Learning through exploration, active participation and imitation

Learning through exploration, active participation and imitation Young children learn through exploration, active participation and through imitation and as such quality arts programme comprising of all art forms visual art, music, media, dance and drama should be included as part of the curriculum in the early childhood classroom. As stated by Spodek,1993 (cited in Isenberg Jalongo, 2001) through participating in the art activities children are able to express themselves and it provides opportunities for development of creativity , symbolizing and enhances their learning about aesthetics which further helps them gain academic knowledge. Smith, 1982 (cited in Wright, 1991) mentioned that children are able to organise their experiences and know about themselves and their world through participating in the arts. Dyson (1990, p.52) further stated that art and play have critical roles in childrens growth as symbol makers . Like play, art is voluntary and intrinsically motivated as children are free to choose the content and direction of the activity . There are no external demands or expectations and children are free to explore, experiment and investigate with the people, objects and materials provided. He also mentioned that children pursue art activities for intrinsic pleasure rather than external rewards. Furthermore, the gestures and first words children use during make believe play reflect upon peoples actions and things around their daily lives which is the early understanding of symbolisation as well as the basic foundation that develops into drawing pictures, spoken and written words in their later stages. Based on my practical experiences in the classroom and as well as through the readings from books I believe that arts is just as important as any other subject in the curriculum and children do learn and develop their physical, intellectual, emotional and social skills through participating in the arts activities. It is also a requirement by the Ministry of Education that the arts be included as part of the curricul um in the Singaporean classroom. (cited in Framework for A Kindergarten Curriculum in Singapore, 2006). This essay is a brief attempt at looking at the importance of the arts in the education of young children drawn from two art forms which are music and drama. According to Isenberg Jalongo, (2001) four types of learning are promoted through the arts and they are 1) knowledge about the arts 2) skills in the arts 3) dispositions towards the arts and 4) feelings about the arts. As knowledge about the arts is developed through sensory experiences and explorations of materials, children provided with such opportunities to observe, explore and discover about the world, develop their cognitive ability and it further enhances foundation for later learning in the preschool years whereby they use symbols, language and make believe play develops. Skills in the arts are developed when children are allowed to explore and experiment in a safe and healthy art environment provided with a variety of tools and materials under the guidance of an adult who has already acquired these skills. For example, children creating a paper use the skill of printing, painting, tearing, rolling, and colour mixing. They use their fine motor skills, eye hand coordination and social interaction skills. Throughout the activity they engage in the process of problem solving as they experiment with colour and texture to create the paper. There is a certain amount of trial and error while they experiment with the tools. Self expression as children are able to use their own imagination and creativity to express themselves while creating the paper. (Isenberg Jalongo, 2001) Vygotsky, according to Berk, (2000) viewed childrens cognitive development as a socially mediated process whereby processes and skills are transferred and supported from more knowledgeable adult as children try new tasks. He also believed that as long as children acquire language, their ability to communicate with others leads to changes in thought and behaviour that vary from culture to culture. As such, the third type of learning dispositions towards art depends on the adult being the role model and the interaction with more competent peers and teachers to support the child to parti cipate successfully in the arts. Providing feedback as stated by Wright, (1991) is part of summative assessment that guides childrens learning and helps them acquire the elements, concepts, forms, and vocabulary about the arts. When children are given opportunities to respond to art works created by others, for example, when they are taken for visits to art galleries and teachers model ways to respond thoughtfully while viewing the works by professional artist children learn to respect the work of others and when teachers value childrens work and display them, these develops their sense of efficacy and enables them to have positive feeling about the arts. On the other hand, Swanwick, (1998) mentioned that the three elements of play applicable to learning through the arts are mastery, imitation, and imaginative play. Mastery involves learning of a skill associated with an art form for example children learning to make finger puppets for a drama performance or trying to keep to the rhythm while experimenting with a musical instrument during a musical percussion session. Children being able to identify things and people other than themselves as well as learning how to express sympathy, empathy and show concern explains the expressive nature of the art form known as Imitation. Based on my classroom experience, preschoolers making musical sounds for pigs running away from the wolf and moving their bodies to suggest movements of a wolf and expressing through facial expressions as an angry wolf for a drama performance of the story Three Little Pigs are examples of imitation. Imaginative play focuses on the structure of an art form. Examples of imaginative play during the Three Little Pigs drama are when children experiment with different musical instruments until they are able to create the sound that best resembles the pigs running away from the wolf and when experimenting with the different ways as they can move that suggests the movement of the wolf. Swanwick, (1998) also suggests that all three elements of play must be in action for all ages in order to learn through the arts. Isenberg Jalongo, (2001) claim that music contributes to the total development of the child cognitive, physical, social, emotional, cultural and aesthetics. In my centre, we have a music and movement area equipped with a variety of musical instruments like bells, tambourines, triangles etc. Children participate in music and movement activities whereby they move as well as sing along and play musical instruments. Through these activities children develop their large muscles of their bodies as they invent actions to go along with the songs .They develop fine motor skills as they play musical instruments and become aware of beat, tempo, and pitch. These activities also build kinaesthetic intelligence. Gardner, (1973, cited in Isenberg Jalongo, 1997) Children gain experience with music and use of language as they sing the songs for instance when singing the song If you happy and you know it clap your hands they link words with actions and focus on the sequence and task and all these i nvolves childrens ability to process mentally the tone, rhythm, and melody and thus involves thinking skills and cognitive connections between music and learning. As mentioned by Isenberg Jalongo , 1997 that Bruners three learning stages enactive, iconic and symbolic suggests developmentally appropriate musical experience for children and they add that Bruners enactive stage relates to Piagets(1952) sensorimotor stage and Eriksons (1950) trust-building stage where physical activity and music are intertwined. Thus, musical activities stimulate the childrens senses, cognitive development and also build social relationships. Childrens creativity is enhanced when they are asked to decide on the other actions and movement apart from those suggested by the teacher. As stated by McAllester, (cited in Isenberg Jalongo, 1997) music encourages participation, sharing and cooperation .Through participating in the musical activities, there is cooperation and sharing when children get together and work with a partner or in a group and these develops their social skills. Music is also an excellent tool to familiarise children with the different culture. When children are given the opportunity to experience and listen to different cultural music, they begin to appreciate and understand what each ethnic group is about.and these develops their aesthetic skills and understand the art form. Cornett (1999) supports the need for teachers to integrate creative drama in the classroom as she states that drama being a part of everyday life, prepares an individual to connect to real life situations. Cornett (1999) adds that when children are participating in the drama, they are able to look at problems from different points of view, respect diverse thinking, and realise that there are many ways to settle one problem. She further states that through drama, children learn to exchange feelings and emotions with each other. This enhances their personality development. Cornett (1999) also states that personal development takes place when children control their body and words as they express ideas and feelings during the drama activities. She also indicated that positive self image and confidence are developed through the problem solving situations. Cornett (1999) reiterates that children engaging in situational confrontations during their role play, also become aware of the different emotions people feel for example happiness, sadness .anger, fear. She adds that the children learn that these feelings can be dealt with, thus developing a tolerance towards them. Isbell Raines (2007), agree that social skills can be developed in drama as children working in a group overcome difficulties through problem solving skills. They experience working with peers as they negotiate plans to stage the drama. During interactions, children learn to negotiate with each other, work cooperatively, and develop respect for each other. In my centre, besides the dramatic play in the home corner, my class of four year olds involve in simple puppetry and mask drama using rhymes and childrens stories. Rhymes like This little pig went to market are taught to children using puppets and later children retell the rhyme using the puppets. In addition, children take turns to dramatise the rhyme each child given a mask of a pig (mask designed and made by child), actions like going the market, eating roast beef are incorporated. Puppets and mask are excellent props in focusing childrens attention. Through such activities children are able to participate in dramatic action using the element role, as they pretend to be someone other than themselves. Language is enhanced as they retell rhyme and children are able to express ideas and feelings through dramatic movement. (Isbell Raines, 2007) .As mentioned above, experts strongly believe that musical activities and drama enables children to develop their physical, cognitive, social, emotional and aesthetic skills as well as to provide opportunities for development of self expression, creativity, symbolizing all of which enhances their academic knowledge .There are many opportunities for children to learn and develop skills, knowledge and processes through participation in the arts , as such having discussed the benefits and leaning outcomes of childrens participation in the arts , I strongly believe that the arts is important in the education of preschoolers and all art forms should be integrated into the preschool curriculum with equal emphasis as any other subject in the curriculum.

Experience with a Computer Repair Shop

First of all let me start off by saying I personally have had a bad experience with a computer repair shop in the pass especially when it comes to them backing up of your pictures, videos, documents and all your files to a DVD. Some repair shops say they will back up all your files for a cost to a DVD. The problem with that is a DVD only hold up to 4GB of memory. What if your computer has two hard drives or has 1TB of files and stuff that needs to be backed up. Here is when it becomes a scan because one DVD cannot save all of that memory and then they want to charge you extra, preferably and arm and a leg. Best buy has done that to me before when I had a virus on my computer and I only used my computer so save videos, pictures, play video games, visit social sites and read and send email. It was the worst experience I have ever had and I would never take my computer back to the geek squad ever again. Cost me about $400 bucks to remove a virus. I couldn’t believe it.I can only imagine someone that uses their computer to create files and for their business and professional reasons. They would have a bigger computer and have a lot more files that need to be backed up than the normal person. That would affect them a whole not more than it would do me. Then the shop would not even reinstall their apps so they would have to do that all over again. That would be a pain in the butt and a whole other story.Computer repair shops now a day have people that work in it that are lazy and don’t know what they are doing and it’s not right for a customer who is paying good money for crappy service. I mean don’t get me wrong you have repair shops that do a good job and fixes your computer makes it a lot faster and a whole lot better when they do a good job by actually removing the virus and saving your memory as promise for a fair price. But this repair shop has both its good and bad. They will format your hard drive and reinstall the OS, but they wil l only saving pictures, videos and documents to only one DVD and that is a problem.

The Supply Chain Management System - 859 Words

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Essay about Abolition Of Man - 833 Words

Every culture ever known has operated under a system of values. Many varied on exact principles, but most applied the idea of Natural Law. Or, as C.S. Lewis would refer to it in his Abolition of Man, the Tao. In this particular book Lewis discusses the implications that would follow could man overcome this basic value system that has been in place since the development of rational thought. However, paradoxical as his opinion may seem, he holds that to step beyond the Tao is to plunge into nothingness. Simply put, it is his claim that to destroy, or even fundamentally change, man’s basic value system is to destroy man himself. nbsp;nbsp;nbsp;nbsp;nbsp;Lewis states late in the book that, â€Å"They are not men at all. Stepping outside the†¦show more content†¦For even when man talks of intrinsic values and emotions, there is validity in these things simply because they are experienced by someone. To say these things have been experienced gives them substance, whether they can be perceived by the senses or not. It seems as though Lewis is arguing that because the Tao is a qualitative substance inherent to man, to strip that would be the reduction of him into nothing. nbsp;nbsp;nbsp;nbsp;nbsp;Perhaps this idea could be better applied when applying it to the observations that are common to most every man. Making the assumption that Lewis is referring to the â€Å"void† as the absence of all qualities defining man, it is simple to compare this idea to the world around us. To borrow a metaphor from the author himself, the reader should imagine a tree. Most would agree upon the most basic components of this object; a trunk, roots, limbs, and leaves. What would happen to the tree if the branches, thereby including the leaves, decided to exist and function separate from the trunk? As most know, this would lead to the destruction of the isolated branches. 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