Horizon international flight academy Essay Example | Topics and Well Written Essays - 750 words

Horizon international flight academy - Essay Example Belongingness involves family, love and friendship (Kreitner and Kinicki, 2006). The fourth stage is esteem, and Maslow denotes that human beings are in need of achievement, respect, confidences, and self esteem. The highest need in this hierarchy is self-actualization (Beck, 2004). Under this stage, man is driven by the need of growth and achieving success. It involves solving the various problems that an individual has to face in life, and being motivated (Schultz, 2013). The next motivational theory is Alderfer’s ERG theory. This theory is also referred to as the three needs theories, which are existence, relatedness, and growth (ERG). Under existence, an individual needs the basic facilities necessary to facilitate his or her survival within the community (Schultz, 2013). These basic needs are food, shelter, clothing, and even security. On this basis, Alderfer categorized the physiological and safety needs under existence (Fa?bregas and Scalise, 2012). It is important to d enote that these two aspects were categorized differently under the hierarchy of needs theory. Under relatedness, Alderfer denotes that the need to develop and maintain relationships is important. This is the second most important need that an individual needs to satisfy. ... David McClelland describes three types of motivational needs, namely; Achievement. Power. Affiliation. According to McClelland, these needs are found in every individual, and they determine the manner in which an individual interacts with others. Under achievement, an individual sets to realize the goals that he or she has set up to achieve. There is always a strong need of accomplishment, which must be followed by feedbacks. The second need is the need of power. Under this principle, an individual has the desire to have authority, and to be a decision maker. This also involves the desire for a person to increase his or her prestige and social status. The third need is the need for affiliation (Karabenick and Urdan, 2010). Under this need, an individual needs friends, and therefore there is a desire to interact and socialize with his or her peers. Another theory of motivation is the Herzberg’s Motivator-Hygiene Model. Under this theory, Herzberg denotes that there are factors that can cause job satisfaction, and there are also other factors that can cause job dissatisfaction (Lange, 2012). On this basis, when an employer is developing policies in regard to motivating his or her employees, they need to know factors that will motivate them, and factors that won’t motivate them. Herzberg further identifies the concepts of motivators, and hygiene factors. Motivators are factors that provide positive job satisfaction, while hygiene factors always provide negative job satisfaction (Lange, 2012). Finally, Adams’s Equity Theory of Motivation is an example of a theory of justice. It explains the satisfaction of an individual’s needs in terms of equity in the distribution of resources. This theory denotes that an individual who

Write an essay Example | Topics and Well Written Essays - 500 words - 1

Write an - Essay Example Black represents boldness while whi represents light. Indeed, this piece of art is a reflection of a traditional era but there is life in it. First impression: My first impression of this piece of art was hilarious and I was so fascinated about the way it looked liked. The piece of art was so gigantic and resembling a true image of a living human being. However, what impressed more about this piece of art was the size. Extended viewing: Even the biggest person I have ever imagined could not match the size of the person portrayed by this sculpture. My initial impression about this piece of art was positive since it shows a high degree of artistry skill where a true image of a living human being can be designed using different types of material such as metal and bronze. Line: line is emphasized in the form of height in this piece of art. Height entails that the sky is the limit and this implies that human beings can achieve anything they want in their lives if they commit themselves to that particular action. The human beings are endowed with the brains and they can achieve whatever they want in order to improve their lives. Space: The other element of art portrayed in this piece is related to space. It can be observed that the piece of art is proportionally presented meaning that it occupies adequate space to be in control of the surrounding environment. The space shows that the person represented has free movement and can control the environment around him. Balance: The principle of design that is emphasized in this piece of art is related to the aspect of balance. Apart from the enormous height of the piece of art, it can be seen that it is balanced and firmly upright. This reflects great skill of the artist to show that they can defy other natural elements that can otherwise make it impossible for such a huge feature to stand upright. The colors are also balanced in order to make the art attractive to the viewer. These

Freedom Writers - About the Power of One Essay Example | Topics and Well Written Essays - 1000 words

Freedom Writers - About the Power of One - Essay Example The system had simply given up on these kids and during the initial minutes it appears that Erin is totally clueless about what to do with these kids and how to educate them. However, the movie soon gets interesting when charged with the optimism and persistence of Erin. Instead of fitting in like a brick in the wall, Erin decides to be different, she decides to tap into the power of one, she strongly believes that these kids are capable of being educated and reformed as any other kid studying in a high end school. It is this strong belief in her power and her capacity to make a change that constitutes the foundation on which this story stands. Rather than getting dismayed by the activities and beliefs of her students, Erin uses them as an aid to further their education. For instance when a Hispanic student comes out with a racially driven picture of one of his classmates, Erin, rather than getting disappointed and cynical, uses the opportunity to teach the kids about racial discrimi nation and the evils perpetrated on the innocent people in the name of racial pride. Placed in an environment that is utterly racist and discriminatory, Eric decides to use the Holocaust as a background to teach these kids about tolerance and racial harmony. She tells the kids as to how in the Nazi Germany thousands of Jews were killed, harassed and exploited in the name of racial pride. Erin chooses to dilute the students’ hatred for one another by teaching them as to how racial prejudice could lead to the exploitation of the harmless and the innocent. The class which was so far averse to the gestures of Erin soon starts to get interested in her and their interest starts to gather around the theme of Holocaust, directly leading to a... Freedom Writers shows as to how sometimes the aversion towards change is inbuilt within the system and how this disinclination towards change presents opposition to the individual personalities supportive and desirous of change. As the efforts and methods of Erin proceed to rake in change amongst her students, it leads to a conflict with her superiors and her husband owing to their cynical and stubborn thinking. Though not directly hinted in the movie, it could be said that the colleagues and superiors of Erin resist her not only out of jealousy, but, also because they somehow do not want these students to succeed, whom they had once labeled as the dredge of the society. Though, they simply could not bear to see Erin succeed with them, Erin with her resilience and perseverance, somehow always finds a way to navigate across the obstacles set by them. The one thing that the movie Freedom Writers teaches is that not only the change could begin with one, but rather change always begins with one. It is always the faith, perseverance and efforts of a single personality that ignites the imagination of millions and brings about the desired change in the societies.

Sociology Essay Example | Topics and Well Written Essays - 1500 words - 12

Sociology - Essay Example This globalization process has been strongly debated in the media, political and social circles for the past several years. If one includes colonialism as an ancestor of the process, one could say the debate has raged for generations. The International Monetary Fund defines globalization as â€Å"a historical process† involving â€Å"the increasing integration of economies around the world, particularly through trade and financial flows† (International Monetary Staff 2002). Globalization is typically considered a necessary and unavoidable process leading to future world economic development. However, many have criticized the process because it tends to exacerbate present inequalities that exist within and between nations, threatens the employment and living standards of individuals in all countries and prevents the natural social progress with which each of these countries have been engaged. It seems clear that even though the process is unlikely to change or to reverse , very few people are likely to benefit from the process called globalization. The ways in which many organizations conduct business have changed dramatically under the concept of globalization. It is the survival strategy of the marketplace to continuously strive to increase efficiency within the workplace by producing the greatest quantity of products with the least expenditure of resources. As globalization continues, this is also changing the way in which companies conduct business, such as through the concept of the value-added chain. â€Å"In its most basic form, a value-added chain is ‘the process by which technology is combined with material and labor inputs, and the processed inputs are assembled, marketed, and distributed† (Gereffi, Humphrey & Sturgeon, 2005). By outsourcing many activities and production processes to less developed countries and marketing to more developed countries, many corporations have also

Impacts of Negative Leadership Essay Example for Free

Impacts of Negative Leadership Essay Leadership carries considerable influence and responsibility within any organization. Leaders are challenged daily with how to manage this influence effectively. Communication plays a key role in this approach and can have significant impacts to the leader and their staff. The purpose of this paper is to explore the impacts of negative leadership behavior regarding communication and effects on the team as well as the overall organization. Experience with Negative Leadership Behavior Over my career, there have been negative leadership behaviors experienced with both direct mangers and senior management. One of the most destructive is lack of communication. Recently, an executive manager was going to be out of the office for an entire week. This leader has four direct reports of which three are group leaders. The executive manager casually mentions to one of the direct reports that she will be out of the office the following week at a seminar. The direct report appropriately relays this information to their team supervisor to address any concerns or open issues in advance of this absence. The same communication was not made to the remaining three direct reports, in any form, by the executive manager. As the business week of the absence began, the other three direct reports incur an issue require assistance from the executive manager. These managers were rendered unproductive and left wondering when the leader was going to be in the office so that they can discuss the problem at hand. During subsequent discussions, the team supervisor aware of the absence is the one to notify the other three direct reports that their direct manager was out for the week. The gap in communication impacted the teams noted but also other service partners and finally the client due to the delays in resolving the issue timely. It is also important to note that this is not an isolated incident but had happened previously having similar impacts to the same parties noted above. Analysis of Leadership Behavior The leadership behavior described in this experience appears straightforward at the surface but is far reaching in its impact to the firm. The leader showed consistent lack of personal integrity as well as respect and empathy for her staff by not relating her accessibility on a regular basis. It impacts the morale of the direct reports and deteriorates their working relationships ability to collaborate. The leader did not inform all direct reports of her absence. Without a collective knowledge, a subset of the larger reporting team was less effective and efficient during this time. This also created a gap in escalation when issues arose. Lastly it weakens the culture of inclusion. By being excluded, part of the management staff experienced a decrease in satisfaction subsequently affecting their overall performance. Attrition is a by product as well of this negative behavior. Supporting Research of Negative Leadership Behavior â€Å"For it is character through which leadership is exercised, it is character that sets the example and is imitated in turn†¦. The more successfully tomorrow’s manager does his work, the greater will be the integrity required of him†¦. No matter what a man’s general education or his adult education for management, what will be decisive above all, in the future even more than in the past, is neither education nor skill; it is integrity of character† stated Drucker (1954) reiterating the important of reliability in leadership positions. Leading by example creates the ability for the team to tangibly see this character on a daily basis. Additional leadership duties like consideration and management of emotions are becoming more important in the leader-membership interaction per Meike, Jacobs Soares (2012). As these duties increase so will the need for leaders to develop empathetic skills with regard to their staff. This will include appreciation, trust and open communication. Per Fuller and Green (2005), leaders are responsible for embedding strategy in the organization by developing an excellent team, picking the right roles and allowing the rest of the team to make the strategic moves. This requires teams that can function in unison with high level of collaboration. Lack of communication will cause a disjointed approach affecting the vision of the organization ultimately impacting the firm’s success. Hoffman, Bynum, Piccolo and Sutton (2011) noted that transformational leaders are able to articulate a vision that emphasizes the way in which collective goals are consonant with follower values, causing followers to regard organizational goals as their own and submit extra effort toward goals and accomplishments. This sets the groundwork for a culture of inclusion within an organization. When strong unified behavior, values and beliefs have been developed, a strong organizational cultures does emerge per Tsai (2011). Leaders have a primary role in growing and upholding the firm’s culture. It encourages performance and leads to long lasting job satisfaction. When this is not present, organizations will see increased conflict, reduced dialogue between managers and teams and a progressively dysfunctional environment. According to social identify theory, unfair treatment from supervisors may arouse a negative identification which in turn leads employees’ negative behaviors in organizations as outlined by Duan, Lam, Chen and Zhong (2010). This emphasizes the pattern of negative leadership behavior that has the ability to funnel throughout the entire organization is not addressed. Recommendation for Strengthening Leadership Behavior Leadership is a dynamic, ever changing role and requires the leader to be aware of her own behavior and the potential impacts of this behavior on the team. In this situation, the leader needs to understand the value of leading by example. For the team to utilize the leader for her depth of knowledge and broader perspective, a level of reliability needs to be established. From a time management standpoint, simple steps like sharing the leader’s calendar with direct reports could alleviate this issue on a go-forward. This type of planning and organization will benefit the leader as well as the staff’s perception of her abilities and character. Interpersonal skills like active listening, feedback and conflict resolution are critical as well for any leader. Being able to engage her direct reports and the larger staff in a meaningful way will allow for the team dynamic to shift to a positive state. These relationships can be developed through mentoring and engaging the direct reports in projects or other work the leader is responsible for providing insight to her managers of the next level and current challenges of the firm. This end to end view develops the direct reports as well as building a more full bodied relationship with the leader. The impact to the organization also needs a voice n acknowledging the effects of this negative behavior. The leader is accountable for the resulting impacts of any action they take while representing the firm. In this case, the lower performance and higher attrition are concrete costs to the organization. The leader needs to answer for the consequences ofher behavior to a higher power like senior management, stock holders or similar. Conclusion Negative leadership behavior comes in many forms and lack of communication is one of the most pervasive. This paper provides an example of this type of negative leadership and the effects to the staff and organization. It also provides an outline of productive steps to modify the leader’s behavior and limit the adverse impacts in the future. References Duan, J. , Lam, W. , Chen, Z. , Zhong, J. A. (2010). Leadership justice, negative organizational behaviors, and mediating effect of affective commitment. Social Behavior and Personality, 38(9), 1287-1296. doi: 10. 2224/sbp. 2010. 38. 9. 1287 Drucker, P. (1954). The practice of management. New York, NY: Harper Row. Fuller, J. N. , Green, J. C. (2005). The leader’s role in strategy. Graziadio Business Review, 8(2). Retrieved from http://gbr. pepperdine. edu/2010/08/the-leaders-role-in-strategy/ Hoffman, B. J. , Bynum, B. H. , Piccolo, R. F. , Sutton, A. W. (2011). Person-organization value Congruence: How transformational leaders influence work group effectiveness. Academy of Management Journal, 54(4), 779-796. Meike, S. , Jacobs, K. , Soares, M. M. (2012). Emotions and leadership. Reason and impact of emotions in the organizational context. Work, 41, 5671-5673. doi 10. 3233/WOR-2012-0915-5671 Tsai, Y. (2011). Relationship between organizational culture, leadership behavior and job satisfaction. BMC Health Services Research, 11(1), 98-106. doi: 10. 1186/1472-6963-11-98

A Study Of HIV And Aids Health Essay

A Study Of HIV And Aids Health Essay HIV stands for Human Immunodeficiency Virus. It is the virus that causes AIDS. HIV is not like other viruses and different from other, the reason is it attacks the immune system. HIV discovers and destroys a form of white blood cell, T-cells or CD4 cells, which the immune system must have to fight diseases. AIDS stands for Acquired Immunodeficiency Syndrome and it is the final phase of HIV infection. Possibly, it can take many years to a person get infected from this disease called HIV to get at this stage. With the problem of AIDS refers to that the virus has damaged the immune system to the point at which the human body has a tough time fighting with infections. When some person has one or more than one particular infections, specific cancers or a very low number of T-cells, the person is regarded as a patient of AIDS. HIV transmission can take place when blood, semen, pre-seminal fluid, vaginal fluid, or breast milk from an infected individual comes into the body of an uninfected individual. HIV can come in the body all through a vein, the lining of the anus or rectum, the lining of the vagina, the opening to the penis, the mouth, the eyes, the nose, or cuts and slashes. The most ordinary methods that HIV is transmitted from one individual to another individual is be having sex (anal, vaginal or oral) with an HIV infected individual, or by sharing an infected needles with an HIV, or from if mother is infected from HIV, than the baby also gets infected during birth or through breastfeeding after birth. HIV can also be passed on through receipt of infected blood. Though, from the year 1985, all donated blood in the United States must be tested for HIV. So, the chances of infection all through transfusion of blood or products related to blood is extremely low down. Some healthcare workers have become infected after being stuck with needles containing HIV-infected blood or when infected blood comes in contact with a workers open cut or is splashed into a workers eyes or inside their nose. There has been only one instance of a patient being infected by an HIV-infected dentist to his patient. HIV attacks the immune system. The immune system is a group of cells and organs that protect your body by fighting disease. The human immune system usually finds and kills viruses fairly quickly. However, different viruses attack different parts of the body. HIV attacks a special type of immune system cell known as a CD4 lymphocyte. HIV has many ways of evading the bodys defenses including the ability to rapidly mutate. This means that once HIV has taken hold, the immune system can never fully get rid of it. In the situation, if left is not treated, then HIV will ultimately weaken the immune system to the extent that an individual will become sick with different types of infections, known as opportunistic infections. AIDS defining illness are considered to be as most serious opportunistic infections. When an individual becomes sick with one of the AIDS defining illness, he is said to have AIDS. There isnt any way to tell just by looking if someones been infected by HIV. In fact, a person infected with HIV may look and feel perfectly well for many years and may not know that they are infected. However, as the persons immune system weakens, they become increasingly vulnerable to illnesses. The only reliable way to tell whether someone has HIV is for them to take a simple blood test, which can detect infection within just a few weeks after the virus enters the body. The most important type of treatment for HIV or AIDS is known as antiretroviral treatment. This treatment comprises of drugs that should be taken every single day for the remaining life. The main motive of antiretroviral treatment is to remain the proportion of HIV in the human body at very low level. This also discontinues weakening of the immune system and permits the immune system to get better from any damage that HIV possibly has caused by now. If an individual is taking two or more than two antiretroviral drugs at the same time, that is called combination therapy. By taking a combination of three or more anti-HIV drugs is a little referred to as HAART. HAART stands for Highly Active Antiretroviral Therapy. Luckily, there are more than 20 approved antiretroviral drugs accessible and unluckily, there is no list licensed or available in each and every country. Initially, the combination of drugs that an individual is given is called first-line therapy. If after some time, HIV becomes opposed to this combination or if there will be any side effects, a move to second line therapy is suggested. Second line therapy consists of at least of three new drugs so as to increase success. Apart from this, there are many other things through which you can decrease the risk of catching HIV or passing it along to someone else. The simplest is to withdraw or abstain from sex like so not have oral, anal or vaginal. Until, you should have love or relationship with only one person or having sex with only each other and both of you should be familiar with each others HIV status. If any of you have HIV, use protection like condoms to avoid other sexually transmitted diseases and likely infections with a different damage of HIV. If only one of you has HIV, use a latex condom and lubricant every time you have sex. If you have, or plan to have, more than one sex partner, get tested for HIV. If you are a man who has had sex with other men, get tested at least once a year. If you are a woman who is planning to get pregnant or who is pregnant, get tested as soon as possible before you have your baby. Talk about HIV and other STDs with each partner before you have sex. Learn as much as you can about each partners past behavior, including sex and drug use, and consider the risks to your health before you have sex. Ask your partners if they have recently been tested for HIV, and encourage those who have not been tested to do so. Use a latex condom and lubricant every time you have sex. If you think you may have been exposed to another STD, such as gonorrhea, syphilis, or Chlamydia, get treatment. These STDs can increase your risk of getting HIV. Get vaccinated against the hepatitis B virus. Even if you think you ha ve a low risk for HIV infection, get tested whenever you have a regular medical check-up. Do not inject illicit drugs. You can get HIV through needles, syringes, and other paraphernalia if they are contaminated with the blood of someone who has HIV. Drugs also cloud your judgment, which may result in riskier sex. If you do inject drugs, use only clean needles and syringes, and never share needles or syringes. Be careful not to expose yourself to another persons blood. Get tested for HIV at least once a year. Also, consider getting counseling and treatment for your drug use, and get vaccinated against hepatitis A and B. Fortunately, there are numerous organizations that assist HIV/AIDS victims and are constantly working to find a cure. One of these organizations is the Global AIDS Alliance (GAA). The goal of the GAA is to stop the global AIDS crisis and to limit the impact it has on poor countries that are hit hardest by the epidemic. The GAA was founded in 2001 and plays a critical role in shaping the AIDS policy debate and campaigns to speed the global response to HIV/AIDS. In just a few years, the GAA has achieved considerable success in increasing funding and influencing AIDS policy. In the future, the GAA plans to achieve universal access to HIV/AIDS prevention, treatment, and care by 2010. Works Cited AIDS/HIV. About.com. Jan. 2009. 11 Jan. 2009 . Global Aids Alliance. 2008. 11 Jan. 2009 . HIV/AIDS. Centers for Disease Control and Prevention. Jan. 2009. Department of Health and Human Services. 11 Jan. 2009 . Mulvihill, M. L., M. Zelman, P. Holdaway, E. Tompary, and J. Raymond. Instructors Resource Manual: Human Diseases: A Systemic Approach. 6th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2006. What is Aids? Avert: Averting HIV and AIDS. Dec. 2008. 11 Jan. 2009 .

Areas of Learning in Childcare Environment

Areas of Learning in Childcare Environment Q.1. Identify each of the three prime areas and four specific areas of learning? The Early year’s foundation Stage areas of learning and development have been produced by the government and early year’s professionals for use by all early years’ providers including child minders. It is important for practitioners to become familiar with how the areas of learning and development are arranged in the framework. We need to use the areas of learning and development when we are observing, assessing and planning for your child’s individual needs. These areas make sure that we are constantly challenging the child and helping them to develop and succeed. There are seven areas of learning and they are split into 2 parts: The 3 prime areas, which are for all children and will always, be the main focus of the planning and activities for babies and children under 3. The 4 specific areas, they are for all the older children (over 3s) but are also relevant for younger children. These are the 3 prime areas: Personal, social and emotional development (PSED) PSED involves supporting children in developing and sustaining important relationships. It supports children in expressing and managing their feeling and behaviour and encourages them to develop a sense of self-esteem and confidence. It also covers how children make friends and shared and takes turns. Physical development: Physical development involves encouraging children to be active in their play and learning. This area is about how children move and uses gross motor skills, develop fine motor skills, learn about healthy living and manage self-care independently. Communication and Language: This area involves children developing the skills required to become an effective speaker and listener. It involves children to listen and pay attention, understand what is being said and communication with others. Accurate identification of the 3 prime areas of learning and a good overview of what each area involves. These are the four specific areas: Literacy: This area of learning and development is about how children enjoy reading book, likes to make marks, learn to write and stars to explore phonics and letter sounds. Mathematics: This area involves how children learn about numbers and counting, recognising the passing of time and explores measures, capacity, space, shapes, opposites etc. during play. Understanding the world: This area learning and development is about how children find out about nature and the world around them, talk about people and their local community and learns about similarities and differences and learns to confidently use ICT equipment. Art and design: This area of learning and development is about how children enjoy being creative, sings and dances and makes music, plays imaginatively and uses express themselves. Sources: www.optimuseducation.com www.bridgewater.herts.sch.uk (NEW EYFS Summary 2012.pdf) Good. Q.2. Explain how planning can be devised to promote the individual needs of children? All children develop at their own rate and in their own time this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we need to do all that we can do to help children have the best possible start in life. Children are born ready, able and eager to learn. They actively reach out to interact with other people and in the world around them. Development is not and automatic process, however it depends on each unique child having opportunities to interact in positive relationships and enabling environments. Early years’ experience should build on what children already know and can do, no child should be excluded or disadvantage because of ethnicity, culture or religion home language, family background, special education needs disability or ability. To be effective an early year’s curriculum should be carefully structured. In that structure there should be three strands. Provision for the different starting points from which children develop their learning, building on what they can already do. Relevant and appropriate content that matches the different level of young children needs. Planned and purposeful activity that provides opportunities of teaching and learning, both indoors and outdoors. There should be opportunities for children to engage, in activities which are planned by adults and also those that they plan or initiate themselves. Good point. As a practitioner we must be able to observe and respond appropriately to children, in found by knowledge of how children develop and learn a clear understanding of possible next steps in their development and learning. Activities need to be planned properly; it should engage children in the learning process and help them make progress in their learning. Children to have rich and simulating experience, the learning environment should be well planned and well organised. It provides the structure for teaching within which children explore experiment, plan and make decisions for them thus enabling them to learn, develop and make good progress. As practitioner we need to understand and observe each child’s development and learning progress. For example in response of a child’s experience of breaking an arm and bringing in her x-ray, and children showing interest in the child’s plaster cast. Practitioners can set up a hospital in the nursery setting. They can add reception area with telephone, children can take a role of receptionist answering calls and making appointments. Children can dress up as doctors, nurses and patients. Practitioners can show children how to use bandages. Although children join and leave the play, many sustain their attention for a long time. Some play a number of roles and perform many actions, while some repeat and practise the experiences important to them. A good example. The practitioners should make sure that the children spend their time in worthwhile and challenging activities. Throughout the session there is a supportive routine with a mix of group and individual activities together with opportunities for children to make choices about activities. This provides the security which promotes confidence and the challenge which promotes learning. Source: www.foundationyears.org.uk http://osclinks.com/618 Q.3. Describe how practitioner can support children’s learning and development in each area of learning? Prime areas There are three prim areas of learning. 1. Physical Development 2. Communication and language development 3.Personal, social and emotional development. These prime areas begin to develop from a base of secure, loving relationship and positive. The area of physical development is divided into two aspects. Moving and handling: Moving and handling looks at children’s development of gross and fine motor skills. Children can show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencil for writing. From birth, babies begin their development and will first learn to turn their heads towards sounds or bright lights. Development is rapid in the early years and babies will learn to hold their head up, move their arms and legs, roll over and gain control of their bodies to sit up. Major developmental milestones are achieved within this aspect, such as crawling, walking, running, jumping and climbing. Health and self-care: In health and self-care development children needs to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Babies express discomfort when they are hungry or thirsty through crying to ensure their needs are met. Babies will often show excitement in anticipation for their feed. As babies are weaned onto solid food, they will begin to open their mouth for a spoon and as they become older will show an interest in feeding themselves using a spoon and their fingers. Children will be willing to try new and different food textures and tastes, but will begin to form likes and dislikes with their food. Children need to manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. The area of communication and language is divided into three aspects: Listening and attention This looks at children’s development of listening skills. Children listen attentively in range of situations. From birth, children will begin to tune in to the sounds around them, turning to look for where the sound has come from and recognising their main carer’s voice. These skills of listening develop and refine as a child becomes older − they will be able to differentiate between voices and will begin to understand the meaning of words. As children come to the end of early years their listening and attention skills will be more mature. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: In this area we look at how children learn to understand the principles of language and communication. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. They continue their development by gaining understanding of the meanings of single words such as ‘mummy’, ‘daddy’, ‘no’. The complexity of the words and sentences a child understands and can respond to increases as a child grows older. Speaking: Speaking looks at how children actually use language. It includes childrens verbal and non-verbal communication. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. The area of personal, social, emotional development is divided in three aspects: Making relationship: This looks at the way in which babies and young people develop relationships. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.They show sensitivity to others’ needs and feelings, and form positive relationships with adultsand other children. Self confidance and self awarancess Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Children will develop confidence to express their feelings and opinions and will be able to select their own activities that interest them. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.They work as part of a group or class, and understand and follow the rules.They adjust their behaviour to different situations, and take changes of routine in their stride. The four specific areas: 1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and design The area of literacy is divided into two aspects: Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mathmathics: The area of maths is divided into two aspects: Numeracy: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Expressive art and design: The area of art and design is divided into two aspects: Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imagantive: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Understanding the world: This area has three areas of aspects: People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Source: www.silkysteps.com/2012-eyfs-early-learning-goals.html Q. 4. Evaluate how the effective characteristics of learning can promote children’s learning and development. The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning. -playing and exploring (Finding out and exploring) (Playing with what they know) (Being willing to have a go) -active learning (Being involved and concentrating) (Keeping on trying) (Enjoying achieving what they set out to do) -creating and thinking critically (Having their own ideas) (Making links) (Choosing ways to do things and finding new ways) Playing and exploring Play and exploration are key ways that children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our understanding of child development, stated: in play the child operates at their highest level ‘beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself’ (Vygotsky, 1978: 102). Finding out and exploring: Exploratory play is important to all of us. It is how babies begin to understand their surroundings and the relationships between themselves and others, using all their senses and every part of the body. Gopnik e al. (1999) describe babies and toddlers as young scientists, testing out and often repeating the same actions time and again to establish an idea about the object in question and what their own actions can do. Their explorations continue as they grow and develop. Playing with what they know: From the beginning as they play and explore, babies and young children build a repertoire of knowledge, skills and understanding, using memory, and they are also able to imagine possibilities. Being willing to have a go: Through play, children will develop their self-confidence and will enjoy challenge and risk. They will have a positive attitude and will be more likely to try out new experiences and activities without fear of failure. ‘There is no activity children are better prepared for than fantasy play. Nothing is more dependable and risk-free, and the dangers are only pretend’ (Paley, 2004: 8). Active learning: The second characteristic of learning is not about being physically active, which of course is important in children’s learning and development, but refers to being mentally active and alert. Being involved and concentrating: When a child is deeply involved she/he cannot easily be distracted. The importance of play and exploration cannot be underestimated as it is when children make their own choices, follow their natural curiosity and own train of thought that deep involvement is most likely to happen. Keeping on trying: Through trying out new experiences and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out alternative methods when difficulties occur. This process promotes problem-solving skills in children and will support the development of self-confidence. ‘As soon as children become able to evaluate themselves, some of them are afraid of challenges. They become afraid of not being smart’ (Dweck, 2008: 16) Enjoying achieving what they set out to do: Succeeding at their activities and achieving new skills will give children a feeling of satisfaction and pride in their own abilities. Children will be proud of the process they have followed in order to achieve the task and will be more likely to try out further activities to achieve that same sense of satisfaction. Creating and thinking critically: When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better under-standings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. (EYFS card 4.3, 2008) Having their own ideas: Enabling children to think critically and creatively means encouraging them to play and investigate, providing a rich environment with interesting things to discover, explore and wonder about and, crucially, time to do so. Making links: Once a child has discovered their own ideas and methods, they will be excited to try them out. Practitioners can support this through engaging in sustained shared thinking with the child to help them to further explore their ideas. Choosing ways to do things: This aspect of the Characteristics of Learning involves the child in making choices as to how to go about something and is not about following instructions. When children are involved in their own self-chosen activities they are more likely to want to find the right strategy to achieve their goal. Source: mcgraw-hill.co.uk/openup/chapters/9780335247530.pdf http://osclinks.com/618