This study attempts to look at the role of play within the foundation stage, and how it can aid the development of speaking and listening skills within children.
INTRODUCTION This study attempts to look at the role of play within the foundation stage, and how it can aid the development of speaking and listening skills within children. Within the Early Years, play forms the basis of learning, however, 2008, with the introduction of the Early Years Foundation Stage (EYFS) documentation, the concept of play was taken a step further, with requirements for how children should be supported within their play; Every child deserves the best possible start in life and support to fulfil their potential. A child's experience in the early years has a major impact on their future life chances. P.7 With this in mind, this research study set out to discover whether children are receiving the quality to support their talk in play, through role modelling, and interactions or are we, as practitioners failing to deliver a 'secure foundation for future learning?'. Within the statutory requirements of the EYFS documentation, there is great emphasis on speaking and listening development of children, with the role of the practitioner being to 'support and extend' children in development of 'Language for Communication and Thinking', to achieve goals such as '...speak clearly...', 'interacts with others...' and 'talks and listens confidently...'. This study therefore looks to discover the reality of setting practice, and the ways in which play supports the
Addressing Literacy Problems Encountered by Year 3 Pupils with Learning Difficulties when Reading and Spelling Common Irregular Words
Contents Introduction 1 The topic investigated 4 Background 6 Analysis of chosen research 8 Implications for personal practice 13 How the research findings were used 14 Evaluation and suggestions for further work 15 Reflection 19 Bibliography 21 References 23 Appendices 25 Addressing Literacy Problems Encountered by Year 3 Pupils with Learning Difficulties when Reading and Spelling Common Irregular Words Introduction: the relationship between research and practice Literacy is perhaps one of the most researched areas in education. Despite this there is no consensus regarding the best way to help those experiencing difficulty. Class teachers make decisions on a day-to-day basis, some informed by research literature, some by past experience, some by problem solving unique to a particular case. Whilst researchers and teachers share the same interest in an educational problem their respective orientations differ. Halsey (1982) rightly observed that traditional research values precision, control, replication and attempts to generalize from specific events. Teaching, conversely, is concerned with action, translating generalizations into specific acts, dealing with particulars outside statistical probabilities. Hargreaves (1996) suggested that teaching is not a researched
Approach, Design, and Technique Defined in Relation to Second Language Teaching Methodology Comparative Analysis of two Second Language Teaching Methods.
Approach, Design, and Technique Defined in Relation to Second Language Teaching Methodology Comparative Analysis of two Second Language Teaching Methods by Lee Douglas Blois M.A. Applied Linguistics (Candidate) University of Southern Queensland June, 2003 In analyzing second language teaching methodology, there are three important underlying interrelated terms that must be considered: approach, design, and technique. Long & Richards (1987, p.146) mention in their article on the subject that Anthony (1963) originally made the distinction and clarified language-teaching methodology into these three central terms. Long & Richards (1987, p.146) also point out that Anthony's (1963) distinction has been since tailored and therefore methodology is generally referred to by speaking of approach, design, and procedure. These three terms will be defined and then used to describe and critically analyze two popular second language-teaching methods: The Natural Approach and Community Language Learning. * Approach: A SLT method's 'approach' in language teaching is based both on theory of language and theory of language learning. Teachers of second languages all naturally or academically attain or accept some theory of how learners learn language and how language is constructed in terms of the various components that comprise it (affixes, words, conjuncts, verbs, sentences, etc,
Literacy.
LITERACY Description of Activities Areas of courses where skills have been achieved developed and introduced into my studies. 2002/2003. The Literacy element of my MO122 Portfolio consists of my presentation, essay and seminar / workshop based activities. Modules HR143 (Assignment and Presentation) and IS161 have been paramount in the development of my literacy skills and the challenging nature of these modules has brought me to develop new approaches to study and a whole new way of learning relevant subject matter. The University website www.unn.ac.uk has also been an important factor in my studies and covertly has brought my literacy skills to a higher level with regards to finding reference books and other texts. L1 Reading and synthesizing information are described as the main factors of developing literacy skills, these two items where a large part of my first semester with having to produce a number of essays on specific subject matter. Selecting Material Selecting reading material that contained the information I needed to complete my SM139 seminar work was quickly and efficiently accessed using the Universities 'Reading Lists' pages (available online at www.unn.ac.uk). Here I could access all the recommended and essential reading texts that were available to me during my Business Management course (fig 1.1). (Fig.1.1) The online reading lists helped me
Event management
. Introduction .1 Proposal Objective This is an annual 4 days event of PepsiCo in order to meet their broad international membership needs and stronger international networking. The event will be held during 21-24 June 2008 and the number of delegates attending will be approximately 220-250 with about 30% of the delegates will be accompanied by their partners. .2 About Singapore Singapore is a multicultural society with general English speaking. It has one of the world's busiest container ports and becomes one of the important financial centers of Asia with 130 banks. The conference industry has built multimillion dollars to the tourism industry, it has been estimated that in the developed world every 1,000 delegates that is attracted to an area will result in $500,000 - $900,000 to the local economy (Kotler, 2002). With its strategic location, full range of facilities, easy access to everywhere, multinational cultures and tourist attractions has made Singapore successful as the leading destination for both business and leisure in the world. .3 About Sunrise Event Company .3.1 Company Background Sunrise Event Company was found in Dec 1986 by Ms. Winnie. With more than 20 years successful experience in organizing association conferences, trade shows, executive team meetings and ancillary meetings & events for Luxury Company around the world. Our Company has totally
Child development from 0-3 years. Evidence from placement observations.
E1 + E2] "Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. Children think differently than adults. Piaget then proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development." http://psychology.about.com/od/developmentecourse/a/dev_cognitive.htm 08/02/12 Cognitive development for children aged 0-3 years is very important for the child's overall development. By this age children are learning by watching others and exploring the world through different objects around them by simply placing them in their mouth, holding them and also by using their other senses such as their hearing and sight. As children develop they learn by observing and listening to others around them; children at the age of 3-5 years begin to ask many questions such as 'why?' and 'how?' due to curiosity and being concerned about everything and anything that is happening around them. Social and emotional development for children aged 3-5 years is also very important for every child's development at this stage as it starts to have an effect on their overall health and wellbeing; this is due to the child becoming aware of whom they call friends and their friendship groups but also family and familiar faces. They begin
Advertisement Evaluation
A Summer Training Project Report On "Advertisement Evaluation of Rasna Shake Up T V Commercial" Submitted On July 20, 2004. In Partial Fulfillment of the Award of Master in Business Management N. R. Institute of Business Management Ahmedabad. Prepared by: PAYAL PARIKH It gives me great pleasure to express my gratitude to all the esteemed people who helped me in the preparation of this project which has been a great learning experience. Acknowledgment I would like to thank Mr. Sachin Kamath and Mrs. Lakshmi Suresh for giving me this opportunity to work on this project on 'Advertisement evaluation of Rasna Shake Up T V Commercial' which has enabled me to get an insight into the Advertisement Industry & also an opportunity to study aspects such as vast contribution of advertisement on Sales and Brand awareness. I would also like to thank the whole Rasna team at Mudra - Mr. Saji Mathews, Mr. Neeraj Hasija, Mr. Ronak Shah and Mr. Narayan Murthy for providing me insight about the advertisement world and helping me at each and every stage of my project. I also would like to thank creative as well as administrative staff of Mudra Communications for their support and cooperation. Executive Synopsis In 1980, Mudra started with a modest turnover of Rs.30 lakh in the first year of operation. The first few years indicated a placid growth rate of 25%. From 1985
Special needs
Special Needs in the Classroom - An Overview In this module, we will be looking at the factors that surround the inclusion of Special Needs in the classroom. A: Meaningful participation in the least restrictive environment The Least Restrictive Environment is described by Mills (1998) in the Least Restrictive Environment Implementation Policy Paper as: 'Least restrictive environment means that placement of students with disabilities in special classes, separate schools and other removal from the regular educational environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. The placement of an individual student with a disability in the least restrictive environment shall: 0. provide the special education needed by the student; 0. provide for education of the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities; and 0. be as close as possible to the student's home.' This is to say that every available provision should be made to educate the child as usual, taking into account their individual disability as well as seeking to allow the child to join in as much mainstream activity as possible. If there are certain factors that occur in the school environment that work against a
Expansion of national university to Argentina.
EXPANSION OF NATIONAL UNIVERSITY TO ARGENTINA MBA PROJECT SCHOOL OF BUSINESS AND TECHNOLOGY DR. SYDNEY BLAKE AYSEMIL MEYVA STUDENT NUMBER: 6075691 OCTOBER 2003 TABLE OF CONTENTS EXECUTIVE SUMMARY.......................................1 Purpose of the Business Plan.......................1 Market Analysis....................................1 The Organization...................................2 Expansion..........................................3 MARKET ANALYSIS.........................................5 Industry Description and Outlook...................5 Size of the Industry...............................6 Key Players........................................8 TARGET MARKETS.........................................11 Major Characteristics.............................11 Relevant Statistics............................11 Demographics..............................11 Geography.................................12 Legal System..............................12 Economic Statistics...............................13 Key Players.......................................14 Method of Operating...............................15 Barriers..........................................16 COMPANY DESCRIPTION....................................17 Type of Business..................................17 Accreditations....................................17 Certificate
Choosing a Curriculum for the Technical Studies Institute, Are curriculum managers looking in the right place to explain poor student successes ?
Choosing a Curriculum for the Technical Studies Institute, Are curriculum managers looking in the right place to explain poor student successes ? Name : Ayaz Iqbal. Registration Number : 5080. Module Name : Curriculum Management. Tutors Name : Mr. Jeremy Edward Salisbury. Date of Submission : 16-10-2002. CONTENTS. Introduction...............................................................3 Literature review.........................................................7 Understanding the Curriculum.......................................................7 Curriculum in Further Education Colleges........................................9 Managing the Curriculum...........................................................11 Investigation............................................................16 Analysis..................................................................19 Aims and objectives of TSI..........................................................19 Collaboration and Ownership of the Curriculum.................................20 Student centred learning.............................................................21 Does TSI curriculum have a direct link with National development?........22 Understanding the students.........................................................23 Inspection and Evaluation...........................................................26