Toys and Games Essay Example for Free

Toys and Games Essay The Toys and Games industry is one of the most adaptable and creative enterprise businesses that outlined a wide scope of products for younger children as well as slightly older children. An increasing market of children toys and games have grown over the last several years to producing intriguing products that satisfies parents both on prices and technology. The toy and gaming industry has grown to produced extraordinary entertainment products as well as brand identity to solidify the company’s brand equity (Kelly, 2000:08). For instance the Mattel and Hasbro company brands contributes to the enormous consumer interests to toys and gaming system in the United States, China, and U. K. that created fierce competition with corresponding international company brands. The marketing strategies implemented by the firms operating in different geographic locations present an interesting perspective for defining the product specifics (Armstrong and Kotler, 2007:98). Some of the boundaries identified in the toy and game industry that resulted in the market being affected by falling birth rate. This in turn created a lower accountability in children population is declining in the past decade from 1996-2001 (Key Note, 2007:44). Therefore, the boundary creates the need for enterprises to redesign products for the older children market and provide appropriate marketing aspects according (Emeraldinsight. com, 2008). The marketing strategies used by the firms the major company brands are centered on the core technical advancement to solidify the target segmentation (Shermerhorn, 2008:38). The marketing strategies are planned and executed from its central platform in the international market due to the vast opportunities to reaching majority of the children population. The company’s brand cohesive approach provides the challenges exposed by each sector market that redefines the boundary previously indicated for exposure in the United States, China, and the U. K. target market segments identified (Asa. org, 2008:2). The toy and games industry sectors are categories in nine units that are as follows (Key Note, 200711): ? Infant/pre-school toys and games products for under 5year olds ? Activity toys ? Outdoors/sport toys and games ? Games/puzzles ? Dolls ? Action toys ? Vehicles ? Plush toys ? Other Products The toy and game industry category sectors are garnering the marketing approach to be designated by target demographic and locations to render the most brand equity to a profitability standing (Chitty, Barker, and Shrimp, 2005:22). The business enterprise has to renders a longer consumer commitment to a particular brand in order sustaining operations when the target demographic changes, case in point the last past decade declined in child births (Cameron, 2004). Moreover, the pricing strategies offer another element to assist in the differentials between the large company brands that creates a fundamental aspects to outlined the concepts for competitive prices in order to become the leader in the toy and game industry. The impact of government policies and laws on the Toys and Games Industry The identified government policies impacting the Toys and Games industry relates to several concerns that safety to weights and measure regulations. These two areas out of the many specified regulations depending on the location around the world where toys and games are sold, the safety area and weight measurements are dominately the primary concern. The safety legislation enforces the Toy Safety Directive 88/378/EEC that stricts the toy company to adhere to materials not destructive to the environment or longtime negative exsposure to children. Furthermore, the safety legislature covers the means for ensuring the toy products and games are aligned communicating the correct assessement towards age, choking hazards pieces, EN71-2:2006 Flammability, and other additional information to provide the parent the right assessment. The weights and measure regulations 1994 No# 1851 relates to the requirement for an indication of actual weighing of the toy and game. Case in point, the younger children demographic are at different sizes as well as the container/furniture to hold or stand up the product (Key Note, 2007:55). Therefore, this particular regulation provides the parent needed information to better assess what is acceptable for the children and/or houselhold. The weight and measure regulations allows for the company’s brands to focus on the appropriate components necessary to address two folds of marketing and RD concerns; pricing and targeted demographic preferences for longtime interests in the toy or game. These enforced government policies are geared towards bringing the law within the toy and game industry to facilitate the growing company brand in the international market as well as domestically. In doing so, the end user that is mostly younger children are able to enjoy the toy and game product to its full potential without the immediate concern of a possible harmful outcome. Analysis on the Economic Forces which Affect Demand for the Toys and Games Industry The economic environment is constantly changing that produces a challenging concept for toy and game companys to being creative in selling and distributing their products. The U. K. gross domestic product continues to show the consistent level of growth from 2004 to currently. In doing so, the GDP has provides a very positive backdrop for the corporate spending in RD for product development. The area of inflation does arises, especially the last couple of years particularly in U. K. , in which the rate have lagged behind for the increase of household disposable income (Carol. co. uk. ,2008:2). As economists have outlined, the prices that rises in an economy as a whole hoave been lower than income rises creates opportunities for toys and games company enterprises to adapt to the market conditions (Baye, 2009:102) The GDP in the U. K. averages to a 5% increases between 2007-2010 that encourages toys and games enterprises for further investment in traditional demographic markets. The senior management team within the toy and game industry companies provided the needed funding to further explore more creative ways to tap into the available expendable/spendable income of households. Respectively, the international focus of marketing to these targeted households are more effective in highlighting new products and features that can translate to â€Å"crazes† that boost volume sales for specific products. The growth rate continues to improve as more and more toy and game companies trained their marketing team to identify trends and adapt quickly to the changing preferences in the demographic (Pelsmacker, 2006:122). Case in point, the latest report on younger children are more inclined to prefer toys and games that are older in content that is understanding due to the rise in pre-school education. The younger children population tend to be more attracted to toys and games that are at least1 grade higher that produces an emphasis on creating products that are challenging to hold children’s interest. The economic environment additionaly creates a structure for companys to provide upgraded options in order counteract with limited product shelf life within the particular age groups. This is critical for major brands to adjust accordingly due to current trends of younger children preferences that are different than forty years ago. The cooperation of major company’s brand with retailers and research on trends offers a stronghold to RD to marketing effectively in a challenging economic environment. The Impact of Demographic Change, Society’s beliefs, Values and Attitudes The identified impact of demographic changes are in the specifications preferences from the younger children population. In recent years, the younger children population prefers more challenging activities from toys and games that requires for better RD to market effectively in the industry. In addition, the impact of the primary demographic creates an opporutunity for major companys to expand the focus of product development for ages 7-9 and 10-18 that focuses on educational development as well as entertainment. These demographic changes has pros and cons depending on the specificity of the toy and game company to adapt accordingly in order to stay relevant and leader in the industry (Bryman, 2007:45). The society’s beliefs, values, and attitudes on certain toys and games provide for social responsible company to adhere to that will not limit the marketability of the product. That is why most toy and game companies concentrate most of their investments in the international markets to expose the product line. The different cultures provides for a more specified marketing strategy that acknowledge the children society belief and values that will encourage a positive attitude towards the company brand. Case in point, the Mattel Corporation number one doll Barbie is marketed internationally and in each culture there are different theme Barbie, for instance the UK model will be different for the China model or even the U. S. A. model. This approach allows for a more competitive toy and game company to incorporate needed attributes in products that has a lasting impressions on younger and older children. The flexibility of the younger children preferences allows for the creation of upgraded tailored toys and games that older children are more attracted to purchase accordingly. Therefore, the brand of Sony and Playstation developed different demographic age groups to market that will balance out the disparity of time periods of low birth rate to a higher older children population. The demand for a different gaming experience by the older demographics sets the bar for firms both in the U. K. and the United States that creates a platform for influencing the marketing and design strategy (Burnes, 2004:102). The toy and games companies are utilizing the feedback from consumers and integrating a newer technology approach that infuses the society beliefs of acceptable products (Wild, Wild, and Han, 2006:94). The challenge is the constant ability to target market the appropriate resources to secure the designated children population (Fleming and Koppelman, 2006:25). The approach taken by each of the toy and game companies is to release products and game titles that catered to the targeted demographic preferences with care to parents and children values of appropriate features, i. e. the Brats Dolls probably will not be acceptable in China compared to the U. K. or the U. S. A. Therefore, the advancements during certain times for maximum impact in designing the product and accessories are critical to demonstrate a willingness to staying as a leader in the industry (Williams, 2008). The toy and game industry provides the straight forward concept to effective RD that produces an interesting business perspective to effectively knowing the market in different geographic locations to meet is strategic goals in demographic assessment. Assess the Impact of Technological Development in Relation to Toy and Game Industry. The dramatic impact of technological development in relation to the toy and game industry is the major features for the Sony PlayStation contrasting approach from the other products. As mention prior, the major opportunity for toy and game companies to market the brand towards different demographic age groups when the fluctuations in birth rate creates an audience interested in complicated toys and games (Cooper, Grey, Raymond, Walker, and 2005:28). These fluctuations in time-tables of releasing titles and online initiatives in China compared to the USA. The strategy for the time-tables is to apply pressure in the gaming markets on the other brands to follow suit after Sony sets the trend. The outcome projected for online capabilities increased revenue and returned investment due to the Sony PlayStation robust multimedia capabilities (USA Today, 2005:1). Conversely, the fundamental marketing strategy for Sony PlayStation is to allow U. K. to focus on the accessibility mindset for the expansion into international markets by the availability of titles to increase interest in the product. In doing so, the Sony PlayStation continues to stay competitive compared to Xbox and Nintendo Wii in both international markets. The Xbox predominately brand positioning with the manufacture trade-name Microsoft offers a competitive edge in the U. K. and the United States to keep the brand competitive to Sony PlayStation and Nintendo Wii. (See Figure A). Brand Positioning Brand Name Selection Brand Sponsorship Brand Development Attributes Benefits Beliefs and Values Selection Protection Manufacturers brand Private brand Licensing Co-branding Line extensions Brand extensions Multi-brands New-brands More importantly, the Sony PlayStation PS3 consoles have sold in the U. K. markets creates a profound interests to producing sales trends upwards (PlayStation. com, 2008: 2). The identified recent market strategy to improve the consoles model of PSP and PS2 that features a Blu-ray influenced the overall sales returns for the company. The Blu-ray provided the Sony PlayStation to effectively utilize the younger demographic age range from 12 to 18 years old. This approach for the Sony PlayStation differs from some of the other products by focusing and maintaining the aspect of a visual experience as the primary focus. In doing so, the targeted market segment offers Sony PlayStation to build on its already establishing consumer base to strengthen its brand identity (Sony, 2008:1). Furthermore, the Sony PlayStation marketing strategies adapt its features to the U. K. market on technique for the gaming experience compared to other international geographic markets that provides accessibility to upgrade features. The Sony PlayStation focuses on the titles for the video game console produced to solidify their lead in specific game titles. The PlayStation 3 competes with Microsofts Xbox 360 and Nintendos Wii as part of the generation of video game systems that distinguishes the PlayStation by its unified online gaming service, the PlayStation Network. The theoretical concept that Sony Company Entertainment incorporates is based on the understanding to the international markets that the firm concentrates on adaptability that secures a holding on the demographic both offline and online. The firm geographic locations, specifically in markets that catered to the product demographics interets presents more a direct interest to the game titles and technical online accessibility. Moreover, the Sony PlayStation contrasts with previous game developer’s perception on how Sonys marketing strategy for the online play to infuse advertising funding appropriately (Porter, 2004:89). Nonetheless, the Xbox generation video game console expanded the landscape to present Microsofts second foray in succeeding their projects in the international launch (Bowen, 2000). The promotional strategy for the Xbox 360 focuses on opening an alternate reality game title selections primarily in the USA and the Microsoft Corporation primary focus is to split resources for products exposure in U. K. for the marketing strategy. The focus on the U. K. is mainly due to the reported sales that have slowed due to the onset of the Nintendo Wii product launch that counteracts Microsoft Corporation approach (Xbox. com, 2008). Therefore, the Microsoft Corporation strategy is to penetrate the domestic and global markets with advance visual impact technology by presenting the product on an online community’s websites. The Xbox brand identity has grown in the internatinal markets over the years along with association to the British and American public; therefore, the brand identity provides an advantage in securing the brand equity compared to Sony PlayStation and Nintendo Wii. However, the Xbox marketing strategy for the product concentrates on the adaptability and brand loyalty in the United States the on going approach is to strenghten itself in U. K. and international markets. The measure implemented by toys and games companies such as Microsoft Corporation Xbox, Nintendo, and other corresponding companies provides the necessity of the concept for consumers to utilize the products in a different way rather than an ordinary way (Nintendo. com, 2008:3). The toys and game technology strategy is to provide more attractive software adaptability with creative tools to play the video game to solidify the consumer base. The product offers the technical capabilities on the online marketing to solidify the target market population for infusing the product’s brand equity. The 3 most Opportunities and 3 most Threats Identified The three most opportunity for the toy and game industry is the companies sources of information on demographics, distribution to international markets from economic scale, and the market is susceptible to â€Å"crazes† that boost volume sales for a specific item. These benefits of using demographic segmentation for targeting a children population audience is the increase of the share of the customer in the market, high customer equity, and brand equity that provides continued growth for business operations. The building of profitable relationships with them is the foundation of marketing management (Mantel, Mereidith, Shafer, and Sutton, 2008:11). The formula for the marketing management agenda is the philosophy for a design plan that empowers the brand idenitiy through effective customer-driven marketing strategy (Thill and Bovee, 2007:88). The opportunity creates a vast trend towards a specific product item that at times transcends the available spendable household income that truly boost sales. Therefore, the ability to change efforts to finding, attracting, and growing the target demographic from younger children to slightly older children proves beneficial by superior customer value (Kotter, 1996:1) The identified three threats are children getting older creating a shorter product shelf life, many products are global but ignoring local markets, and toys and games company has to compete with for consumer expenditures during high buying season i. e. Christmas. Therefore, the pursuit to successfully utilize the RD data to formulate products that adapts to growing children to reduce shelf-life, however, companies that do not invest accordlying in RD lose a significant share in the demographic segmentation (Saunders, 2007:55). The focus effort required to balancing the marketing strategy not just globally but locally provides a strong hold on the brand loyalist to further brand equity. Respectively, the measure to acquire toy and game brand influence both globally and locally markets requires the needed information to segments of the targeted demographics to when to effectively market during low periods of household spending. Therefore, the methods to achieving and managing the toy and game company brand identity to established a â€Å"familiarity† from the customer base that produces product superiority through brand value proposition. References 30 Key Note (2007) The Key Note Report 2007 21st Edition, Edited by James Manley, Retreived December 23, 2008, Published date May 2007 Emeraldinsight. com (2008) The Emerald Insight Review, Retrieved December 22, 2008, from http://www. emeraldinsight. com ASA. org (2008) The Advertising Standards Authority, Retrieved December 28, 2008, from www. asa. org. uk Carol. co. uk (2008) Annual Report Online, Retrieved December 26, 2008, from http://www. carol. co. uk Chitty, W. Barker, N. Shimp, T. A. (2005). Integrated Marketing Communications. Melbourne: Nelson. Pelsmacker, Patrick (2006) Marketing Communications: A European Perspective. Financial Times/ Prentice Hall; 3 edition Porter, Michael (2004) Competitive Strategy: Techniques for Analyzing Industries and Competitors. Free Press; New Ed edition Saunders, Mark (2007) Research Methods for Business Students. Financial Times/ Prentice Hall; 4 edition Schein, Edgar (2004) Organizational Culture and Leadership. Jossey Bass; 3rd Edition Baye, Michael R. , (2009) Managerial Economics and Business Strategy Fifth Edition, Retrieved from August 2, 2008, McGraw-Hill / Irwin, Boston, MA Bryman, Alan, (2007) Business Research Methods. Oxford University Press; 2Rev Ed edition Burnes, Bernard, (2004) Managing Change: A Strategic Approach to Organizational Dynamics. Financial Times/ Prentice Hall; 4 edition Cameron, Ester, (2004) Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change. Kogan Page Ltd PlayStation. com (2008) The Official Website of Sony PlayStation, Retrieved from July 27, 2008, from http://www. playstation. com Nintendo. com (2008) The Official Website of Nintendo, Retrieved from July 25, 2008, from http://www. nintendo. com USA Today, (2005) Tech Gaming, Retrieved from July 29, 2008, from http://www. usatoday. com/tech/gaming/2005-11-21-xbox-rivals_x. htm Sony Boasts PlayStation, (2008) The PlayStation Boasts Sales, Retrieved, from July 30, 2008, from http://www. joystiq. com/2008/01/06/sony-boasts-playstation-holiday-sales-numbers/ Xbox, (2008) The Official Website of Xbox, Retrieved from July 26, 2008, from http://www. xbox. com Armstrong, Gary, Kotler, Philip, (2007). Marketing: An Introduction, 8th Edition. Pearson, Prentice Hall, Upper Saddle River, New Jersey Wild, John J. , Wild, Kenneth L. , Han, Jerry C. Y. , (2006). International Business, The Challenges of Globalization Williams, Meri (2008) The Principles of Project Management, SitePoint Incorporated Fleming, Quentin Koppelman, Joel (2006) Earned Value Project Management, 3rd Edition, Project Management Institute Bowen, R. Brayton, (2000). Recognizing Rewarding Employees. Journal of McGraw-Hill Professional Book Group. 2(3) 140-141 Kelly, Joe, (1998). Existential-Systems Approach to Managing Organizations. Journal of Greenwood Publishing Group, Incorporated. 1(3) 122-125 Shermerhorn, John, (2008). Organizational Behavior. Wiley, 10 Edition Cooper, Dale, Grey, Stephen, Raymond, G, and Walker, (2005) Managing Risk in Large Projects and Complex Procurements Mantel, Samuel J. Jr. Meredith, Jack R. Shafer, Scott M. Sutton, Margaret M. (2008) Project Management in Practice, John Wiley Sons, Inc. Publishing Kotter, John (1996) Leading Change. Harvard Business School Press Thill, John V. and Bovee, Courtland L. (2007) Excellence in Business Communication, Seventh Edition, Pearson Prentice Hall, Upper Saddle River, New Jersey

Early Years Laying the Foundations of Learning

Early Years Laying the Foundations of Learning The provision of nurturing to children in their early years of schooling, prep to grade four, is well recognised as being important for an individuals future success in education and learning throughout life (Queensland Government 2008; Dahlberg, Moss, Pence 1999). There is a convincing amount of literature to suggest that the early years of life are a critical period, in which the supported development of children will have long-term benefits (Australian Government [a] 2010). It is acknowledged that in the early years of schooling the foundations for aptitude and basic coping skills are established which, in turn have an effect on an individuals ongoing learning, behaviour and health (Heckman, 2004; Dodge 2004). These issues of learning and wellbeing of a child depend on their circumstances as an individual, as a member of their family, community and wider society (Australian Institute of Family Studies 2010). This essay gives specific regard to these issues that can influence a young persons development in the early years stage of schooling. It sets out to demonstrate the complexity of early years, and highlight numerous risk and protective factors which combine to influence childrens development. Some of these factors affect the development of physical, cognitive, social and language skills necessary for later in life (Early Life Foundations 2010; Victorian Curriculum and Assessment Authority 2004). This essay groups these issues into four areas of context, these are; child, family, environment and community. This essay also gives critical examination of some current curriculum documents and learning resources which assist children in developing strong foundation for learning. Analysis of issues that can influence a young persons development at this stage of schooling and discussion of theoretical perspectives related to childhood development and learning; The early years are a period in development where the brain and central nervous system grows and develops (Casey, Giedd, Thomas 2000). Both the environmental factors such as nurturing and natural factors such as family genes influence the development of children. The quality of childrens first environments and the availability of appropriate experiences at the right stages of early years growth are key factors in brain development (The Royal Childrens Hospital, 2009). Inadequate nutrition can also seriously interfere with brain development (Glewwe, Jacoby King 2000; Queensland Government [a] 2010). There is considerable evidence showing adequate stimulation has measurable better brain function of those raised in less stimulating environments. Early stress on brain development can affect learning, and memorably adversely, those children who experience acute stress in their early years are at a higher risk for developing a variety of cognitive, behavioural and emotional difficulties later in life (Glaser 2000; Van der Gaag, 2003). The early years are fundaments for the formation of intelligence, personality, social behaviour and physical development (Aga Khan Development Network, 2007). Investment in the early years can result in significant returns, if children start as bring confident and enthusiastic for learning early on in life, they are more likely to be better students (Van der Gaag, 2003). Child context Current themes and trends in literature suggests that learning in the early years sets good foundations for learning throughout life and that children who have positive experiences in theses years have a greater chance of success (ACT Government 2010). This begs the question, what is success? Generally speaking what society wants most for its children is for them to be happy, healthy and successful (Early Life Foundations, 2010). Both happiness and health can be considered as straight forward, however success has many interpretations. It is therefore important those involved in early childhood education reflect upon what they deem success to be so as they can envisage what they want for children. Whilst children attain competence in numeracy and literacy, being skilled in other non scholarly facets, for example sport, may help children develop more holistically (Lewis 2008). There are subjects, which some considered non-studious, unimportant and which are not promoted or even recognised in schools. Yet some subjects signed with these stigmas deal with childrens ability to enjoy success and form relationships with others that are productive and enable them to learn how to communicate effectively (Lewis 2008). These aspects can constitute success as children learn to express their feelings and cope with challenges. Given that the early years of a child are commonly associated as being the time of the most rapid development and learning, a mass of recognition and advancement supporting the significance of early years offerings exists (Department of Education and Early Childhood Education 2008,). The first example element of this, to be discussed, is the early years learning framework for Australia (Australian Government [b]). The framework has been designed with the notion that one of the main issues shaping early years schooling is how the students perceive themselves. As children physically develop they also develop personal interest and begin to construct their own identities and understandings of the world around them (Commonwealth of Australia [a] 2009). Fundamental to the framework is a view that childrens lives are characterised by the factors of belonging, being and becoming (Australian Education Union 2009). Whilst the framework recognises the importance of literacy and numeracy learnings it focuses vastly on childrens social development, namely: sense of personal identity, connectedness and contribution to their world, strong sense of personal wellbeing, confidence and involvement (Strong 2004) Many curriculum documents and documents directly refer to childrens context, specifically individuals attributes and personalities, motivation, behaviour and health (Australian Curriculum Assessment and Reporting Authority 2010, Victorian Curriculum and Assessment Authority 2010). One of the most convincing reasons for investment in early years development is that without it potential for educated human capital is reduced. Thus far research in this field has shown that investments in early years education are financially more efficient than remedial support programmes (Van der Gaag, 2003; Heckman 2004). When planning for education in the early years, consideration must be given for how students learn and what they are capable of learning. Theorists explain to us that in their early years children develop in a series of areas, including physical development, speech, social and emotional and children can show varied capabilities in each area (Genovese, 2003). Commonly planning and school programs are modelled on Piagets theory, a four stage cognitive development theory which provides part of the foundation for constructivist learning (Flavell 1999). Similarly early years schooling is largely shaped by Vygotskys notions related to sectors of development. What a child can do alone and unassisted is a task that lies in what Vygotsky calls the zone of actual development (Kozulin 2003). Vygotskys believes that children enter this zone when they are able to successfully complete tasks independently (Kozulin 2003). Children can then apply this knowledge to new-found situations they may encounter afterward. Family relationships context Of course to achieve autonomously, children need to begin to learn with some assistance. This is where family and relationship context play a vital part in early years development. Children require stimulation and support to aid their development and relationships tend to affect virtually all aspects such development, counting social, emotional, physical, and behaviour (Commonwealth of Australia [b]). The quality and solidity of a childs relationships in their early years lay the foundation for a wide range of crucial later developmental outcomes. Chiefly these upshots are self-confidence, health, motivation to learn, the ability to self-manage problems and resolve conflicts in nonviolent ways and ultimately having the skill to build and uphold relationships. Put simply, relationships are imperative to robust early years development (The Benevolent Society 2010). Relationships connect children to their community in a way which help them to define their identity and what they can achieve, however, it should be noted that families expectations of children differ (Howes, 1999). Relationships between family members such as siblings can allow children in their early years to practice negotiation and skills for coping with disagreements constructively. For children the task of finding a balance between positive and negative aspects of interaction with their family is a trait that can be transferred into childrens positive social development. On the other hand poor early relationships may be associated with adverse developmental outcomes. In this case children may struggle to make friends and learn how to work cooperatively with others influencing their early years learning. For some children there lies an expectation for verbally communicate to take place in their home setting. This occurs for a range of reasons, such as describing events, responding to questions and participating in family discussions (ref). All of these proficiencies are alike those in school settings. Other the contrary, children not concerned with school-like experiences at home may not use language to complete tasks and may have many experiences without surrounding them with discussion. Through the theory work of Vygotsky and also that of Jerome Bruner, the idea that early years learners need scaffolding was taken on. This means that those involved in the education of early years students should be attuned to the interests and learning requirements of students. Given this students are able to move progressively to higher levels of development. Scaffolding, like any approach in teaching, can be advantageous and disadvantageous for learners. This is because when the theory of scaffolding in put into practice there is potential for the zone of development to be estimated inaccurately (State of Victoria 2007) Relationships with parents are also a significant component of early years development and consequently parents are often viewed as ongoing advocates for their children. Teachers allying the Reggio Emilia consider parents as the first teachers of children and therefore this schooling theory involves parents in all aspects of the curriculum (Cadwell, 1997). Environment context Thirdly, learning contexts, such as informal home learning environments and formal schooling play important parts in early years development (ref). Supporting environments that promote optimal early years development greatly increase the likelihood of better education outcomes and health within and subsequent to schooling. Many theorists contribute to the environmentalist perspective of development, believing that learning and behaviour of early years learners are reactions to their surroundings Due to this the organisation of learning environments is key to Reggio Emilias early years philosophy. The significance of the environment follows the belief that children can be aware of their world through situations which support thoughts and various ways of expressing them. In a Reggio Emilia setting, groups of children stay solely with a teacher for three years, in turn, this creates a constant environment without pressures of forming further relationships. The constructivist perspective of development has been highly developed by several theorists, namely Piaget, Montessori, and Vygotsky (NCREL, 2010). Even though their work differs, there is an overall consented belief that development occurs when early years students relate with those and the environment surrounding them (NCREL, 2010; Centre for Child Development 2010). Today, many parents still believe that children are not ready for early years schooling unless they aquire the talents of reciting the alphabet, counting, and rightly follow basic instructions. Another common belief is that children are ready for the early years stage of schooling when they can appropriately respond to their environment, i.e. follow rules and directions and exhibit a proper code of behaviour When early years students encounter difficulties in learning processes, they often are labelled as having learning problems and are monitored in classrooms with curriculum customised to control their behaviour. On the other hand, some theorists advise changing classroom settings to help the children address difficulties. Bronfenbrenners theory describes the environment as having layers, each playing an effect on a childs development. Bronfenbrenner sees the volatility of families as having potential to be a destructive force in early years development and therefore believes that childrens primary relationship needs to be with someone who can provide a sense of care permanently. This theory has dire implications for the practice of teaching. For teachers this theory has implications as it necessitates teachers to provide stable, long-term relationships. Teachers organise the learning environments, they consider how the environments organisation stimulates children and enable them to work most effectively. Effective learning environments are purposefully constructed to aid childrens holistic development. Community context Lastly the community context relating to the environment in which children live, including resources and opportunities, community values, and protection adversely impact upon the development of early years students (Government of South Australia 2007). During early years, childrens identities, knowledge, understandings, capacities, skills and relationships change, these are influenced by events and conditions. By means of correlations with communities, teachers are capable of enhancing their understandings of their students and how curriculums can match their learning and developmental needs. By working with communities, teachers can also form environments for learning which encompass childrens social and cultural existence. The Reggio Emilia way of thinking pays attention to such various points of view along with the needs, interests and abilities of early years students. Perhaps the most trying aspect of this theory is that teacher must trust students to be interested in appropriate learning and be confident they can teach in response. This philosophy also assumes that parents will be proactive in joining their childs education. Critical examination of current curriculum documents that pertain to this particular stage of schooling; In recent times a more apparent comprehension of the ways in which children learn and develop has emerged. Within Australia the recognition of the importance of the early years is also reflected in the development of curriculums. There are many aspects to be considered when planning for teaching and learning in the early years and many theorist have had strong influences in the field of planning. Given child, family, environmental and community contexts shape children lives in the early years stage of schooling, curriculum documents ought to value these attributes. The delivery of developmentally appropriate learning should therefore occur accordingly. In Australia there exists a diversity of backdrops for childhood upbringings; including urban and rural living as well as multiple care experiences and contact with various social and cultural customs (Petriwskyj, A 2010). There are numerous documents available to provide teachers with a framework for interacting with children, planning, assessing and reflecting on an effective early years curriculum. Today the most commonly used methods of introducing curriculum driven outcomes in schools is the development of new resources and guidelines. In effect, these methods lead to a surplus of products which consequently can fail to bridge networks or engage students and school communities. In order to suppress the duplication of poor quality education resources, teachers designing unit and lesson plans must understand the importance of alliance building in order to achieve solid educational outcomes without squandering time in re-inventing the wheel. The development of early years curriculum needs to be mindful of diversity of children and families it aims to be inclusive of (Government of South Australia 2007). . Curriculum makers need to also cater for institutions that follow differing philosophies such as Reggio Emilia, Steiner, and Montessori. Rather than preparing blanket approach frameworks which cause school staff to squeeze through circles, future curriculum documents should acknowledge that implementation of a framework in should be unique to its setting. With this is mind curriculum documents that pertain to the early years stage of schooling could instead focus on how learning can take place, opposed to what has to be learnt. Where current curriculum documents are complex and often bombastic, plain language could be invoked. One crucial element of beneficial early years education is the involvement of the school community, i.e. parents and teachers for students learning. Without the typical education jargon which can be difficult to decipher parents and teachers alike may better understand core curriculum documentation. The support of early years learning settings in a community, from parents could be achieved by making primary school hubs. By moving away from a model of service provision, towards a holistic approach, programming could be further based on the individual needs of children. Formulation of teaching and learning strategies, including resources that assist in teaching this age group. Educators use a wide scoop of strategies to pull together, detail, order and give detail of what they gather to assess the learning of early years students. In recent times approaches to assessment also analyse the many learning strategies that early years students use, these include inquiry based learning and learning by play (Gorden, n.d). Some parents and educators recognise play as a valuable component for learning as it provides opportunities for children to not only explore learning but also to transfer learning from one situation to another. Play is also thought to provide valuable perimeters within which teachers can gauge and scrutinise learning (Australian Government Department of Education, Employment and Workplace. 2009). For play based learning, resources that reflect childrens interests can be provided to stimulate and support engagement in recreation (Kennedy). Resources which permit unrestricted use such as cardboard boxes or blocks promote imagination, originality and manipulation of common concepts (Wood Attfield 2005) The Early Years Learning Framework, developed collaboratively by Australian State and Territory Governments, has a set stress for play-based learning as an important medium for early years learning. The framework describes the principles, practice and outcomes essential to support and enhance early years learning (Australian Government 2010). Complementing this resource are various websites which look at early years development and unpack support and education information. Delivering resource packages of audio, document, image, video and interactive software is the Australian Government body; Department of Education and Early Childhood Development (State of Victoria 2007). Via its FUSE (Find, Use and Share Education) website the department supplies resources, agendas, guidelines and professional development that caters for communication, contribution, identity, learning and wellbeing of early years children (Australian Institute of Health and Welfare 2008) Further resources including an Educators Guide is being prepared to encourage the carrying out of the Early Years Learning Framework, additionally Professional Support Coordinators and Indigenous Professional Support Unit networks across Australia are able to deliver assistance and support its implementation (Australian Government, 2010). Resources designed to assist teaching of early years classes must be focused on promoting life-long learners. Monitoring and assessing are also integral part of curriculum decision making. Strategies teachers can use to that support childrens learning include: providing feedback to children on their progress during learning experiences, reflecting with children about their learning, and keeping the network of those involved in a childs learning informed. Means for implementing these strategies can include the selection of work artefacts for inclusion in folios, writing in communication diaries, reporting in newsletters (Australian Government Department of Education, Employment and Workplace 2009). The inclusion of early years students in assessment processes can help build a view of why this learning is considered valuable. This strategy allows children to become more aware of their own learning and empowers them as they continue to learn. Conclusion Given the diversity of children in early years settings, learning experiences differ; we need to cater for children from various social backgrounds as well as their emerging interests and likings they foster. To help lay strong foundations for early years students to succeed, this essay has demonstrated how we can draw upon theoretical perspectives related to learning. Although it notes theory without execution is inefficient. It is understood that success, health and wellbeing can all stem from the early years of childhood. In knowing this, we as teachers can focus upon our interactions and find opportunities to be creative and imaginative and allow children not to be rushed through their early childhood years. Another key components that is used for curriculum decision making in the early years phase of learning is the establishment suitable learning environments of which is developmentally appropriate for children. Investing resources to support children during their early years of life brings long-term benefits to them and for society as a whole.

A Brief Description Of The Kuwait Culture

A Brief Description Of The Kuwait Culture Culture consists of behaviors, beliefs, and language among other characteristics that are common to people who are members of a particular society or group (Peterson 2008). Through the culture, people conform to societys shared values, define themselves and contribute to the society that they find themselves in. every culture has its own distinct characteristics that differentiates it from the others. One of such culture of the world is the Kuwait culture. This culture exists in the Middle East which borders the Persian Gulf, sandwiched between Saudi Arabia and Iraq. This research will endeavor to focus on cultural aspects of the people of Kuwait drawing similarities and differences with the Australian culture. The main aspects of culture that this research will focus on include religious beliefs, language and appropriate cultural behaviors governing interactions. A Brief Description of the Kuwait Culture The Kuwaiti culture is dominant in Kuwait where the people originate. These people have a unique culture especially given the fact that the country was never colonized. This means that the culture was never exposed to dilution that comes with colonization. The people have therefore been free with regard to managing their affairs and develop their unique cultural characteristics. Kuwait is therefore touted as the Arab worlds cultural city (Brown 2004). This culture places a lot of emphasis on the family units role in passing values from one generation to the next. This contributed in developing a close knit culture that has retained a distinct identity to this day. Similarities and Differences between the Australian and Kuwaitis Culture The Kuwait and Australian cultures have very differing religious beliefs. The Kuwait culture is dominated by the Islamic faith while the Australian culture is dominated by the Christian religious faith. The Islam faith governs the Kuwaitis personal lives. According to their religious belief, Prophet Mohammad was the last of Gods emissaries to bring revelation to all mankind. According to this faith, the people are supposed to fast and pray especially during the holy month of Ramadan. On the other hand, the Australian culture mainly practices the Christian faith. Prayer and fasting are not coordinated. Even though they engage in fasting, it is left on every individual to decide if and when to do it. There are no specific times when people are obliged to fast and pray. According to the Kuwaitis Islam faith that characterizes their culture people are obliged to pray five times a day. On the other hand, according to the Australian Christian religion that characterizes their culture, ther e are no obligations as to the number of times an individual is supposed to pray. The holy day for the Australian people is on a Sunday while that for people in Kuwait its on Friday. The other aspect that differentiates two the cultures is the language. The first difference relates to the dominant languages used in the two cultures. In the Kuwaitis culture, Arabic is the dominant language (NEA 2005). Arabic is used in usual conversations in social settings. Most importantly, the language is most important in the religion. Arabic is important to the people as they learn their Islamic doctrines through the language. On the other hand, in the Australian culture, the dominant language is English (Department of Foreign Affairs 2011). Unlike in the Kuwaitis culture, there is no heavy link between understanding the language and religion. The Australian English is heavily characterized by slang and shortening of words. The people have a penchant for shortening words and giving new names to people and animals. It may be difficult to get the meaning of their conversations if one is not conversant with the connotations attached in their slang language. The first example of their slang is You right? which meaning if you need any assistance. The other example of a slang that characterizes their language is good on ya. This slang means well done. One similarity with relation to language as an aspect of culture is that both cultures use English. The English language spoken in Kuwait is not characterized by abbreviation and shortening as in Australia. Even though Arabic is the main language of communication in Kuwait, English is sometimes used and is the second compulsory language in schools. The Kuwait people use English widely for business purposes just as their Australian counterparts. The other aspect of the culture relates to the manner of greetings. The two cultures have differences in their manner of greetings. To begin with, in the Kuwait culture, greetings in form of a handshake are normally restricted to people of the same sex (Maria Spilling 2008). This is different from the Australian culture where people of different sexes can shake hands. The other difference relates to the enthusiasm. In most cases, greetings in the Kuwaitis culture are given with a lot of enthusiasm. The greetings are supposed to deeply express an individuals pleasure of meeting again. This is different from the Australian culture where greetings with as much enthusiasm. The other difference relates to the exchanges that go with the greetings. In the Kuwait culture, the Kuwaitis take the time in the course of the greetings to find about the other persons family, health, acquaintances, mutual friends and all matters that are of general interest. This is different from the Australian cu lture where greetings are generally relaxed. Greetings may just entail a simple hello (Kwint 2011). In formal settings, greeting entails just good morning or good afternoon depending on the time of the day. One similarity about the two cultures in terms of greetings is the fact that a handshake forms part of their greetings albeit for people of the same sex in the Kuwaitis culture. The other key difference relates to gender separation among members of the society. There Kuwait culture has strict interaction expectations among the member of its community as opposed to the relaxed Australian approach. In Kuwaits culture, men and women gather separately during social functions such as marriage dinners and parties. This is different in the Australian culture as men and women are allowed to interact freely with each other. Among the Kuwaitis, people of the same sex constantly show a lot of affection and friendliness. In fact, it is common for a man to kiss another man in the cheek (UFL 2011). In contrast, among the Australians men cannot kiss another man on their cheek. This practice may be there among females but not in Australian men. In the Kuwaitis culture, it is considered impolite for a man to kiss a lady on the cheek. This is regardless of how much friendly they are. This is very different from the Australian culture when it is common for a man to show affect ion to a woman through a kiss on the cheek. In a nutshell, there are huge gender boundaries in Kuwait than in the Australian culture. The Australian and Kuwaitis religion culture guides the people in their every day life. Although the two cultures have different religions, the ideals they advocate are the same. In Kuwait, religion is based on respect and tolerance. This helps people to live and coexist in peace despite tensions that may arise in the course of their every day life. Religion guides the people in their social and even political activities. In the Australian culture, the church also emphasizes on tolerance on other people view points. The Australian cultural perspective in relation to God is that of a transcendent and perception of an interventionist. The perception of the Australian culture of God is based on the security and strength of the mateship myth (Porta 2007). This indicates reliance in God among the Australians in their day to day life. As a result, both cultures have a lot of reliance on religion in their everyday life. The family plays an important role in learning of its members of the Australian and Kuwaitis culture. The family offers the initial learning environment for the infants. In the Kuwait culture, the family is held with a lot of respect (Lairi 2009). The young are taught how to behave and respect the older people. This is the same with the Australian culture where parents and members of the immediate family have the responsibility of laying the foundation for their young ones. They have to ensure appropriate behavior that project positively to the whole society. Hospitality and contributions are esteemed values in both cultures and are nurtured right from the family level. It is the pride of the family when the child prospers. The similarity in learning environment in both countries is that their language of instruction is English. The main language among the Australian culture is English. The language extends to the learning environments. Instruction is carried out primarily in English which is the uniting language among all the tribes in the culture. Just as in Australia, English is the language of instruction in Kuwait. This is despite the fact that Arabic is the language that is widely used in the normal communications. This is because English is the most popular language in the world and as a result the Kuwait learning environment tries to prepare the learners in a way that they can fit in a world beyond their culture. The difference between Kuwait and Australian learning environment relates to cultural diversity. The learning environment in Australia is more culturally diverse than that in Kuwait. The Australian system has many foreign students from all parts of the world. As a result, there is a conglomeration of cultures in the learning environment. Students therefore have to learn to accommodate each other and be more adaptable. On the other hand, the learning environment in Kuwait is not as diverse. There are fewer foreigners and therefore the learning environment is dominated by people who share many aspects of the same culture. Conclusion Australia and Kuwait are two cultures that share some similarities and differences. This research has found that there are more differences than similarities between the two. One of the factors that define a culture is its religious beliefs. While the Kuwaitis culture gravitates towards Muslim practices, the Australian culture leans towards Christianity. The other aspect that distinguishes the two cultures is language. The main language among the Kuwaitis is Arabic that in the Australian one is English. Gender separation is the other cultural aspect that differentiates the two. While the Australian culture allows for free interaction of people of different sexes, the Kuwaitis one does not. The manner of greetings is also different between the two cultures. The salient thing is the enthusiasm in the greetings among the Kuwaitis something missing in the Australian culture. The first similarity between the two is the fact that religion advocates for tolerance and respect for others. Add itionally, the family plays a critical role in creating an environment for learning acceptable behavior.

The Caribbean Essay -- Caribbean History Essays

The Caribbean Perhaps nowhere on earth is a more culturally varying region than in the Caribbean. The recent history has formed these islands into a confused, random area, hiding much of its people’s identity and heritage. Due to European Imperialism, extermination of aboriginal peoples, slavery, the plantation system, and the ethnic diversity of the inhabitants the Caribbean does not allow itself to be classified as one. In fact little can be grouped together. Sydney Mintz, Antonio Benitez-Rojo, and Michelle Cliff try to make sense of the combination and loss of culture as well as the reemergence of new ones. They do this from different perspectives, Rojo though the eyes of a Cuban and a literary critic, Mintz as a political scientist and Cliff as a Jamaican born and raised citizen. Sydney Mintz and Antonio Benitez-Rojo argue a very similar viewpoint. When the Europeans arrived in the late fourteen hundreds they took control of the native population an either enslaved or exterminated them. Over the years the European countries have juggled ownership of the islands, shifting in...

The Importance of Education Essay -- Personal Narratives Education Sch

The Importance of Education â€Å"Come on sweetie, you can do it!† These words have constantly been spoken to me ever since I was a child, and by my parents enforcing these words towards me they inspired me to achieve all that I am able too. In the Mexican culture there are many of us who yearn to learn new things yet there are many of our people who instead of lending a helping hand they thrust each other downward. With this key fact in mind I push myself to become an educated person with a degree so that I can prove to myself that if you want it you will get it. My family has always been very keen on education. One of my childhood memories is that of my father telling us â€Å"The only great inheritance I can leave you with is that of your education, because nobody can take that what you have learned away from you.† My mother also told us that if there came a day in which we had to leave our husbands for any type of abuse we would not be empty-handed since we could be able to support o ur self as well as our families. With my parents always asking me â€Å"how was school today,† or attending all (well not all) but most PTA meetings they showed me that they care a lot for my future. I wish to make them happy and to know that they did a good job in raising me since education is one of my top priorities. Another top priority that I believe influences me is to read, from books about magic sorcerers to Biology or chem. Textbooks, (Who knew right?) I love to explore new things and meet different people. Reading is the key element (I believe) of wisdom since it opens new boundaries to ones mind. I remember in 5th grade the new accelerated reader program was barely starting and the excitement of it was breathtaking. ( not really but i... ...assignments were this past year. My senior year my teacher was named Joanna Schmidt, she inspired us too write many different literature works. We read many Shakespearean works as well as books by Alice Walker, some of the amazing stories we were contained satire and we were asked to identify it in the different books. Gulliver’s Travels, Brave New World, and the movie Gatttica, were mainly written with satire. This was interesting to me because we had to really use our brains and analyze what the author was trying to get across to us as the reader. Now that I am in college I look forward to learning new things and I am glad that I have made in this far with an extreme amount of hard work yet my race is not over. I wish to add more inspirations to my list so that when I am older my children can look up to me for the enjoyment of learning I provide them with.

Carter cleaning

Honesting testing at carter cleaning company. Questions and Answers. 1 -What would be the advantages and disadvantages to Jennifer's company of routinely administering honest tests to all its employees? Polygraph testing raises a large number of legal and moral issues; issues Carter Cleaning must avoid. using some of the available â€Å"paper and pencil† honesty tests may be a possibility. In general, these have been shown to be reasonably reliable and valid.They are still controversial. The costs associated with these tests may also make them prohibitive to a small operation like Jennifers carter cleaning. 2. SpecifIcally, what other screening techniques could the company use to screen out theft-prone employees? How exactly could these techniques be used? More thorough background checks are a recommend technique to eliminate thieves. Some firms chose to contract this out to a private security agency (Costmay be an Issue to Jennifer.However, the company can quickly check to se e If savlngsfrom educed theft would offset the cost of an outside agency. As part of the job preview,Carter must communicate that jobs in her company are worth keeping; dishonesty and theft will not be tolerated. Further company policies regarding theft should be clearly communicated to new and existing employees. 3. How should her company terminate employees caught stealing and what kind of procedure should be set up for handling reference calls about these employees when they go to other companies looking for Jobs?Terminating employees for theft should include the involvement of proper authorities and should only be done when there is absolute proof of the theft and who committed it. Such an action will also send a message to the other employees that you will not tolerate theft of company resources . While many employers are reluctant to prosecute employees for theft , developing evidence with police and through the courts can be beneficial in providing future employers of the ind ividual with truthful and factual Information.

Are People Born Evil? Essay

Are people born evil? It do is an interesting question. I don’t think everyone of us is born evil. Great examples were established in Charles Dickens’ renowned book – A Tale of Two Cities. Firstly, I think people are not born good or evil but are born blank as a sheet, a white, clear sheet. However, people are only becoming evil that they are affected by others and making evil choices. Madame Defarge is a nice example in a tale of two cities that is affected to be evil when grown up. I think she was blank as a sheet when she was small, but then she was affected and turned to be cold by the death of her sister and brother. They were dead because of the French aristocracy – Envemode family. After that, she heart turn steel and she chose to the road of hatred and revenge. She wanted to take revenge on the Envemode family and take revolution when she saw how poor peasants in France are. She was not evil at first, she wanted change the life of French peasants, and however, she was evil then that she was too blind about her revenge desire. She wanted to kill the French aristocracy off but not only the Envemode. She had ever said, â€Å"To me, women! What! We can kill as well as the men when the place is taken!† She did not realize the way of forgiving. She was just repeating the tragedies even through French peasants were not the victims. People all killed and wars were everywhere. She has chosen the way of taking revenge that brought her to the road of evil. If she has chosen the road of forgiving and goodness, tragedies probably have not been happened. In the other hand, Sydney Carton is another great example in a tale of two cities that is affected to be good when once he met Lucie. Lucie is his light in his life. Before he met Lucie, he is reckless, he was frustrated and just let people take advantage in him that he thought he has nothing to do so in life. But then when he met Lucie, he became alive, although he was still low self-esteem and frustrated, he said that he told Charles when he was drunk, â€Å"†I am a disappointed drudge, sir. I care for no man on earth, and no man on earth cares for me.† He was jealous about Charles but he was very different with Madame Defarge, he did not take revenge or choose the way to hatred but he has chosen the road to love, he express in his  sacrifice for Charles that to keep his promises, that he ever told Lucie, â€Å"For you, and for any dear to you, I would do anything. I would embrace any sacrifice for you and for those dear to you. And when you see your own bright beauty springing up anew at your feet, think now and then that there is a man who would give his life, to keep a life you love beside you.† Later on, when Charles has been charged and needed to be sent to the guillotine, he kept his promise, and ran for the road of love more than jealous and taking revenge. He knew the definition of love is to love the person, leave happiness for him, but not having the person. He had choices, he could choose not to keep the promises, then Charles would die and probably Lucie would love him soon. But he did not do that, moreover, he loves Lucie and scarified his life. He was happy at last and he said a word, â€Å"It is far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known.†From the above great examples in A Tale of Two Cities, I truly believe that people are not born evil but born blank. To be evil or to be good is the choice we have to face, it will be affected by others and the surroundings such as Madame Defarge was affected by the death of her sister and brother and Sydney was affected by Lucie that he choose to scarify his life to keep Charles besides Lucie. When we knew the meaning of love, the meaning of forgiving, evilness would not come over but we will be good and kind. We born nothing and we choose what we want to be that I believe people are not born evil.