1. Playing is important for children's development as it helps them learn new concepts, develop their imagination and social skills, and experience different perspectives.
2. The teacher conducted an experiment with students ages 9-11 to learn about the benefits of play by interviewing children and parents.
3. The students played a game of tag that taught them about preventing the spread of HIV/AIDS in a fun way. The students said they had fun and learned how diseases can spread between people.
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Play is mandatory for every child, let the age of the child be 0 or 18 years.
This topic will help you to recognize the importance and types of play. Further, it also important to know about play materials that is to be used at various age group.
The Psychology of Recess When walking into a first g.docxgertrudebellgrove
The Psychology of Recess
When walking into a first grade classroom at the esteemed Charles Hay World School, I
expected the room to be bustling with exploration, conversation, and excitement. But on this day
I entered a classroom with students sitting on a carpet, quiet and focused on the teacher in front
of them. The students only briefly looked at me, before they were redirected to the task that their
teacher, Jennifer Smith, was explaining. For almost twenty minutes the students stayed seated on
the carpet. Most seemed to be paying attention to the book that was being read to them, but upon
further examination there was a lot more going on in this "controlled classroom" than what may
be gathered upon first impression. In the small mass of students, many wriggled and bounced
around their designated sitting spot. A little girl stands and wanders around, flailing her limbs
and jumping around before she is reprimanded by Ms. Smith and told to sit back down. As I look
around the brightly decorated room, I notice all of the signs that are hung up. Many are
expectations and rules for the classroom that remind the students of their role in the classroom
here at Charles Hay. I inspect them further and find that many of them say "Be quiet when
asked", "Work during worktime", "Stay focused on your tasks". Although I didn't think I would
see the disparities so quickly, it is almost too easy to notice that something vital is missing from
Ms. Smith's classroom: play.
For Ms. Smith's class and other schools around the country, play has become a rarity in
the average school day. In the place of playtime, the push for academic success has taken over,
leaving a gaping deficit in a student's need for exploration and curiosity. Ever since the passing
of the No Child Left Behind Act in 2001, the U.S. public school system has had its sights set on
being the best at academics which caused 20% of schools in America to cut recess time down by
fifty minutes per week (Center on Education Policy 2008). With the push to perform at much
higher standards, increasingly younger students are being expected to do more in school without
the time for breaks or playtime in between. Because academics are taking precedence, play has
been devalued in early childhood education practices and in teacher training as well. When
speaking to the Assistant Director of the Fisher Early Learning Center, Hema Visweswaraiah, I
asked if play was still valued in the early educational field. She almost immediately replied: "No,
I don't think that's going on...I think that it's because it's not as quite understood when we use the
word like 'play', people immediately go to the idea of 'work' and say well it's the opposite...so it
can't be valuable." This mindset that play cannot be meaningful for students compared to
academic success is incredibly detrimental, especially when play is so closely linked to a child's
development ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. PLAY AND LEARN<br />A CASE STUDY OF HOW PLAY HELPS CHILDREN TO LEARN BETTER, HAPPIER BECOME RESPONSIBLE PEOPLE IN THE FUTURE.<br />CLASS: THREE<br />AGE BRACKET: 9-11 YEARS<br />INTRODUCTION<br />One of the most overlooked parts of kid’s playtime is the developmental role it plays in their lives. When children play, they not only learn new concepts but also develop their imaginations, set boundaries for themselves and experience new things from different perspectives. When children play with others, they also develop social skills and learn to appreciate other people's space and belongings. It helps them discover how to interact and have fun with kids their age. The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. This is according to some findings on that I had seen. (http://www.childdevelopmentinfo.com/development/play-work-of-children.shtml) <br />It’s with this in mind that I took sub article 1 of the UN Convention on the Rights of the Child (Article 31) which states that <br /> Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.<br />My aim was to show by example how we can make play an integral part of the learning and the whole society can see the importance of play for children.<br /> MY PERSONAL EXPERIENCE ABOUT PLAYING<br />Having grown up in a family of four five kids, play was very natural to me. The fact that we lived in a rural Kenyan village was an added advantage to me since we had a very big space for playing. Together with my other age mates, it was easy to develop our own games that consisted of using natural materials like sticks, stones and even tins to play a game known in Swahili “Kalongo longo” which was a game about role playing. One boy would role play the “father”, a girl would role play a “mother” while others would take the role of “children”. This kind of playing taught us many things pertaining to fairness, taking responsibility, and mutual respect. Even though my father who is deceased would get angry and punish me for role playing instead of studying, the experiences of being together with my friends would force us to go and play away from the adults who would look down on the games we played calling them “waste of time” but to us this was the best time. As a teacher, I have seen many benefits of playing to children who become happier and healthier as they participate in many form of play.<br />PROCESS<br />I interviewed some children about how they participate in play and what they had learnt while at it. I also interviewed some parents to ask them how play had helped their children while outside school. I also had to teach the children about the UN Convention on the Rights of the Child so that they could understand that it was their fundamental human right to play and no child should be denied a chance to play and interact with their fellow peers.<br />IMPLEMENTATION<br />First I interviewed some children about how play is important to them during free time in school and also when at home.<br />TEACHER: Paul, can you tell me how playing is important to you?<br />PAUL: Playing helps me to relax when am in school. During break time, we go out to play a game called “Run and Tag” which involves running and tagging. One pupil runs after other pupils and if he happens to tag you then you have to start running after the others. By the time the bell to go back to class is rung, we feel we have rested a bit. <br />TEACHER: Do you play at home?<br />PAUL: Yes. When I finish homework then I have to join my friend, Joel, to play a game. Usually, it has to be an indoor game because it is late and my parents cannot allow me to play long.<br />TEACHER: What about you Prudence, do you find playing to be important?<br />PRUDENCE: Yes I do, it makes feel good as I play with my friends. In fact many of my play mates have become my friends. <br />TEACHER: Do you play at home? <br />PRUDENCE: Oh no! my parents especially my father says that I should be concentrating with my studies instead of wasting my time playing.<br />TEACHER: How does that make you feel?<br />PRUDENCE: It makes me feel sad because I have no fun. I really long to play with my friends especially since my neighbors’ kids play when they get home.<br />(Prudence giving her views about playing.)<br />TEACHER: What about you Michael, how do find playing?<br />MICHAEL: When I play, I forget all my problems. My mother is a single parent and she is struggling to pay my school fees. When she comes home she is tired and stressed out and this makes me feel bad. But when I play, I forget all my problems. I get to laugh and shout as I feel freedom.<br />Later, I interviewed a parent Mr. Wilson, who also happens to have a son in the same school that I teach. <br />TEACHER: What is your view about playing?<br />MR. WILSON: I think it’s important for children to engage in activities that will help them grow healthy. Some of these games can really help them to learn as they are refreshed and they can be taught many values.<br />IMPLEMENTATION<br />I wanted the children to participate in a game called “Run and Tag” in which one boy or girl would run after the other children. Once they get hold of the other child, the boy or girl who is caught is then made to run after the other until she tags another and so on and so on. They also played one of their favorite games, “skipping rope” just to enjoy themselves.<br />To make the play include some meaningful lesson, I told them that the game of Run and tag would teach them about the spread of the dreaded disease HIV/AIDS which affects very many Africans and especially in our country Kenya. I taught a bit about how the disease is spread and how it infects and affects people. We went to the field and then started the game.<br />(Children playing the “Run and Tag” game.)<br />RESULTS<br />I interviewed the children afterwards after the game and they gave me the following answers<br />TEACHER: Who can tell me what you have learnt from this game?<br />TINA: Wow! We had fun. I also learnt that HIV/AIDS can spread from one person to another but if you run away from risky behavior, it will not catch you!<br />TEACHER: What about you Zawadi, what did you enjoy the game?<br />ZAWADI: Oh yes! Running and laughing with my peers made me have a lot of fun. I was almost tagged but I managed to dodge the one who was running after me.<br />TEACHER: What else did you enjoy?<br />DENNIS: The game of skipping rope was a lot of fun. I think it also teaches us to be fair because each child has his turn in the skipping and so we must practice fairness.<br />(Children playing skipping rope)<br />CONCLUSION<br />A child who engages in meaningful play is a happy child. From my observation, it is clear that some children had a liking for school just because when they were in school, they had an opportunity to play! To make a child feel secure, develop self esteem, and to be a better learner, then it is very important that the child should be involved in meaningful play.<br />What I learnt was that Play can also be used to pass important information to children. I realized that you can even give children information concerning a subject like HIV/AIDS in which is considered “taboo” subject in Africa and especially Kenya, just because it involves sexuality. But using play you can pass the information without problems. A game like “Run and Tag” can be used to pass the information with the children having fun at the same time.<br />According to me, play also helps children to be children in a world where children are being forced to become and behave like ‘grown up’. But when they are let to play they are in a world without limitations and can be children just as they are supposed to be.<br />