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This is Part of the CYD Children and Youth Department Permanent Campaign from the Kardecian Federation of Florida.
The role of education in the construction of the New Era
The role of education in the construction of the New Era
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This is the Presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.
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This is Part of the CYD Children and Youth Department Permanent Campaign from the Kardecian Federation of Florida.
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The presentation intends to give information on the process and definition of socialisation and what active agents shape these systems.
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Socialization is a process of learning social norms, values, customs, rules, regulations, customs etc. It is a learning process and a lifelong process. It starts from the birth of a man till death.
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8.1 Problem Solving with Adults Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others. However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems. Feelings Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce. We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic. We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980). Another way we learn about feelings is through social r.
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The Youth Challenges are not new. Every generation has ways and means of overcoming their challenges. I would advise the youth not to give up as they will overcome. The decisions they will make through these challenges matters a lot. Learn from the adults around you and discuss with them what you are going through.
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Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Almost all people have times in their life when they feel that they are not in control of the events that happen to them. There are often times when others seem to have more power over people than they do over themselves. This can create a strong feeling of power imbalance between oneself and another person. Sometimes, this can be because of a positive power imbalance, in the case of a mentor, advisor, or supervisor who uses his or her authority to guide and teach others. Sometimes, however, this can also be because of a negative power imbalance, in the case of a boss who bullies; a boyfriend or a girlfriend who can be emotionally and physically threatening; or in the case of a confrontation, one person initiating violence against another. In the United States and in other countries around the world, power imbalances are often commonly experienced by populations who may be political or social minorities because of their gender, race, tribal and ethnic association, or socioeconomic status. Consequently, discrimination may occur as a way of preserving the status quo as a means of preventing others from accessing multiple public and private services, credit, employment, and housing opportunities, for example. As people bring the personal into the professional, self-awareness is important for homeland security personnel when working and intervening successfully with critical incidents that may involve culturally diverse responders, survivors, and perpetrators. Coping with unpredictable and ongoing situations of crisis and terror can arouse personal feelings of helplessness and lack of control. It is important, therefore, to understand what particular coping strengths you can bring into such a situation, your ability to respond to and manage such a situation, and what your capacity is to learn from such events for future use. Therefore, looking back over your own life, choose a situation in which you experienced a major power imbalance while interacting with another person that either assisted or prevented you from meeting your aims. This could be, for example, with a former boss, coach, teacher, parent, or friend who had some kind of authority over you when the incident occurred. Assignment Guidelines · This paper should be between 750–1,000 words and will be written in 3 parts: · The first part should be labeled "Part 1: What Happened." · Insert as much objective detail as you can remember, in as factual a manner as possible. · The second part should be labeled "Part 2: Looking Back." · Insert what you felt your response was to what happened during the event. · The third part should contain discussion regarding 2 additional aspects and should be labeled "Part 3: What I Lear.
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Chapter 5: Serving Culturally Diverse Children and Families Text Ideas Your Thoughts (notes, ideas, reflections) Culture Gives Meaning to Our Lives · What Is Ordinary Culture? · Does Everyone Have Culture? · How Does Culture Affect Early Social and Emotional Development? Understanding Children and Families in the Context of Their Communities · Bronfenbrenner Suggests We Visualize the Child’s Inner Self · Unconditional Acceptance Prejudice, Racism, and Discrimination · Where Did Prejudice Come From? · When Does Discrimination Begin? · What Are Early Signs of Prejudice? · How Can We Teach Young Children to Resist Bias? · The Antibias Curriculum · How Can I Spot Bias, Stereotypes, and Myths? · What Is Our Ethical Responsibility? How Culture Shapes Guidance Respecting Cultural Differences · What Things Should I Know So I Can Be More Considerate to People from Other Cultures? · How Can I Help Parents from Other Cultures Feel More Comfortable? · Will These Tips Keep Me from Culturally Offending Anyone? · Honoring Families’ Religious Beliefs and Customs · How Can I Help Children through Difficult Cultural Transitions? · How Does Culture Affect Adults’ Styles of Interaction? · How Does Culture Affect a Person’s Learning Approach? · How Does Culture Affect Social Role Expectations? · How Does Culture Shape Our Use of Language? · How Does Culture Shape Our Intellectual Approach? “Our lives begin to end the day we become silent about things that matter.” ~Martin Luther King. Jr. T h e A r T o f A w A r e n e s s H o w o b s e r v at i o n C a n t r a n s f o r m Y o u r t e a C H i n g S e c o n d e d i t i o n d e b c u r t i S m a r g i e c a r t e r Curtis and Carter th e a r t o f a w a r en ess seco n d ed iTio n isBn 978-1-60554-086-3 $44.95 eArly childhood / TeAching MeThods l e A r n T h e A r T A n d s k i l l o f o B s e r v AT i o n Deb Curtis and Margie Carter have coauthored several best- selling redleaf Press books together. they are the founders of harvest resources associates, a partnership to inspire early childhood providers and educators to invest fully in their own professional learning. Deb and Margie each have over thirty years of experience teaching young children and adults in a variety of settings. they have led many professional development initiatives and presented for large and small organizations across north america, australia, and new Zealand. The art of observing children is more than merely the act of watching them—it is also using what you see and hear to craft new opportunities in your classroom. This resource provides a wealth of inspiration and practice. It will help you learn to observe in new ways. You’ll witness children’s remarkable competencies as they experience childhood, and you’ll find new joy in your work with children. Inside, you will find • Ten study sessions to help you adva ...
Chapter 5 Serving Culturally Diverse Children and FamiliesText.docx
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Coexistence in the class, confliets and solutions.
Power point organizacion.
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Manadoob CD for Schools Slideshow
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Chandra Farmer EDUC 6358-Strategies for Working with Diverse Children September 6th, 2022 Week 1/Post 1: Formulating Goals 1. The two professional goals you developed related to anti-bias education and your work in an early childhood setting. · Goal 1: Developing relationships to form inclusive communities in the classroom · Goa1 2: Develop an awareness of how unconscious bias can impact the classroom. 2. The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources. According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “ Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator. 3. The ways in which the implementation of these goals will help you to work more effectively with young children and families. I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door. 4. Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education. Cult.
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
bartholomeocoombs
Heather Hedden, Senior Consultant at Enterprise Knowledge, presented “The Role of Taxonomy and Ontology in Semantic Layers” at a webinar hosted by Progress Semaphore on April 16, 2024. Taxonomies at their core enable effective tagging and retrieval of content, and combined with ontologies they extend to the management and understanding of related data. There are even greater benefits of taxonomies and ontologies to enhance your enterprise information architecture when applying them to a semantic layer. A survey by DBP-Institute found that enterprises using a semantic layer see their business outcomes improve by four times, while reducing their data and analytics costs. Extending taxonomies to a semantic layer can be a game-changing solution, allowing you to connect information silos, alleviate knowledge gaps, and derive new insights. Hedden, who specializes in taxonomy design and implementation, presented how the value of taxonomies shouldn’t reside in silos but be integrated with ontologies into a semantic layer. Learn about: - The essence and purpose of taxonomies and ontologies in information and knowledge management; - Advantages of semantic layers leveraging organizational taxonomies; and - Components and approaches to creating a semantic layer, including the integration of taxonomies and ontologies
The Role of Taxonomy and Ontology in Semantic Layers - Heather Hedden.pdf
The Role of Taxonomy and Ontology in Semantic Layers - Heather Hedden.pdf
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Chapter 5: Serving Culturally Diverse Children and Families Text Ideas Your Thoughts (notes, ideas, reflections) Culture Gives Meaning to Our Lives · What Is Ordinary Culture? · Does Everyone Have Culture? · How Does Culture Affect Early Social and Emotional Development? Understanding Children and Families in the Context of Their Communities · Bronfenbrenner Suggests We Visualize the Child’s Inner Self · Unconditional Acceptance Prejudice, Racism, and Discrimination · Where Did Prejudice Come From? · When Does Discrimination Begin? · What Are Early Signs of Prejudice? · How Can We Teach Young Children to Resist Bias? · The Antibias Curriculum · How Can I Spot Bias, Stereotypes, and Myths? · What Is Our Ethical Responsibility? How Culture Shapes Guidance Respecting Cultural Differences · What Things Should I Know So I Can Be More Considerate to People from Other Cultures? · How Can I Help Parents from Other Cultures Feel More Comfortable? · Will These Tips Keep Me from Culturally Offending Anyone? · Honoring Families’ Religious Beliefs and Customs · How Can I Help Children through Difficult Cultural Transitions? · How Does Culture Affect Adults’ Styles of Interaction? · How Does Culture Affect a Person’s Learning Approach? · How Does Culture Affect Social Role Expectations? · How Does Culture Shape Our Use of Language? · How Does Culture Shape Our Intellectual Approach? “Our lives begin to end the day we become silent about things that matter.” ~Martin Luther King. Jr. T h e A r T o f A w A r e n e s s H o w o b s e r v at i o n C a n t r a n s f o r m Y o u r t e a C H i n g S e c o n d e d i t i o n d e b c u r t i S m a r g i e c a r t e r Curtis and Carter th e a r t o f a w a r en ess seco n d ed iTio n isBn 978-1-60554-086-3 $44.95 eArly childhood / TeAching MeThods l e A r n T h e A r T A n d s k i l l o f o B s e r v AT i o n Deb Curtis and Margie Carter have coauthored several best- selling redleaf Press books together. they are the founders of harvest resources associates, a partnership to inspire early childhood providers and educators to invest fully in their own professional learning. Deb and Margie each have over thirty years of experience teaching young children and adults in a variety of settings. they have led many professional development initiatives and presented for large and small organizations across north america, australia, and new Zealand. The art of observing children is more than merely the act of watching them—it is also using what you see and hear to craft new opportunities in your classroom. This resource provides a wealth of inspiration and practice. It will help you learn to observe in new ways. You’ll witness children’s remarkable competencies as they experience childhood, and you’ll find new joy in your work with children. Inside, you will find • Ten study sessions to help you adva ...
Chapter 5 Serving Culturally Diverse Children and FamiliesText.docx
Chapter 5 Serving Culturally Diverse Children and FamiliesText.docx
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Chandra Farmer EDUC 6358-Strategies for Working with Diverse Children September 6th, 2022 Week 1/Post 1: Formulating Goals 1. The two professional goals you developed related to anti-bias education and your work in an early childhood setting. · Goal 1: Developing relationships to form inclusive communities in the classroom · Goa1 2: Develop an awareness of how unconscious bias can impact the classroom. 2. The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources. According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “ Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator. 3. The ways in which the implementation of these goals will help you to work more effectively with young children and families. I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door. 4. Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education. Cult.
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