Impact of War on Child Education

Impact of War on Child Education The wellbeing of refugee children in an early childhood education context: Connections and dilemmas. Journal of Educational Enquiry, Vol. 13, no. 1, pp.18-34. In this article Shallow Whitington review how providing an environment supporting the wellbeing of refugee children is vital to their resettlement. This article recognises that early childhood is the prime time for refugee children to participate in intervention programs as this time maximises outcomes for children. The authors used date gained through researcher observations, checklists and interviews of parents and school staff to gain a broader understanding of the school community. This data was designed to generate professional development aimed at supporting teachers to develop educational frameworks supportive of refugee childrens wellbeing and the dilemmas they face in the school environment. Their research was carried out as a case study and focused on eight children, three families and three parents to identify the practical and emotional support offered to refugee children as identified by parents and staff. This article connects with early childhood pedagogical beliefs a s it provides insight into the process of including all children into an educational setting and programs thereby insuring the emotional wellbeing of all children. This article recognises the importance of different diversities, cultural traditions (Ailwood, Boyd Theobald, 2016), resilience and strengths of refugee families (Arney Scott, 2013) which are vital to the development of socio-cultural perspectives, educational programs and strategies. This article was useful as it related to Rogoffs idea of the community of learners (Nolan Raban, 2015) which promotes the wellbeing of all children, not only refugees, by participating in shared activities and experiences. The main limitation of this article is that meaning, intention and understanding may have been changed as an interpreter was used during the interviews. Also the children were observed on one day and many variables may affect a childs wellbeing on any day. The authors indicate that this study is just a beginning point f or educators and schools to understand how they can support refugee children and their families. This article provided background information on the necessity of inclusive practices and strategies to promote emotional wellbeing of children in early childhood settings through games, peer interactions and welcoming and including all family members to the service. References Ailwood, J. Boyd, W. Theobald, M. (2016) Understanding Early Childhood Education and Care in Australia. Allen and Unwin. Crows Nest: Australia Arney, F., Scott, D.(2013). Working with vulnerable families: A partnership approach (2nd ed.). Cambridge: Cambridge University Press. Australia Nolan, A. Raban, B. (2015).ÂÂ   Theories into Practice. Teaching Solutions. Blairgowrie: Australia. Shallow, N. Whitington, V. (2014). The wellbeing of refugee children in an early childhood education context: Connections and dilemmas. Journal of Educational Enquiry, Vol 13, no 1, pp.18-34. Retrieved March 2017 from http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/870/664 Moylan, C., Herrenkohl, T.,Sousa, C., Tajima, E., Herrenkohl, R. Russo, M. (2010). The Effects of Child Abuse and Exposure to Domestic Violence on Adolescent Internalizing and Externalizing Behaviour Problems. Journal of Family Violence, Vol. 5, no.1, pp. 53 63 In this article Moylan, Herrenkohl, Sousa, Tajima, Herrenkohl Russo examines the effects of child abuse and/or exposure to domestic violence in childhood on adolescent internalizing and externalizing behaviours. This article addresses outcomes for family violence and the resilience in each individual family. It discusses the results of domestic violence (depression, withdrawal and anxiety) and highlights the risks associated with stresses in the family and the surrounding environment. This longitudinal study used data collected through interviews, individual questionaries and checklists to identify whether adolescents internalise and externalise behaviours due the experiencing child abuse and/or witnessing domestic violence. The research focused on assessing 457 children of different genders, and 297 families from mixed races and social economic backgrounds, and followed the children into adulthood. This article was limited by the inability to establish exactly how frequently and over what length of time exposure to child abuse and/or domestic violence occurred. Another limitation is that only moderately severe behaviours were documented so the authors suggest that greater samples and different statistical methods be used to develop a more comprehensive study into the effects of child abuse and/or violence on adolescent behaviours. A strength of the study was the combination of parent reports and reflective reports from adolescences regarding their experiences as they grew up. While this article did not actually provide relevant strategies and resources for use in an early childhood setting, it developed an awareness of pedagogies and strategies to be used with young children to assist them to identify and use appropriate behaviours when interacting with others. It highlighted possible causes for young children externalising anti-social behaviours or internalising their thoughts and feelings when they are in my care. This article reinforces Skinners belief that childrens behaviours are influenced by their environmental conditions and systemic reinforcements (Nolan Raban, 2015, p.42). An important part of my pedagogy supporting children experiencing challenging situations and identifying approaches to sensitively respond to them (Ailwood, Boyd Theobald, 2016). Strategies to incorporate into an early childhood setting include group time discussions with preschool children selecting which scenario depicts the correct behaviour. This will assist them to become aware that some behaviours they accept as the norm are not actually socially acceptable ways of behaving. It is the role of the educator to offer reinforcements and rewards for more acceptable responses and actions (Nolan Raban, 2015). Bandura states much human behaviour is learned from other humans (Nolan Raban, 2015, p.47), so as an educator I must be a model (Nolan Raban, 2015, p.47), demonstrating and acting in ways that I wish the children in my care to imitate. References Ailwood, J. Boyd, W. Theobald, M. (2016). Understanding Early Childhood Education and Care in Australia. Allen and Unwin. Crows Nest: Australia Moylan, C.; Herrenkohl, T; Sousa, C.; Tajima, E.; Herrenkohl, R. Russo, M. (2010).ÂÂ   The Effects of Child Abuse and Exposure to Domestic Violence on Adolescent Internalizing and Externalizing Behaviour Problems. Vol 5, no1. pp. 53 63. Retrieved March 2017 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2872483/ Nolan, A. Raban, B. (2015).ÂÂ   Theories into Practice. Teaching Solutions. Blairgowrie: Australia. Hanson, J., Hair, N., Shen, D., Shi, F., Gilmore, J., Wolfe, B., Pollak, S. (2013). Family Poverty Affects the Rate of Human Infant Brain Growth. Journal of PLoS One, Vol. 8, no. 12. In this article Hanson, Hair, Shen, Shi, Gilmore, Wolfe, Pollak review how poverty may shape brain functions which trigger cognitive processes such as information processing, also behavioural regulation, schooling and health. The authors use data gained by analyzing 203 MRI scans from 75 children with 1-7 scans longitudinally per child, to examine how brain development in young children is affected by poverty. Children aged between 5 months to 4 years, from lower socioeconomic status backgrounds as well as more affluent backgrounds were the subjects of this research. Their research focuses on the volume of brain development (gray, white and cerebral) as the growth of gray matter is essential for the processing of information and implementing actions. This article is useful to the pedagogies, strategies and resources to implement in an early childcare setting as it establishes that lower volumes of brain tissue are connected to more behavioural problems in toddlers and preschool chil dren. These problems may take the form of breaking rules, extreme aggression and hyperactivity. The main limitation of this article was that the children studied were normal with those suffering from birth complications and family psychiatric history excluded. Also more children were from two-parent families. The authors indicate that the results under represent the real effects of socioeconomic status however poverty and environmental factors definitely affect human brain development and behaviour. The use of Banduras Social Learning theory to help educators gain a better understanding of children in their care who are in poverty or children at risk of poverty and to model desirable behaviors (Berk, 2013). As an early childhood educator using multimodal texts such as pictures and videos is an enriching way to educate children about poverty.ÂÂ   Early childhood educators should use the strategies of encouragement, support and intentional teaching to promote further investigatio n about this topic. References Berk, L. (2013). Child development.(9th ed.).ÂÂ   USA: Pearson education Hanson, J., Hair, N., Shen, D., Shi, F., Gilmore, J., Wolfe, B., Pollak, S. (2013). Family Poverty Affects the Rate of Human Infant Brain Growth. Journal of PLoS One, Vol 8, no 12. Retrieved March 2017 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3859472/ Wessells, G. (2017). Children and Armed Conflict: Interventions for Supporting War- Affected Children. Journal of Peace Psychology, Vol.23 no.1 pp. 4-13. This article by Wessells reviews the need for intervention and the three areas of supports (comprehensiveness, sustainability and Do No Harm) needed to assist children affected by war in various countries. The author uses date gained through narratives, research, dialogue and the UN convention rights of the child. Their main research focuses on addressing childrens survival, development and their participation rights and the fact that if a child is a victim of any violence they are entitled to physiological and social recovery support. It advocates everyday practices such as a parent hugging their child, a teacher giving advice to a student or a shelter that gives privacy, as these actions can have beneficial physiological impacts. The main limitation to this article is the lack of long term research on whether or not children who received intervention are better off than children who didnt. The author indicates that comparative studies are also needed on which interventions have lon g lasting effects. This article relates to the pedagogies, strategies and resources implemented in an early childcare setting as it promotes the view that there is no one support for all children. Each child is an individual, requiring specific support and help as it relates to their individual circumstance, family background and environment. The best intervention approach includes all levels of a childs environment; their family, neighbourhood, community, school and social level. Bronfenbrenners ecological systems theory explains how everything in the child and their environment impacts on how a child grows and develops (Nolan Raban, 2015, p. 36). An early childhood educators pedagogy, strategies and resources should include knowledge about a childs background, their previous experiences and the involvement of support services if necessary. For a child who has experienced trauma early in their life a calm, familiar, predictable and unhurried early childhood setting as favoured by Steiner (NolanÂÂ   Raban, 2015) will be beneficial for their learning. References Wessells, G. (2017). Children and Armed Conflict: Interventions for Supporting War- Affected Children. Journal of Peace Psychology, Vol.23 no.1 pp. 4-13. Retrieved March 2017 from http://psycnet.apa.org/journals/pac/23/1/4.pdf Nolan, A. Raban, B. (2015).ÂÂ   Theories into Practice. Teaching Solutions. Blairgowrie: Australia.

Pain and Passion

Pain and Passion was a strong topic. The class was divided into pairs to take a 50-minute lesson linking with pain and passion. Two drama techniques had to be introduced. After each lesson a five minute debrief took place. We were given two lessons of preparation time and had to work to a time plan. I knew it would take a lot of effort to run a lesson. I chose a topical issue sparking off lots of strong opinions. My lesson was about abortion. I felt it tied in well with pain and passion. The pain being a child's life was at risk due to the night of passion. I wasn't first to lead the class so I listened attentively to what criticism was put forward during the debrief. I learnt from other's mistakes. One of the things I found was that a lesson should be expressed through different scenarios, keeping the class's attention. I set the scene with a young couple, Sarah and Jake, who were in a crisis. The crisis being, should have an abortion or not. The first part of my timeplan was explaining the situation and then asking the class to show, what state of mind Sarah was in. The ideas were to be expressed through stylistic drama using one drama technique or more. In other lessons more time was spent on planning helping to produce good drama pieces from the class. I decided to have more time spent on planning rather than performing. The second part consisted of what if Sarah had the abortion or didn't. In each scenario there had to be a good and bad side. The good side of having or not having the abortion was to be shown through dream sequence and the bad side of having or not having the abortion shown through nightmare sequence. I thought I planned my lesson well considering I was on my own. I wasn't prepared for the lesson I took the class. I had forgotten my watch and my partner was away leaving me to be the teacher. One improvement can be to go over my planning strategies. I relaxed and addressed the class with a BBC accent! The first piece of drama was on Sarah's state of mind. The class planned their pieces quite well but the pieces were short giving me more time. One group had only four people. Many people think more people in a group make a better drama piece. This group proved it wrong. The drama piece was very distinctive. The other groups showed one feeling throughout their drama. This play showed how Sarah was happy at the thought of being a mother and sad at the thought of having a child to bring up. As the teacher I was able to see abortion through other people's eyes. Each student had a major role to play especially Maria as Sarah. It's really hard to change expressions every second but she made it look so easy. Everyone got involved and this boosted my confidence as a teacher to see that they were enjoying the lesson. The other half of the lesson went perfectly. The class had to use the drama techniques I set, dream and nightmare sequence. Everyone performed well due to good planning. Scarlet's group did a nightmare sequence about Sarah's life with a baby. It was a negative outlook on having children. There were strong ideas expressed throughout the play. The audience was able to see how having a baby at a young age was stressing and sometimes left with no financial or emotional support. It was an excellent piece of drama. I think I showed good teaching skills. I was quite patient but I felt it was quite difficult to keep the class quiet even when raising my voice. I went round to see if there were any problems and keeping track of time, which is a vital part of teaching. One of the hardest things was the way I had to address the class. I had to step out of the role of a friend and step in as a teacher. When it came to commenting on a drama piece I had to use ‘excellent' rather than ‘wicked'. The lesson was very packed with things to do and this put off a few students from working. In future I would slow everything down slightly. Apart from that everything went according to plan. Rochelle and Yasmins lesson was very valuable. Rochelle explained everything whilst Yasmin organised the lesson. Yasmin is normally the quieter one but in her lesson she was very confident. Their topic was about war. War is probably what the news is all about. There is so much of it, people are forgetting about those in need. The main theme of the lesson was we should be grateful for how well off we are and think about others before worrying over small problems. The lesson began with a piece about a boy escaping from war to a new area. I took on the main role as the boy. We were playing basketball when I got the ball and everyone was telling me to shoot. We used flashbacks to show how the boy was told in his homeland to kill his own flesh and blood. We were showing the pressures of war. I was very enthusiastic about everything. Next we did hotseating. We questioned people part of the army in Africa. We asked why many boys were forced to go to war. It sparked a lot of debating. Rochelle and Yasmin were good teachers. I enjoyed myself whilst I was learning. They were role models for good teachers. I think being a teacher was a worthwhile experience. Sometimes we forget to realise what teachers do to provide good education. This topic was a good way to see that teaching is not as easy as it may look. It takes a lot of hard work and 100% commitment. Through this topic I have more respect for teachers.

The Lost Secret of Essay Topics for High School Students

The Lost Secret of Essay Topics for High School Students When you're in high school, it's definite that you're expected to do a few write-ups and projects which require pen and paper. The common structure of a paper contains an introduction, the body, and a conclusion. In an academic setting, but the paper needs to be formatted and organized in line with the corresponding standards without the usage of informal languages like slang or jargon. Also, utilize all the scratch paper you want. Where to Find Essay Topics for High School Students School should happen in the evenings. Life is much better than it was 50 decades ago. Parents should speak to kids about drugs at a youthful age. Parents of bullies should need to pay a fine. Things You Won't Like About Essay Topics for High School Students and Things You Will Differences between different social classes are closely associated with bad revenue distribution in the nation. Most writing you are going to have to do in your professional life will involve a whole lot of expository content too. Actually, you can make up any topic you want all on your own, as long because there is unlimited amount of those. It is possible to also obtain expert help at a little price tag. Normally, a structure of essay includes three principal sections, in other words, introduction, body, and conclusion. After you have chosen a topic, conduct research. Otherwise, you must look at a number of the easy compare and contrast essay topics on the many scientific innovations. The subject of any essay is among the main characteristics that define its success. At the conclusion of these list, you are going to discover links to a range of argumentative paragraphs and essays. Explain the objective of the paper and the way you mean to deal with the topic. Each paragraph should talk about a distinctive idea. Every paragraph must cover 1 topic in making the circulation of the essay smooth. Getting admission into your treasured high school might be the desire of your heart. Year round school isn't a good idea. Yearly driving tests ought to be mandatory over a particular age. They should be mandatory for the first five years after getting a license. Most Noticeable Essay Topics for High School Students You could select a topic that you're not interested in and wind up straining to compose the appropriate concept. It isn't so challenging to grasp an excellent theme as you imagine it. The absolute most powerful theme from Moby-Dick is Man's hubris to the mastery of the pure world. Within the body section, you should give supporting arg uments for each and every point that you earn. You should demonstrate facts employing colorful language instead of simply telling. In spite of the fact there are many high school essay topics one would choose, it may take her or him a very long time due to uncertainty. Some students find it tough to write about themselves, but others find it a lot easier to examine their private life, as opposed to researching an assigned topic. Essay Topics for High School Students Help! First and foremost it's essential to be sure that you comprehend the essay question fully and your essay answers each part of the question adequately. At a specific point, you will be asked to compose an essay utilizing satire essay topics. In this kind of situation, it's more convenient to discover ready-made essays and use them as an example. If you wish to compose the essay yourself, we believe it would be best to decide on a universal subject or issue. Read the very first and last paragraphs of each essay before starting. Writing a high school essay if you've got the tips about how to do essay effectively. An essay has to be broken into paragraphs to ensure it is readable. If your essay isn't an imaginative narrative, don't forget to do a little research on the topic before you begin prodding your pen on the paper. Up in Arms About Essay Topics for High School Students? You just need to earn a collection of the proper topic you would desire. It isn't possible to create an actual friend online. Shopping online isn't secure or secure. What You Can Do About Essay Topics for High School Students Beginning in the Next 6 Minutes High school essay writing is a frequent classroom activity and is also part of several normal examinations. Nobody really wishes to compose an essay. Ultimately, you must locate a topic that will somehow link your aims and aspirations with what's given in the college that you aspire to join. There are topics which each student would like to write about.

The Computer Into The Learning Process - 1284 Words

The introduction of the computer into the learning process has given people the opportunity to explore the benefits of this tool. Technology has been incorporated into the learning environment ever since the computer was introduced to schools in the early 1980s. Now, according to the National Center for Education Statistic, there is a ratio of 5.3 to 1 of students to computers in a class, as of 2009. The use of computers for educational purposes is rarely questioned these days. People often wonder why on some assignments computers are not used or sometimes not allowed. The basic computer skills are often taught in class and sometimes there is even a separate class for students to learn how to type and use the computer programs. The idea†¦show more content†¦These issues were brought up in discussion in two different articles by Lowell Monke and Laurie Fendrich â€Å"Charlotte’s Webpage† and â€Å"Bad Student Writing? Not So Fast†, respectively. Fendrich and Monke take two different stances on the use of technology, like computers, for learning but few similarities can be seen. Both can agree that technology and its unique uses are a major part of the learning environment for the younger generations. Fendrich’s article expresses the positive advantages of the use of technology in the younger generation. She discusses how the older generation believes â€Å"that these irresponsible young people have not been trained properly† (par. 2). The older generation may be reluctant to â€Å"embrace new ideas† and they also have a hard time understanding and accepting the ideas of this younger generation (par. 5). She also eludes to the idea that technology is an excuse for the fearfulness that the elders have to embrace the new generations and the technologies that come with it. Fendrich often cites two people in her article, Clive Thompson and Edith Hamilton, who also have created theories on the very idea of education and the response people have to the changing dynamic of the classroom. She often identifies herself with the notion that the increased use of technology in the upcoming generation has