Rethinking Childhood and Children's Lives in Education and Schooling
Rethinking Childhood and Children’s Lives in Education and Schooling
Order Description
Essay question:”What contribution does spatiality make to the construction of modern childhood and its institutions, and in what ways might understanding this support social constructionism’s aim to rethink children’s lives? ”
-Criteria for assessment
The work will be assessed and marks awarded based on how well it:
Addresses all aspects of the assignment question and shows understanding of the topic (20%)
Draws upon the core and supplementary readings recommended during the lecture course (20%)
Shows ability to construct relevant and appropriate explanations and well-reasoned critical arguments (higher grades cannot be awarded without fulfilling this criterion) (20%)
Has a clear structure; is written in an appropriate academic style using conventional grammar, syntax and spelling (20%)
Cites references fully and accurately following the Harvard referencing style (10%)
Is written within the word limit 2000 words (10%)
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- Review 4 articles on children and musicking in early childhood and critically analyse them Assignment â 2000 words due 25 March The places and roles of the arts in young childrenâs lives can be conceptualised in many ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position childrenâs arts learning opportunities appropriately. As you work through this unit, you should be constantly looking for additional readings related to topics in the learning materials, from appropriate, peer-reviewed journals or scholarly books to extend your thinking. Keeping a summary of the bibliographic details and content of each would be a good idea. For this task, you are required to use four journal articles or book chapters that pertain specifically to children and musicking in early childhood and critically analyse them. For each article or chapter, you should: 1. Summarise the content of the article/chapter. 2. Explain how this particular approach to young children and their musical cultures/learning fits with contemporary views of children and childhoods. 3. Outline your reaction as an educator to this article/chapter and link this to changes you might make in your practice. 4. Name one issue that was raised in the article/chapter that has given you pause for consideration. Explain the issues and where and how you are going to find further information to resolve this. This Assessment Task relates to the following Learning Outcomes: ⢠Demonstrate a critical appreciation of the expert body of knowledge focusing on the arts in early childhood. ⢠Demonstrate a sound understanding of the ways in which young children use art forms to explore, create and communicate about their worlds. Please follow these guidelines when you submit each assignment: ⢠Allow a left and right-hand margin of at least 2cm in all assignments. ⢠Please type all assignments using 12-point font and 1.5 spacing. Need to link back to the framework below: Early Years Learning Framework http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2 -ÂŹ- 5 years Excerpt from lecture: Music and the EYLF So far, we've been talking about music learning and teaching in general and how we should be thinking of musick instead of music. But what about the local regulatory context? As you know, there are a number of regulatory considerations regarding early childhood teaching in Australia and in NSW, an important consideration is how we utilise the EYLF. This document will not be something new for you, as you will have become somewhat familiar with it in previous units of study. So now it's time to drill down a little deeper than before, and contemplate where music sits in relation to the EYLF, specifically, what outcomes are related to music and how. Readings relevant to music: Barrett, M. (2012). Belonging, being and becoming musical: An introduction to childrenâs musical worlds. In S. Wright (Ed.), Children. meaning-making and the arts (2nd ed., pp. 57-84). Frenchs Forest: Pearson. Welch, G. (2006). The musical development and education of young children. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 251-267). Mahwah, NJ: Lawrence Erlbaum Associates. Schiller, W., & Meiners, J. (2012). Dance: Moving beyond steps to ideas. In S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 85-114). Frenchs Forest: Pearson. Crowther, I. 2011, Creating effective learning environments, 3rd ed., Toronto : Nelson Education, 2011, Chapter 9: Dramatic Play. Relevant journal articles Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15. Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, 2004-2006, 45-52. These are some of the readings as a guide to select the 4 articles or chapters. You may select one article from above list. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)
- Jacob A. Riis 'How the other half lives' Order Description An essay for my Social welfare class on the ideas of Riis as it is said in his book 'How The Other Half Lives' 2 main questions: 1. Riis argues to form a character because to 'reform' a character may be a hopeless task, what does this quote mean? 1a According to Riis, what institutions form character? What institutions "reform" character? 1b How does he propose that government afford to construct institutions that form character? 1c could Riis' quote apply in 2015 to explain the rising cost of the NYC Criminal Justice System? Why or why not? (to this I advise you stick to facts of NYC's prison trends and poverty trends since the days of Riis.) 2 What does Riis mean by the term 'homogenizing the poor?' what is his argument for government's role to treat citizens 'unequally'? Does his theory support or refute Aristotle's principles for the pursuit of happiness? (The pursuit of happiness as seen from the eyes of the State. The State's responsibility being to create an equal platform for everybody to pursue what makes them happy.)
- Article Review Order Description For this assignment, you will select a research study and write a review/critique. You should provide an overview of the research study, including how the research was conducted and a summary of the findings. Then, you should provide your thoughts on article. What were the strengths of the study? What were the limitations of the study? Attached, you will find a research study/article tracking sheet. You may find this helpful as a way to outline your ideas before writing your review/critique. Also, these are several article review/critique samples: https://www.westga.edu/~kielborn/studentexample.html https://www.sagepub.com/eic/14/Chapter14_Critique2.pdf Article 5 The Nuts and Dolts of Teacher Images in Childrenâs Picture Storybooks: A Content Analysis References Sandefur, S.J., Moore, L. (2004). The nuts and dolts of teacher images in childrenâs picture storybooks: A content analysis. Education, 125, 41-55. Sample/ Population 62 childrenâs books and 96 images of teachers (Titles provided) Purpose How are teachers portrayed in the narratives and images found in childrenâs storybooks? Hypothesis â a propensity of images painting teachers in an unflattering light may have broader consequences on cultural perceptions of teachers and schooling. Childrenâs storybooks are not benign. Procedure/ Methodology/Study Type Qualitative â Ethnographic content analysis Variables/Instrumentation/ Definitions Findings Research Parameters â Teacher representation based upon: appearance, language, subject, approach, and effectiveness. Absence of data also noted. Inter-rater used to validate findings. Ethnographic Content Analysis â requires a reflexive and highly interactive relationship between researcher and data with the objective of interpreting and verifying the communication of meaning (34). Apprenticeship-of Observation â images and stereotypes acquired from a personâs experience with literature and media (33). Inter-rater â Professional who works independently of other researchers to validate findings (35). ⢠Teacher in childrenâs picture storybooks is overwhelmingly portrayed as a white, non-Hispanic woman. ⢠The teacher who is sensitive, competent, and able to manage a classroom effectively is a minority. ⢠The teacher is static, unchanging, and flat. ⢠Teacher is polarized. ⢠Teacher does not inspire the pursuit of critical inquiry (32 – 36). âIf those images children and parents see of âteacherâ are generally negative, then they will create a âworld viewâ of âteacherâ based upon stereotypeâ (33). âTeachers cannot effectuate positive change in their profession unless and until they are aware of the internal and external influences that define and shape the educational institutionâ (37). Childrenâs book list is provided. Detailed report on findings with specific titles used as examples. Limitations Further Research Abstract and purpose was multifold and at times disjointed. Appeared to be strong predisposition toward finding negative stereotypes before research is completed. How are educators portrayed in more advanced literature or in other cultural media genres? Do teachers in other countries face the same stereotyping? What has been the progression over time of teacher images? Promising related references:
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