An Evaluation of Academic Performance of Grade 1 Pupils with and Without Early Childhood Experience Essay Example for Free

An Evaluation of Academic Performance of Grade 1 Pupils with and Without Early Childhood Experience Essay â€Å"Bright minds make bright future!† Preparatory children nowadays are far better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention that serves as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the enormous gap facing children in poverty. Preschool gives our kids the strong foundation they need to be successful in school and in life. Children who attend pre-kindergarten programs have bigger vocabularies and increased math skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B.F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nià ±o Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration.

The Character of Claudius in Shakespeares Hamlet Essay -- GCSE Englis

The Character of Claudius in Hamlet As a supporting character in Shakespeare’s play, Hamlet, Claudius is not developed to his full potential. His primary role in the play is to initiate Hamlet's confusion and anger, and his subsequent search for truth and life's meaning. But Claudius is certainly not a static character. While Claudius’ qualities are not as thoroughly explored as Hamlet's,   the treacherous King of Denmark is a complete character. When we first see Claudius, he strikes us an intelligent and capable ruler. He gives a speech to make his court and country proud, addressing his brother's death and the potential conflict with Norway. Claudius knows that a change in government could ignite civil unrest, and he is afraid of possible unlawful allegiances and rebellion. His speech juxtaposes the people's loss with the new beginning they will have under his care, and he uses the death of Hamlet's father to create a sense of national solidarity, "the whole kingdom/To be contracted in one brow of woe" (I.ii.3-4). Claudius has assumed the role of the chief mourner, and the people can unite behind a collective suffering. He can now concentrate on his kingly duties, and he takes immediate and decisive action by sending Cornelius and Voltimand to appease the Norwegian king. He also deals sk illfully with Laertes' request to leave for France. "On the whole, then, there emerges a King who is well qualified for his office...there continually appears on the stage a man who is utterly unlike the descriptions, and this in turn gives to Hamlet's words their real value." (Lokse, Outrageous Fortune, 79). But Claudius, in private, is a very different person. The Ghost refers to him as "that incestuous, that adulterate beast" (... ... from indulging his human desires. He is not a monster; he is morally weak, content to trade his humanity and very soul for a few prized possessions. As the great critic Harley Granville-Barker observes: "we have in Claudius the makings of the central figure of a tragedy." (Granville-Barker, Prefaces to Shakespeare.3., 269) Bibliography Bradley, A.C. Shakespearean Tragedy. (New York: St. Martin's Press, 1966). Burnett, Mark, ed. New Essays on Hamlet. (New York: AMS Press, 1994). Evans Lloyd Gareth. Shakespeare IV. (London: Oxford university Press, 1967). Granville-Barker, Henry. Prefaces to Shakespeare.3 (New York, Hill and Wang, 1970). Loske, Olaf. Outrageous Fortune. (Oslo: Oslo University Press, 1960). Muir, Kenneth. Shakespeare and the Tragic Pattern, Proceedings of the British Academy, Vol.XLIV (London: Oxford University Press, 1958).

There are far too many (women) who are discriminated against and far too many employers who are using every single legal argument and loophole to dodge their obligations under equal pay law

Introduction The Equality Act 2010 (EqA)[1] came into force on the 1st October 2010, replacing the earlier Equal Pay Act 1970[2], with the aim of offering greater certainty. Despite this, there is largely a replication of the terms of the 1970 Act and there remain difficulties in enforcing the fundamental rule of equal pay for equal work, which is set out in Article 157 of the Treaty on the Functioning of the European Union[3] (TFEU). This has several elements which can potentially be argued by employers looking to discriminate against women, two of which areas will be looked at here, in order to confirm or deny the statement made at the outset that employers are using the legal argument to dodge their obligations. For the purposes of arguing this point, two issues will be considered, in more detail: the need for a comparator and the material justification defence. Comparator The sex equality requirement prohibits pay discrimination based on sex and therefore a woman looking to bring a claim of this nature will need to be able to compare her contractual terms with a comparable or sufficiently similar male comparator. This notion of a comparator is used across the whole area of discrimination however it is treated somewhat more stringently in the case of equal pay. In accordance with the EqA, it is necessary for the comparator to be actual. Unlike other areas of discrimination where the comparator can be hypothetical, it is necessary for the woman in this situation to find an actual comparator. It is also necessary for the comparator to be in the same employment, i.e. employed by the same employer or at least an associated employer. The comparator must also be a current or former employee, but cannot be a successor and the comparator is fundamentally the claimant’s choice. Bearing in mind all of these requirements, it is possible to see that there a re several options available to the employer, when it comes to arguing the validity of a comparator. In the case of Macarthys in 1980, it was held that there needed to be an actual comparator with the judge stating: â€Å"Comparisons are confined to parallels which may be drawn on the basis of concrete appraisals of the work actually performed by employees of different sex within the same establishment or service†[4]. It is noted that this is not the case with a direct pay discrimination claim, where a hypothetical comparator may be allowed for the purposes of evidencing sex discrimination and less pay for the same work. A similar difficulty emerges in the area of working in the same establishment. In the case of the City of Edinburgh Council, 2012[5], where the Inner House of the Court overturned the previous decision of the EAT that had previously argued that the terminology â€Å"establishment† could have a broad meaning. Instead, the Inner House restricted this substantially by saying that the comparator had to work at an establishment that was largely in the same geographical area. An employee looking to claim that they are being paid less will also need to find a comparator who is broadly employed on common terms (as stated in Section 1(6) of the 1970 Act and restated in EqA). For example, in the case of Leverton (1989)[6], it was possible for female nursery nurses to argue that they were being paid less than their comparators who were male clerical staff. All staff had a â€Å"purple book† of terms and conditions and this was sufficient to argue that they had common terms. Finally, there is the time frame over which the comparator has worked, with the ability of the claimant to look at a predecessor but not a successor. This was supported by the case of Walton, 2008[7], where it was held that a successor could not be used, as this would require the courts to hypothesise as to whether the comparator would have been treated differently, had they been employed at the same time. This is based on the argument that by looking into the future this would be hypothetical situation and impossible to consider how the employer would act in the future. It can therefore be seen that there are multiple issues involved in locating a comparator, which can potentially make it easier for an employer to escape their obligations and to allow them to look at ways of paying female employees less, either directly or indirectly, or at the very least making the matter difficult for an employee to prove, in the absence of an obvious and exact comparator. Material Justification Another area which presents a real opportunity for the employer to look at escaping liability is the use of the material factor defence contained in both the EqA and the 1970 Act. This defence allows an employer to pay an employee less than a comparator for whom they would otherwise be required to ensure equal pay, due to some non-discriminatory reason. There is non- specific requirement to deal with the notion of material defence, after the issue of equal pay has been discussed and it may be that the tribunal will in fact consider the material justification defence, at the outset, when looking at whether the jobs were of equal value[8]. The material factor defence is dealt with in Section 1(3) of the 1970 Act, where it is stated that the employer would have a defence, if they could show that the difference in salary â€Å"is genuinely due to a material factor which is not the difference of sex†. This is a genuine requirement and allows for employers to have a distinction between pay where it is required for the business need. An employer can show that they have a material factor defence where they can prove the following. Firstly that the explanation is genuine, secondly that the reason for less favourable treatment was down to that explanation, thirdly that the reason was not considered to be the difference of sex and finally that the reason is a significant and relevant difference between the man and woman in the instance[9]. When looking at the genuineness of the situation, the House of Lords stated in Bury Metropolitan Council that tribunals should not become too concerned over the issue of genuineness and should instead simply look at the facts surrounding the situation[10]. In this case, it was also stated that the difference will only be a sham, if it â€Å"has been deliberately fabricated in order to present things otherwise than as they are†. Crucially, it is also necessary for the factor to be material meaning, in accordance with Rainey, 1987, where the difference is significant and relevant, but this could be with reference to external factors, such as the market and not necessarily simply down to the skills and knowledge of the individuals in question[11]. When it comes to material justification, the burden of proof shifts from party to party in such a way that offers a real opportunity for the employer to escape liability. Once the employee has shown that there is a prima facie case for an equal pay claim, the employer then has the burden of showing a material factor defence, before the burden then travelling back to the employee to show that this was not genuine or in error in some way. For example, it may be argued, as was the case in Cooksey and Others (2011)[12], that the use of an on call allowance had the impact of men getting paid more than women, due to men being typically more available to undertake such work; this was sufficient to constitute a material factor defence and the case was allowed, with the employer being culpable. Conclusion It is concluded here that the original statement made that employers have been able to use legal argument and loopholes as a key way of escaping liability under the equal pay legislation is not merely a theoretical argument, but one that is supported and shown time and time again through the tribunals and court system. It is argued here that by just looking at the area of identifying a comparator and the area of a material factor defence, there is a multitude of complexities that can be used by the employer to evade liability. This area needs to be revisited carefully, if there is to be sufficient protection offered to women, in the future. As it stands, all but the most obvious of discriminatory scenarios are likely to evade the full extent of the legislation and this matter requires review, as a matter of urgency. Practicality is such that there are a variety of factors which may lead to a discrepancy of pay yet this needs to be addressed to ensure that any differences are material ly justifiable and are appropriate in all circumstances so as to reduce the overall pay gap as far as possible. Bibliography Bury Metropolitan Borough Council v Hamilton and other cases [2011] IRLR 358 City of Edinburgh Council v Wilkinson and others [2012] IRLR 202, Cooksey and Others v Trafford Borough Council and others UKEAT/0255/11 Equality Act 2010 Equal Pay Act 1970 Forex Neptune (Overseas) Ltd v Miller [1987] ICR 170, Glasgow City Council v Marshall [2000] ICR 196 (HL) Treaty on the Functioning of the European Union Leverton v Clwyd County Council [1989] IRLR 28 (HL). Macarthys Ltd v Smith [1980] IRLR 210 Prentis D, Unison. 2013. commenting on North and ors v Dumfries and Galloway Council 2013 SC 45 Rainey v Greater Glasgow Health Board [1987] ICR 129 Walton Centre for Neurology & Neuro Surgery NHS Trust v Bewley [2008] IRLR 588

Media Violence - Helping Youth Understand Death Essay

Media Violence: Helping Youth Understand Death Weve all heard it before. Blame it on TV, or the movies. If a child bludgeons another child to death with a wrench or shoots a classmate, it is the violent TV programs that they watch which are to blame, not the parents or the supervisors who are supposed to be there to make sure their kids do the right thing. How far is it true that the media is responsible for trivialising death and violence, thus causing the children of America to go out on shooting rampages, or kids in Britain to murder innocent toddlers? First let us look at the way the media portrays death. Death has always been a taboo subject. People do not usually sit around talking about death, especially to children.†¦show more content†¦Maybe the boy had seen one too many cop shows, and he was not old enough to realise the consequences of killing a person. The blame here was not put on the media, but on the irresponsibility of the boys uncle, who kept a loaded gun where the boy could easily gain access to it. But the media could have played a part here as well, by desensitising death so that a six-year old boy would think nothing of killing his classmate. Another example of the trivialisation of death by the media would be how a man was shown killing himself on live TV during the Saturday morning cartoon time slot. Viewers in Los Angeles, California, were shocked badly when the routine practice of interrupting TV programs to televise police car chases took an ugly turn. The man who was being chased set himself and his dog on fire, then shot himself in the head. And all this was broadcast live to many homes in LA, where children were watching their Saturday morning cartoons (Death in the mass media). As expected, this incident aroused public outrage, geared towards the broadcasters. 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