Early Childhood Curriculum and Methods Essay Example for Free

Early Childhood Curriculum and Methods Essay Creative Curriculum is probably the most effective curriculum that would appeal to every type of child. With this curriculum, every activity can be altered to fit the needs of each individual child, rather than a certain type of child or children. The Waldorf approach to learning goes hand-in-hand with the Creative Curriculum. They both suggest that learning should be fun and filled with interesting activities that will keep the children engaged in the learning process. This curriculum and approach is perfect for Pre-K children. At this age, the children are getting familiar with the education process and their first impression on learning will stick with them for life. If this is so, why not give them an impression that is filled with good fun and learning, all in one? The Waldorf approach and Creative curriculum support the learning process by promoting movement and allowing the children to be free to explore their surroundings and learn from their experiences. Pre-K children are constantly moving around and being curious about things around them, therefore, Creative curriculum give the teacher a guide of what types of activities to prepare and what affects they will have on the children. â€Å"The curriculum includes information on children’s development and learning, classroom organization and structure, teaching strategies, instructional goals and objectives, and guidance on how to engage families in their children’s learning.† (What Works Clearinghouse) â€Å"Steiner believed the purpose of education was to allow children the freedom to develop their inner potential. He also believed that learning should be driven by childrens interests and questions.† Children should be allowed to freely choose their own activities as their interest is stimulated and curiosity sets in. If the children are engaged in such activities that they choose on their own, learning would be more fun. The children get the chance to investigate, problem-solve, and trouble-shoot on their own. With all of this independence, the children should always be encouraged to seek assistance when needed and assistance should be accessible as soon as it is asked for. (Jaruszewicz) The classroom is designed to be intriguing and attention-grabbing to the children to get them enthused about learning. The setup of each area and the materials in each area will contribute to the children’s learning in ways unimaginable. The materials are to be rotated, preferably on a weekly basis, to decrease the chances of boredom. Items should be bright and colorful and should be open-ended, such as paints, clay, and blocks. The classroom must be arranged in a way that respects each individual area and their purposes. Quiet, calm areas, such as Reading, Computer, and Science, should be around each other. Noisy, active areas, such as Blocks, Music, Dramatic Play, and Art should be arranged near each other. Spacing is also important when the children are in the areas. There should always be adequate spacing to allow the children to move freely without knocking over objects and causing harm to themselves or anyone else. Toys in the classroom should stimulate the children’s interest and be used as reference to indirectly teach life skills. Toys such as building blocks, beads, wooden trains and cars, and peg boards are fun for the children, and at the same time, they help the children strengthen everyday muscles that will be used in their everyday lives. â€Å"Objects have always played a role in educating children, but the concept of an educational device or toy to instill specific lessons is only about three hundred years old.† (Ogata) â€Å"Like the concept of the toy, notions of play, creativity, and childhood have been knit together as a modern construction. Embedded in historical and philosophical discussions of play, creativity has had close links with a belief in the positive effects of the human imagination.† The types of objects, or toys, which are stationed in the areas, will help to draw attention to the activities and reel in the children to engage in them. The use of technology has also been incorporated in the school system. Computer tablets and various educational software are used to help the children learn, too. Some children are familiar with different technology from the home environment and their interest is in the computer programs. (Ogata) Dramatic play in highly encouraged and the children should be provided with materials that reflect the home environment as much as possible. It is in the dramatic play area where teachers would most likely get familiar with the children as individuals. For some reason, the children â€Å"open-up† in this area than any other area. Children act out things they may have seen on television or in the home. They also pretend a lot in the dramatic play area. They may pretend to be a chef, cooking a great meal, a waitress, bringing someone some food, or maybe even a cashier, counting money and giving change. â€Å"Children love to move. Movement is a part of their lives from the very moment they are born. Children obtain joy and happiness through movement. There are many reasons for providing opportunities for children to move. It has been shown that prime learning and growth comes by and through movement (Andress, 1991). Movement is the primary form of expression from a childs earliest days. Even when speech becomes the major vehicle for expression, a child still falls back on gesture and movement for nuance and emphasis. It is through movement that the child very often finds the only means to manifest deeply felt emotions (Liselott, 1991). A preschool childs primary means of communication is through movement. Movement is both functional and meaningful. Children use movement instinctively, expressing their feelings, thoughts and desires through their bodies, in ways that are spontaneous and imaginative (Taylor, 1975). Creative movement promotes growth in many areas of development, including the physical, mental, social, and emotional. It allows children to develop creative thinking, problem-solving skills, and motor skill abilities. The effects of movement naturally overflow into other aspects. Stimulation of these skills and abilities allows children to apply them to the learning of other subjects (Clements, 1995; Gilbert, 1992; Pica, 1990a, 1997, 2000).† (Wang) The curriculum should include activities that present the opportunity for each child to participate and be included in them. Because children move around so much and enjoy it, it only makes sense to include movement into the areas to enhance learning. For Math, an activity that allows the children to move and learn would be very successful, such as â€Å"Hop-Scotch†. It can be played with shapes, numbers, or colors. In the Science area, the children can be engaged in some outside play that allows them to investigate the weather and nature, such as kite flying or simply let the children pretend to be the wind. They can also stand still and see if the wind is strong enough to blow them out of their spot and then try to run against a strong wind. A Reading activity that would be beneficial to the children would be to toss bean bags on target letters and make the sound of the letter when the bean bag lands on it. To enhance the learning, the letters can then be exchanged with sight words. For fine Arts, the children can use different objects to paint, such as spray bottles, water balloons, eye droppers, sponges, and their body (hands and feet) to create works of art. Children should not be restricted to simply using paint brushes to express their artistic interests. They may even think of things on their own to paint with. The teacher in the classroom is expected to be engaged in the activities, as well. Many children adapt to situations by seeing someone else go through them. By having the teachers model the activities for the children and explain as he/ she goes, the children receive a visual note of the activity, as well as an auditory note. The teacher helps to set the tone for the classroom, so if the children see the teacher enjoying activities and having fun, the chances of the children wanting to get involved in it would increase greatly. Parents play huge parts in the children’s education, too. Without the additional help from parents, the teachers’ jobs are far more strenuous than if there were cooperating parents helping the children to further their education through activities that have been expanded to the home environment. The teachers and parents work together to keep the children interested in learning and also lets the children know that they have support when needed to help them. The teacher and the parents can collaborate to enhance the children’s learning experience by having the teacher send home material and suggestive activities that coincides with the curriculum for the month. Daily, or perhaps weekly progress reports can be sent home to fill in the parents about what their child/ children have learned, will be learning the following day or week, and what the parents can do to help out. Maybe once a month, there could be parent meetings or training to give the parents some support about their child/ children’s education and how they can help out. Using the Creative curriculum and the Waldorf approach would help to make the children’s learning experience fun and allow them to express themselves creatively and learn at the same time. By incorporating interesting activities and providing materials that spark the children’s interest and allow them to manipulate them and explore them on their own, the children’s learning experience will be very pleasant and one to remember. Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators. San Diego, CA: Bridgepoint Education What Works Clearinghouse, (. (2009). The Creative Curriculum[R] for Preschool. WWC Intervention Report. What Works Clearinghouse Hargreaves, J. (2008). Risk: The Ethics of a Creative Curriculum. Innovations In Education And Teaching International, 45(3), 227-234. Almon, J. (1992). Educating for creative thinking, the Waldorf approach. Revision, 15(2), 71. Wang, J. (2003). The Effects of a Creative Movement Program on Motor Creativity of Children Ages Three to Five. Amy F. Ogata. Creative Playthings: Educational Toys and Postwar American Culture. Winterthur Portfolio , Vol. 39, No. 2/3 (Summer/Autumn 2004), pp. 129-156. Published by: The University of Chicago Press on behalf of the Henry Francis du Pont Winterthur Museum, Inc. Article DOI: 10.1086/433197. Article Stable URL: http://www.jstor.org/stable/10.1086/433197

Simon Armitageremains Poetry :: Slavery Judgement Poems Branding Essays

Simon Armitageremains' Poetry In this poem the person talks about:'' I am very bothered when I think of the bad things I have done in my life''. He talks about all the bad things he has done in his life with he now regrets. This is also similar to ''poem'' they both share the same theme of looking back. He talks about when he likes a particular girls a lot. So he ''held the scissors by the blades'' and ''played the handles by the naked lilac flame of the Bunsen burner''. Then he called her over and handed them to the girl. The heat of it ''branded'' her skin. He then shows regret towards the end: ''don't believe me if I say. That was just my Butterfingered way at thirteen of asking if you would marry me''. The poem uses very childlike language of such as ''butterfingerd'' to reflect the childlike qualities and immaturity of the persona. . In stanza two the persona uses a metaphor for marriage's the unrivalled stench of branded skin as you slipped your thumb and middle finger I, they couldn't shake off the two burning ring. Marked the doctor said for eternity'', this is saying that he was immature. He uses the word ''eternity'' because it is a way to show ever lasting love. In slavery times branding was a form of marking of property and making sure that that particular slave was marked there property. A very old fashioned view of marriage is that women become the property of there husbands many civilizations practiced this such as the: Greeks and Egyptians. This is why the word ''branded is used. He even goes on to say: '' Don't believe me, please if I say that was just my butterfingerd way at thirteen of asking If you would marry me''.. He is saying that his immaturity stopped him from reacting to the situation at hand in a more adult fashion and not hurting some one in the process. The poem is very much talking about love and fear of rejection. The theme of the poem is about childhood and regret. The persona is very much in love. The poem is written in a sonnet a traditional way of structuring a love poem. The poetic devices the persona uses is convey meaning to me because the words are descriptive and have rhyme and rhythm. Also it occurs quite strongly, in the mid line. In stanza one it is about the persona introducing the theme of the poem. The theme of the poem is on the subject of regret: ''I am very bothered when I think of all the bad things I have done in my life''

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Running Head: THE RHETORICAL ANALYSIS IN â€Å"NO WOMAN NO CRY† The Rhetorical Analysis of â€Å"No Woman No Cry† by Bob Marley and the Wailers Karen Start Dr. Felicia Dziadek Composition 1301 October 1, 2011 Abstract In this paper, the rhetorical analysis of the lyrics to â€Å"No Woman No Cry†, made famous by Bob Marley and the Wailers, has been analyzed to reveal the rhetoric mean. Historical events in the Jamaican government’s actions influenced the singer to protect, in a peaceful manner, the people and culture of his country, Jamaica.Repetition of phrases, sentence structure, tones and values of the song are used by the artist to help â€Å"move† the people then and still today. The Rhetorical Analysis of â€Å"No Woman No Cry† by Bob Marley and the Wailers Try not start the opening sentence with a quote. â€Å"1979, Boston, MA, live at Amandla Festival-Harvard Stadium, Bob Marley and the Wailers performed the song ‘No Woman No C ry’ mid day because promoters feared a riot [would spark in the streets. † (moga1985's Channel, 2006) One of the great songs ever written, â€Å"[n]umber 37 on Rolling Stone’s 500 Greatest Song of All Time† (Wailers, B. M. , 2011. ), made a huge impact on society when the famous musician Bob Marley helped to bring peace into his country. But what is it that attracts and persuades people to react after listening to words of a performer? The music,take out the the lyrics, tones, beat, or is it the rhetorical statement within the song?After completing the recent research of â€Å"No Woman No Cry†, the proposed purpose of this melody is said to preach the word for a better government, and is dedicated to Bob Marley’s mother, Ciddy, for the love and support she provided through the hard times in Trenchtown, Jamaica. The people of Jamaican took the rhetorical meaning of the song into action. Rebellions and riots were feared to hit the streets to fi ght for peace and love the natives deserved in Jamaica. Bob Marley’s face and name revolves around the drastic change of Jamaica. Taking the hetorical meaning of this simple song is strong enough to be used as a weapon to protect rights; to have a better life. To help further understanding of Bob Marley’s words, the information collected has been constructed, analyzed, and developed into a thought of the rhetorical analysis, (and the reasoning for the words carefully chosen for the song â€Å"No Woman No Cry†) take this out. Bob Marley carefully chose his words for the song â€Å"No Woman No Cry† to show the desperate need for peace and to love to his nation by using repetitions, a variety of tones and beats, and peaceful rebellion.The rhetorical analysis of Bob’s songs helped to motivate the people into an understanding of the need for peace. In everyday life we experience rhetorical situations, such as advertisements or just simply trying to get someone to raise the thermostat without asking but initially presenting the issue. In most rhetorical situations, people continue to retain the music or rhythm without noticing the rhetoric in songs, poems, and articles. Such an example is the famous repetative song â€Å"No Woman No Cry† by Bob Marley and the Wailers.It is believed the song was intentionally written for Bob Marley’s mother, Ciddy, or for the sake of his country and religion. Reason for such rhetorical words was because of the independence of Jamaica. Marley was being â€Å"[e]xposed to the staunch realities of abject poverty, low pay, malnutrition and disease and a lack of political rights by the poor, houses which were anything from cardboard boxes to beaten out oil drums nailed together, roadblocks, migration, [and] food shortage. † (rasta man vibrations, 2011. Life became hard for the Jamaicans therefore the song’s rhetorical message relates to the politics at the time being and influ enced millions world-wide for peace. The phrase â€Å"[i]n the government yard in Trenchtown, Oba, ob-serving the hypocrites† (Ford, Vincent, 1976) refers to the lack of help and support for the people suffering. Marley’s rebellion wasn’t just to preach how bad the government is or to persuade the public to revolt; in fact his voice rang another bell. To teach the world to love and take care of one another is the message in between the lines of the lyrics.His famous quote â€Å"No Woman No Cry† has imprinted the Jamaican government with a rhetorical situation of hard times in life, and the tone peace and love sets a good state of mind in the people’s hearts; in which helped the movement of Jamaican independence. The message from the lyrics means more than just singing to be heard, it’s about having a better life, and to show that â€Å"No Woman [should] No[t] Cry† (Ford, Vincent. ) because the future will be better. To get to the rhet orical message, you must first discover the features of the song â€Å"No Woman No Cry† for a better understanding of how and why the lyrics and beats influence the message.The construction of a song can show other characteristics about the artist’s appearances or beliefs. First recognized by the audience are the diction and the chronological order of ideas from the performer. Bob Marley’s chose of words are mainly informal diction. He speaks to his audience as if he personally knows them. Bob’s language is so passionate and his words relate to the audience on a deep personal level. A popular choice of writing is repetition of words or phrases also used in the â€Å"No Woman No Cry†. The lines â€Å"No Woman No Cry† and â€Å"Everything’s gonna be alright† (Ford, Vincent. are repeated and detain a deeper message verses just seeing the plain text. Sentence structure is also a helpful tool used by artist. The arrangement of ideas in a song is very important. In the Also, the performance of the song is very sophisticated. Because Marley’s words were so passionate, people literally took the rhetorical message into action. Most reggae music is a form of steady beat and ska combined and slowed. Usually the third or fourth string is accented and this tends to be the standard rhythm.The rhythm, beats, repetition of words, and the order of Bob Marley’s ideas all contribute to the rhetorical message of the song. Content and form are presented in the song and correspond to one another. The main purpose received from â€Å"No Woman No Cry† was the simple fact to not worry or stress and that the individual will be reassured â€Å"everything will be alright†. The author of the song appeals to the reason of hardship in Trechtown, Jamaica. Such reason of this is the change of Jamaica’s government control. Independence was won shortly before the burst of reggae music.People began to view life differently and shift to a new prospective. Not only does Bob Marley make music but he also changes many individual minds on a variety of subjects. When individuals listen to the words presented in a song, they form an image or story of what the performer is introducing. For the song â€Å"No Woman No Cry†, the audience infers it is about a woman and the performer is trying to reassure her that there is no reason to cry. But in reality, the sweet words are directed into two ways. One line in the lyrics â€Å"Then we would cook cornmeal porridge† (Ford, Vincent. ) is eferring to the dinners Marley would enjoy with his mother. â€Å"Although porridge for dinner was an indication of the family’s economic need it was also conversely an indication of strength and love through Bob’s satisfaction with having such a meal. † (rasta man vibrations, 2011. ) This line is so sincere about the memories he shared with his mother growing up poor without food . After analyzing the song, a different perspective is formed. Majority of the audience assume the rhetorical message is directed to the relationship between Marley and his family and also to preach for a better system of government for Jamaica.Emotionally the audience feels a sense of hurt, hope, and calming peace from the performer. To contribute to this sense, form of the lyrics helps to portray such emotions. The structure of communication is sculpted into public communication; â€Å"In other words, it is the intention of the communicator that what is communicated might be received/apprehended by anyone. † (Faulkner, Andrew, 2009. ) The performer, Bob Marley, uses such communication in hopes the audience will receive the information of the public to understand and continue to fight for the hope of having a free and peaceful country.This usage of form and content helps the artist reach out to the public. Marley’s approach to the public and the techniques he had chos en were very useful to get his rhetorical message in his song clear to the point. Performers write and sing for various reasons and another key element to a performer’s writing is his audience. When listening to a song, a thought of whom the lyrics are directed to is proposed. ‘Who could the writer possibly be directing his attention to? ’ is question often brought to mind. In the perspective of Marley, his intentions were to his people; the natives suffering in Jamaica. Then we would cook corn meal porridge, Of which I'll share with you† this line considers the meals Bob Marley would eat with his mother. At the time in Jamaica, the public was so poor they couldn’t afford to have a diversity of food. The message within these lines is directed to his mother. Like many of the Jamaicans, Marley had experienced hardship therefore we can only assume his audiences are the people of Jamaica. â€Å"In its literal sense the song can be interpreted as an ode to Marley’s mother and the hardships they both faced in Trench Town†. (Rasta man vibration, 2011).The performer used much of his personal experiences show that he too feels the same as the rest of the public. In sense that the public wanted a better life; to have food, free of diseases, and a home to live in. We as the modern day listeners, interpret the song into manners in which we can understand. It is believed the information Marley has given to his audiences is exposed for the spread of the good word; peace. Historical events influence the people experiencing the change of life, hardship, pain, and the need of support from those who want to ‘rule’.The wide range of audiences Bob Marley has obtain have continued to spread the peace, love, and happiness in hope that one day the people of the world will not have to â€Å"she’d no tears. † (Ford, Vincent, 1974. ) Out of such powerful performances and significantly constructed communication cu lture and values can be produced. Marley had ‘moved the people’ into a cultural development people today continue to practice his motivations. Individuals practice the art of marijuana, love, peace movements, and creating reggae music. Marley’s face can be seen from posters to T-shirts and his words are used as greetings or goodbyes.Till this day, Marley’s name is best known for his perspective on life, the fight for his people, to keeping his religion, and a better government in his country. Many audiences have been reached out by the words of Bob Marley and his music lives on today touching the hearts of many people. The only clear cut rhetorical message Bob Marley has given to the world is the uplifting phrase, â€Å"Peace, Love, and Happiness. † Rhetorical analysis can provide a deeper intellectual thought of an article, book, poem, or song. In this case, the song â€Å"No Woman No Cry† by Bob Marley and the Wailers was analyzed to receiv e the message within the lines.Love, hope, pain, and sorrow all contribute to the long lasting song Bob Marley has given us. The sentence structure, structure of communication, and features used help to contribute the reasoning of â€Å"No Woman No Cry†. The performances of the artist contribute to the passive moving lyrics as well. A performer will most likely present the rhythm and beats to help the sentence stucture of the lyrics. Looking through the fine print of casual writings reveals rhetorical analysis with a little research and historical fact support. References 1. Bob Marley’s song No Woman No Cry. n. d. ). rasta man vibration. Retrieved October 2, 2011, from http://www. rasta-man-vibration. com/no-woman-no-cry. html. 2. __video_username__, m. (2006, April 2). moga1985's Channel – YouTube . YouTube – Broadcast Yourself. . Retrieved October 2, 2011, from http://www. youtube. com/user/moga1985. 3. BobMarley. com | The Official Site of Bob Marley . (2010, December 27). BobMarley. com | The Official Site of Bob Marley . Retrieved October 2, 2011, from http://www. bobmarley. com/. 4. Wailers, B. M. (2011, September 20). No Woman, No Cry – Wikipedia, the free encyclopedia.Wikipedia, the free encyclopedia. Retrieved October 2, 2011, from http://en. wikipedia. org/wiki/No_Woman. 5. â€Å"No Woman No Cry Lyrics – Bob Marley. † Lyrics, Song Lyrics – LyricsFreak. com. N. p. , n. d. Web. 2 Oct. 2011. ;http://www. lyricsfreak. com/b/bob. 6. Ford, Vincent. â€Å"No Woman No Cry† lyric credit. (1976) 7. Faulkner, Andrew. â€Å"The Structure of Communication  « Reflections and Insights on Transformation. † Reflections and Insights on Transformation. N. p. , 17 May 2009. Web. 2 Oct. 2011. ;http://sureshfernando. wordpress. com/2009/05/17/the-structure-of-communication/;.

The Nature And Organization Of Corporate Environmental Crime

INTRODCTION Part I of this essay examines the nature and organisation of corporate environmental crime. Part II explores the offenders of corporate environmental crime. Part III determines the risk factors for corporate offending. Finally, Part IV analyses environmental regulations. I. NATURE AND ORGANISATION Corporate environmental crime constitutes an important part of white-collar crime. The notion ‘white collar crime’ was introduced by Edwin Sutherland and refers to a crime ‘committed by a person of respectability and high social status in the course of his occupation’. The delinquent activity specific to this term includes environmental pollution. Sutherland opines that people of high status are able to commit crimes because of the opportunities presented by the affluent positions they hold. 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