, and the 15th amendment gave black men the right to vote. Although these amendments were passed