Employability Skills

Argue which three employability skills employers would consider to be the most important in your chosen profession when you graduate.


I have chosen school teacher as my profession for this assignment, because like many other professions, the quality of their work involves and relies heavily on their abilities and understanding communication, problem solving, critical thinking, numeracy or the application of numbers, use of information technology and working with others ( NCVER, 2003, p.6, para, 3). This essay discusses the three primary principles and values of employability skills in education sector such as communication, problem solving and critical thinking (AGDEST, 2006, p.10,para. 1).

Therefore these skills are defined. Employability skills are also known as generic or key competency skills are defined to gain employment and progress with in an enterprise (NCVER, 2003, p.2, para, 5). Consequently enterprises particularly in education sector continue to focus on adaptation, cost reduction, increased productivity, new markets or products and services (NCVER, 2003, p.2, para, 2 & Hall, 1996, p.13, para. 4&5). Enterprises choices with regard to recruitment and training are largely being driven by these business strategy directions (NCVER, 2003, p.2, para, 3). In this environment, there is an increasing requirement for employees to be able to support increased competitiveness, innovation, flexibility and client focus (Van Der Heijde, C. & Van Der Heijde, B., 2006, p.452, para.1).

For that reason in today’s workforce employability skills are highly valued. These skills all have the contextualized applications unique to a work place and job role. In another word the skills learned or applied in one work place will also be applicable in another (NCVER, 2003, p.1, para, 8 and Harvey, 2008,p.16, para. 1). For example the teamwork skills utilized in primary school teaching are applicable to working as teaching adults in a college. Thus employability skills have become highly respected and admired by employers through out the work places across the globe (NCVER, 2003, p.2, para, 1 & Hall, 1996, p.13, para. 4&5 & Heijde, C. & Van Der Heijde, B., 2006, p.455, para.1).


Enterprises including education divisions are increasingly seeking a more highly skilled workforce where the generic and transferable skills are broadly distributed the organization and very simply mean that today’s employer is seeking the ideal employee (Heijde, C. & Van Der Heijde, B., 2006, p.455, para. 1-5). The “ideal employee” is a master of basic skills such as reading, writing, numeracy, learning, communication, critical thinking, creative thinking, and problem solving where the employee can respond to a problem quickly, correctly, and with little or no supervision (AGDEST,2006,p.14,para.2). In view of that the benefits of communication skills will be argued here.

Communication skills are defined as a behavior, verbal or nonverbal that is observed by another person. It is the knowledge, feelings , thoughts or messages that are pre-arranged and interpreted by another person. It means that the other person understands the message (Judith, 2003, p.4, para. 3-4).

Therefore communication skills are used in any work palce to establish good working system in a company. Good working system will build stronger teams among employees. Because team members need to be able to relate and communicate thoughts and ideas with each other’s in the work place (Judith, 2003, p.11, para. 2-6). Good communication skills are vital in education section and any the work place (Hall, 1996, p.12, para, 3). Having poor communication skills can have a very negative effect on the relationships among co-workers for instance school principles, teachers, parents, guardians, students, and other employees in general. Productivity may even decrease due to not having good communication (Hall, 1996, p.12, para, 3).

Therefore, effective communication in the workplace is necessary for a friendly and conducive work environment; therefore our work and our relationships with other people at work help us to learn in many different ways (Hall, 1996, p.10, para, 1 & Judith, 2003, p.5, para. 3). When people do not communicate effectively, their productivity decreases and their efficiency can be brought to a state of decline. For this reason, communication should be considered the most important of all the employability skills (Judith, 2003, p.5, para. 3).

It is important to be as kind and as courteous as possible at work. As well as professional and confident in the nominated role. Communication and respect goes both ways. If the person is willing to make some friendly changes then this might be surprised how things change for good in an environment or work place for the better (Judith, 2003, p.13, para. 4).

Problem solving skills are important part of our life and our job. It’s always best to improve co-worker’s ability to create positive and effective solutions in a workplace (Hall, 1996, p.11, para, 3&4).In working environment employees mostly confronted in satiations to make decisions at work. It can be very difficult to decide on the best option that can have huge impacts. Also it may plagued the member of staff by indecision (AGDEST ,2006,p.18,para.1). The co-workers may be forced to choose between two equally good options, or perhaps, they may have to pick between two choices that both have drawbacks. This is why effective problem solving skills are extremely important when considering employability skills for any workplace (AGDEST ,2006,p.20,para.5-6).

At its simplest, problem solving can be described as seeing that something is wrong and fixing it (NCVER,2003,p.5). At a more complex level, problem solving can include processes to identify problems (NCVER,2003,p. 3). For example, risk management and quality assurance. Initiative is an important part of problem solving as it allows individuals to take steps to solve problems, with or without input from supervisors, before they impact on production or service delivery (AGDEST ,2006,p.18,para.1-3).

Problem solving is used in the field of education or any workplace to in contingency situations. Thus it is required to identify a problem to create continuous improvement processes. Consequently it is an important means to ensure that key lessons are learned and integrated following workplace problems (AGDEST ,2006,p.19,para.1-4).

It's important to realize that being a problem solver isn't just ability; it's a whole mind-set, one that drives people to bring out the best in themselves and to shape the world in a positive way. True problem solvers are constantly trying to proactively shape their environment (AGDEST ,2006,p.20,para.1).

Critical Thinking is also crucial in education sector as well as other professions. It is significant in decision making. For example in education sector, the teachers identify and evaluate evidence for and against the choice they make. Analyzing evidence to guide one's decisions is key to being an effective thinker and making well-reasoned choices (Smith, 1995, p. 2, para.5).

Critical thinking plays a fundamental role in making any choice, from choosing the correct answer from multiple choices on an exam question to making major life decisions (Smith, 1995, p. 3, para.2). A child taught to think critically is a child far less likely to make poor choices that are harmful to one's self or to others. A child taught to think critically can accurately predict the possible outcomes of his actions. This is important part of educating young children. One of the methods to teach children critical thinking skills, is to give them facts to memorize and ask questions, seek alternative answers, try hypotheses, and consider their viewpoints (Smith, 1995, p. 4, para.3). Because critical thinking helps children to formulate the right questions, assess possible answers, judge the credibility of information and sources, and make solid judgments based on the evidence. Critical thinking should be a component of every curriculum (Smith, 1995, p. 4, para.2-3). Thus critical thinkers need to question statements, claims, and maintain a skeptical attitude about ideas that they agree (Smith, 1995, p. 4, para.1).

There are may be more then one correct way of answering a question with alternative explanation. It can be easy and obvious when answering questions and using effective skills for formulating and evaluating the issue (Smith, 1995, p. 4, para.4).
In conclusion employability skills are not only vital in getting a job also it is about developing attributes, techniques and experiences for life (Harvey, 1999, p.13, para, 2). It relates to life learning and changes through learning (Hall, 1996, p.9, para, 1). Employability skills are beneficial for career out comes and company outcomes. The benefits are for both present performance on the current job and also future profession (Van Der Heijde, C. & Van Der Heijde, B., 2006, p.468,para.3).

The development of employability skills are necessary in education sector , as discussed communication, critical thinking and problem solving skills are associated with employability skills. It is vital to focus on these skills and attributes and develop the ability to perform good work within an enterprise (Cohn, Katzenbach, & Vlak, 2008, p.66, para, 5&6).

References list is in APA system.

NCVER (National Of Vacational Education Research) . (2003). Defining generic skills at a glance : Journal of Australian National Training Authority , pp. 1-12, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au or www.ncver.edu.au

Harvey, L. (1999).’ Employability: Developing the relationship between higher education and employment’, Opening Presentation At The Fifth Quality In Higher Education 24-Hour Seminar, Scarman House, Warwick university 28 October, Centre for research in to quality, University of central England in Birmingham, pp. 1- 24, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au or www.uce.ac.uk/crq

Cohn, J., Katzenbach, J. & Vlak, G. (2008). ‘Finding and grooming breakthrough innovators’ , Harvard Business Review, pp. 1-69, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au

NCVER (National Of Vacational Education Research) . (2003). Defining generic skills at a glance : Journal of Australian National Training Authority , pp.1-12, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au or www.ncver.edu.au

Hall, D. (1996). ‘Proten careers of the 21st century’. Academy of Management Executive ,New Yark: Academy of management, v.10 (4), pp.1-16,viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au


AGDEST (Australian Government Department of Education, Science and Training ). (2006). ‘Employability skills, From framwork to practice’. An introductory guide trainers and assessors, pp.1-62. viewed 20 October 2010, From www.precisionconsultancy.com.au.

Smith. R. (1995), ‘Guidelines for critical thinking’. In Challenging Your Preconceptions: Thinking Critically About Psychology, Brooks/Cole, Pacific Grove, CA, pp.1-20, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au

Judith. D. (2003),’ How communication works’, The Business Communication Handbook 6th Ed, Frenchs Forest, and N.S.W: Pearson Education, pp.1-20, viewed 20 October 2010, From CDU Database, http://www.cdu.edu.au

Van Der Heijde, C. & Van Der Heijde, B., (2006),’ A Competence-based and multidimensional operationalization and measurement and measurement of employability’: Human Resource Management, Wiley inter Science, Wiley Periodicals Inc., v.45, no. 3, pp. 449-476, From From CDU Database, http://www.cdu.edu.au or http://www.interscience.wiley.com.

Indigenous Studies, usefull web sites

Indigenous Studies
20th-century, Australia and Aborigines

Now we need to research some WWW sites and other library-based resources in order to
Establish a portfolio of resources for your own understanding of the following critical
Topics/issues concerning 20th century Australia and Aborigines:

• 21st-century Aboriginal demography;
• Aborigines and the Land;
• The importance of the MABO judgment.
• Key periods of Aboriginal-European relationships;
• The stolen generations;
• 19th-century European views of Aborigines; and
• Segregation, Assimilation, Citizenship and self-determination.


Sites and Library-Based Resources

In this web site the council of Australian government aims to close the gap in indigenous disadvantage in all around Australia;

www.coag.gov.au/coag_meeting_outcomes/2009-07-02

This web has great information about Australian aborigine’s culture and heritage such as land, languages tools and so on.

www.cultureandrecreation.gove.au/articles/indigenous


The importance of the MABO judgement

This web site has a lot of information about aboriginal ownership prior to MABO and the effect of MABO judgment on non aboriginal land and aboriginal rights.

http://home.vicnet.net.au/-aar/aarmabo.htm

This web address provides information such as film, study notes for primary school teachers.

www.documentaryaustralia.com.au/da/caseStudies/pdffs/022_01pdf


Key-periods of Aboriginal-European Relationships

These are very good web addresses that indicate the periods of aboriginal-European relation ship.

1. www.reativespirits.info/aborigenalculture/history

2. www.australianexplorer.com/australia_history.htm

3. www.cityofsydney.nsw.gov.au/barani/themes/themes2.htm


19th Century European views of Aboriginals


Australian war museum provides the ‘war’ between European settlers and aboriginal people.

www.awm.gov.au/atwar/colonial.asp


This web site provides information and links about the consequences of British colonisation for aboriginal people.

www.skwirk.com.au

This web site provides information and photos for teachers to use in class.

www.cultureandrecreation.gov.au/articles.australianhistory


21st century aboriginal demography
This web address provides information about land and culture across Australia.
www.aboriginalartline.com.regions/regions.php

The Stolen Generation
This web site provides information about removing aboriginal children from their families. The stolen children were raised in institutions for fostered out to white families.

1. www.aborigenalartline.com/culture/stolen.php
2. www.reativespirits.info/aborigenalculture/politics/stolen-generations-timeline.html



Segregation, Assimilation, Citizenship
&
Self-determination


This website had a lot of information about aboriginal people in Australia. Also about ‘Racism no Way’.

1. www.racismnoway.com.au/library/keydates/index-1900.html
2. www.racismnoway.com.au


This we address is viewed by teaching academics in Australian and provides information on how indigenous Australia was developed by Australian institute of aboriginal and T. strait islanders studies.

http://lryb.aiatsis.gov.au
This web address provides information about indigenous people and citizenship and their rights.

www.law.unimelb.edu.au/events/citizen/chesterman.pdf

This web address provides information about protection and segregation. It about aboriginal health in Queensland in 1920-30.

www.lryb.aiatsis.au/PDFs.briscoe_ch9.pdf

Aborigines and the Land
This web address provides information about aboriginal land rights that is the Aboriginal Land Rights (Northern Territory) Act 1976 was the first attempt by an Australian government to legally recognise the Aboriginal system of land ownership and put into law the concept of inalienable freehold title. The Land Rights Act is a fundamental piece of social reform.

1. www.clc.org.au/Ourland/land_rights_act/Land_rights_act.html.
2. www.aboriginalartline.com/cultur/cultur.p

Aborigine’s art
These web sites have great information about aboriginal art.
1. http://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games.html
2. http://aboriginalart.com.au/culture/dreamtime.html
3. http://www.teachers.ash.org.au/jmresources/dreaming/stories.html#games
4. http://www.convictcreations.com/aborigines/dreamtime.htm
5. http://www.rickroser.com/aprojecthelp.htm

Lessons on Indigenous Studies

Indigenous Studies: Lesson One
Pastoralism and the destruction of the Aboriginal culture

Lesson one

Lesson one: Duration is one hour
Teacher: Belqees Aboss
Subject: Aboriginal People and Their Culture
Scope and sequence: Kindergarten, year 1 &2



1. Content: Pastoralism and the destruction of the Aboriginal culture, standard of living before and after the arrival of European, including Aboriginal culture, languages, man and woman’s duties and weapon for hunting, from www.aboriginalartonline.com. Plan an excursion to Excursion, Visit Aboriginal Cultural Center, to ‘Muru Mittigar Aboriginal Cultural Centre’ near Penrith, NSW
2. Pre-requisites: It important to teach students to find and locate Australia’s continent on the world map, and Australia’s weather, discuss for 15 minutes
3. Instructional objectives: Students will learn about Aboriginal people’s culture and daily life before and after the arrival of Europeans. Furthermore they will learn to describe Aborigine’s peripatetic way of life, Aboriginal tribe, languages, and their situation when European arrived.
4. Instructional procedure:
· Lesson initiating: The lesson will start by locating Australia’s continent on the world map. Question students first if they know, then get one of the students to point and locate it on the map. Display Australia’s map on the board. Then question the students what they know about Aborigines. Write their answers on the white board. Discuss for 10 minutes. Teacher point and explain eight Regions of Australia.
The list of regions of Australia
1. Multi-state/territorial
New South Wales
Northern Territory
Queensland
South Australia
Tasmania
Victoria
Western Australia
http://www.atlapedia.com/online/maps/political/Australia.htm
· Core activities: The teacher needs to describe how an Aboriginal people’s culture and lifestyle from the past have been like. Teacher needs to display Aborigine’s people’s pictures. The pictures should show their past and current culture and traditions. Then the teacher need to discuss it for 10 minutes;
v Aboriginal tribes, that there were 500 different tribes with their own languages.
v Aborigine’s standard of living was nomadic way of life.
v Dream time and story telling.
v Women’s duty, together small hunt.
v Men’s duty, to hunt and bring food.
v Aboriginal weapon, boomerang.


Traditional Aborigines
The photos above, Aboriginal children and Aboriginal men
Bring out the boomerang and show it students. Students can see and touch an example of Aborigines tool in hunting that is made by Aborigines. A boomeranged is a piece of hard wood used in every day life. Men to hunt animals for food use it. They are also used as musical instrument to keep the beat (like clap sticks)
Soon after discuss how European involvement with Aborigines. Then show a picture of modern Aborigines. Discuss how they are now and how government including their culture helps them. Show Aborigines episode or documentary clip for ten minutes. Display a few Aborigines’ paintings on the board. Ask students to focus on them.
Watch the episode of Aboriginal Art, from http://www.abc.net.au/indigenous/education/default.htm. Then give students an activity to do dot painting on the paper, and say some thing about what they think about Aborigines. Give them ten minutes. Then discuss for 15 minutes.
Materials and equipment:
§ White board
§ Markers
§ Over head/ projector
§ Transparencies of Australia
§ Boomerang
§ Episode about Australian Aborigines for 10 minutes
§ Picture Aboriginal people (traditional Aborigines)
§ Pictures of modern aborigines
§ World map
§ Aboriginal dot painting
Assessment and evaluation: Get the students to describe Aborigine’s people.
Follow up activities: Give them Australia’s map for coloring.
Self assessment: How much student learned about Aborigines of Australia


Lesson Two
Lesson Two: Duration is one hour
Teacher: Belqees Aboss
Subject: Aboriginal and the Land Right Act
Scope and sequence: Kindergarten, year 1 &2

Content: Aboriginal and the Land Right Act, including the land means to Aboriginal and non-Aboriginal people. Furthermore students will learn about Aboriginal people’s style of living, temporary shelters, before the arrival of European as well as Aboriginal houses after the arrival of European and Aboriginal flag.
Pre-requisites: It important to discuss Australia’s continent on the world map and its weather. Discuss for five minutes
Instructional objectives: Students will learn about Aboriginal people’s houses and living style before and after the arrival of Europeans. The students will learn to describe Aborigines nomadic way of life. Aboriginal people belief in relation to the land that they are born into the responsibility to care for their land, today and with future generations.

Lesson initiating: The lesson will start by locating Australia’s continent on the world map. Teacher point and explain Aboriginal Land Rights Act, 1976 was first established by Australian government. Teacher needs to describe that Aboriginal people did not buy or sell land. They believe that the land was given to them long a go in the Dream Time. Then question the students what they know about Aborigines land. Write their answers on the white board. Discuss for 15 minutes
Core activities: Discussion for 10 minutes, the teacher need to describe what land means to Aboriginal and non-Aboriginal people. Teacher needs to display Australian natural trees, forests, and vegetation’s, dry and farm lands. Then the teacher need to discuss that;
Land means to non-Indigenous people and land owners,
· a commodity to be bought and sold,
· an asset to make profit from,
· a means to make a living off it,
· Simply 'home'.
This picture shows Land of the Ancestors.
For Aboriginal people the health of land and water is central to their culture. Land means that it is;
· their 'home',
· their mother
· steeped in their culture
· Gives them the responsibility to care for it.
Bring out a picture of Aboriginal shelter before the arrival of Europeans. Then discuss how Aboriginal people’s temporary shelters were before the arrival of European settlement. Australia's first white visitors assumed that Aboriginal people did not build permanent houses or shelters. Aboriginal people were 'nomads' and never built permanent shelters.
Then explain how Aborigine’s people made their houses. Soon after, explain show a picture of modern Aborigine’s house. Discuss how they are now and how government including land rights helps them. For ten minutes
After the European settler arrived, the Aboriginal people build their house based on climate, natural environment, resources available, family size and their particular needs in that area.


Bring out the Aboriginal Flag and describe that Harold Thomas, an artist and an Aboriginal, designed it in 1971. It has become a symbol for modern Aborigines in their fight for land rights and equality. Black is for the color of the people. Red is for the land and for the blood that has been shed since the European invasion. Yellow is for the sun, the life-giving source uniting both the land and the people.
Materials and equipment:
§ White board
§ Markers
§ Over head/ projector
§ World map
§ Pictures of Aboriginal houses
§ Aboriginal flag
§ Picture natural trees, forests, vegetation’s, dry and farm lands
Assessment and evaluation: get the students to describe Aboriginal people’s flag.
Follow up activities: give them plain drawing of Aboriginal flag for coloring. Duration 15 minutes.
Self assessment: how much student learned about aborigines land right in Australia


Lesson Three

Lesson Three: Duration is one hour
Teacher: Belqees Aboss
Subject: Aboriginal Dreaming Stories
Scope and sequence: Kindergarten, year 1 &2

Content: The students will learn about “Aboriginal Dream Time “, which it is describing the time of creation in their religion. Aboriginal people belief that Ancestral and things were created during the creation period. Students will learn that Aboriginal people interpret dreams as being the memory of things that happened during this ‘creation period’ and it relates to their culture.

Students will learn that each Aboriginal tribe has their own stories. These stories have moral tale to be learned. Furthermore, Students will act a story and draw their own tale.

The stories form Aboriginal religion, behavior, law and order in society. These stories are being told to children during ceremonies around campfire, which includes dancing and songs. Students will be familiar to Aboriginal dreamtime stories and how it is passed from one generation to another. This gives the students the opportunity to learn about Aboriginal story telling tradition through spoken words and visual culture such as paintings and dances. Students will also have the chance to hear stories of Aboriginal dreamtime and investigate these stories in Aboriginal art. Aboriginal art often use Australian animals to convey a massage.

Pre-requisites: watch for 10 minutes the episode of aboriginal Dream Time stories from Australian Museum web address, http://www.dreamtime.net.au. Follow by class discussion about storyline of the episode. It important to get the students to focus on the aboriginal story telling, on how Spirit ancestors made all the hills and rocks, tree, rivers and every thing.
Instructional objectives: students will learn about Aboriginal Dream Time stories. Students will be able to discuss Australian Aboriginal culture through story telling and aboriginal art and painting.
Instructional procedure
Lesson initiating: the lesson will start by watching the episode of Aboriginal dream Time stories.
Teacher point and explain how story telling are among Aboriginal people pass from one generation to another. Students will also learn about:
v Aboriginal culture through story telling
v Aboriginal culture through art or painting
v Student will be able to define the term aboriginal dream time
v Students will be able to explain the purpose of story telling
v Students will recognize aboriginal paintings
v Students will identify some animals and how they relate to Aboriginal art
Question students first if they know any story, or any story from their parents or grand parents. Ask students if they hear story from an elder. Ask students to sit in a large circle and explain that the class forms the talking circle whenever issues need to be discussed. Teacher explains the importance of talking circle in Aboriginal culture. Get some picture books about Aboriginal Dreaming stories from www.australianmuseum.net.au and show it to students. Then display Australia’s animal’s pictures on the board. Then question the students what they know about aborigine’s dreamtime stories. Write their answers on the white board. Discuss for 10 minutes
Core activities: get the students to draw their own stories on the paper. Their story should relate to nature and their surroundings such as animals, birds and etc. Then collect the stories and make them as a book. The teacher needs to describe the story and its massage. Discuss how this story is relevant for to day. Make simple face and capes for costumes and act out the story. Teacher emphasize that the source of the story.
Teacher needs to display Australian animal’s pictures on the board. Then the teacher needs to discuss;
v Aboriginal Dream Time stories
v Aborigines art, and how teaches a lesson
v Australian animals as a character in Aboriginals paintings

Bring an Aboriginal dot painting and show it to students. And view Aboriginal art on www.wentworthgalleries.com.au. Students can see an example of Aborigine’s story telling method. Soon after discuss how spoken stories, Aboriginal songs, and dances and dot painting tell similar narratives. Ask students to describe the paintings including lines, shapes, and colors. Explain to students that this type of painting is very common in aboriginal art. These types of paining t narrate a story line, which has a character. This character is often an animal whose actions teach a lesson. Give them ten minutes. Request an Aboriginal guest speaker to speak in the class.

Materials and equipment:
§ White board
§ Markers
§ Over head/ projector
§ Aboriginal dot painting
§ Picture books about aboriginal dreaming stories
§ 10 minutes of video clip about Australian aborigines
§ Picture Australian animals

Assessment and evaluation: get the students to describe Aboriginal dot painting Follow up activities: give them Australia’s animals drawing for coloring to color it and use Aboriginal colors such as red, yellow, black and so on.
Self assessment: how much student learned about aborigines dream story telling

Essay On Connecting Historical Novel As A Teaching & Learning Strategy

Essay On Connecting Historical Novel As A Teaching & Learning Strategy
Introduction:

This essay defines historic fiction and discusses the advantages of using historical fiction as teaching strategy. It also clarifies that teaching techniques intend to be according to curriculum planning and programming. Therefore historical fiction is a vital tool in teaching children at schools based on curriculum (Rodwell, 2008, p.17, para.1 & Reynolds, p.9). Because it makes it easier for students to memories or remember past events, while critically think, examine and interpret the past events (Rodwell, 2008, p.17, para.1& Reynolds, p.8)). Fictions and historical fictions are both different; here the aim is to discuss historical fictions and its benefits in teaching school students and children.

Body :

Historic fiction is defined as historic novel that is about past historical facts and societal or public events and conditions. Historic fiction is a type of literature, which indicates the past events. Historic fiction tells a story that is set in the past that setting is usually real and drawn from history (Groce, E. & Groce, R, 2005, p.104, and para.2). It is possible to use novel excerpts to focus on particular historical content that will illustrate life during that era. The purpose of using historic novel is to expand on an area of for example history (The National Strategies, 2010, p.1).

Historical fiction is nonfiction that presents facts in fictional story (Groce, E. & Groce, R, 2005, p.100, para.1). For this reason it is vital to use historical fiction or novels as a forceful teaching technique (Herz, 1981, para. 15 & Linquist, para.1). It is necessary for educators to understand the content of historical fiction to establish curriculum goals (Groce, E. & Groce, R, 2005, p.100, para.1).

Reynolds (2008, p.1) states that teaching historical fictions is vital particularly in development of national identity, clarification of historical events, studying of historic literacy in schools and appreciating Australian values such as building citizenship. Fiction helps the children and students to make connection to citizenship and build citizenship skills in order to function well in society, make effective social decisions, willingness to participate in decision making process and learn about the way people live. The other advantage of historic fiction is to model citizenship qualities or in another word the novel character presents the example of citizenship skills in practice. The character in children’s fictions is concerned about and involved in their society. Historic fiction provides a holistic approach to develop literacy and educating values and morals (The National Strategies, 2010, p.2).


Teachers need to make teaching interesting and meaningful for students. It is necessary to program according to curriculum where the curriculum should be integrated and discipline-based (Tambyah, p.1&4, para.2). Historic fiction engages educators and students together in programming the curriculum based on historical literacy.


Hence, Based on curriculum, teaching method is fundamental in passing the knowledge and skills to learners and students. One of the techniques to make teaching interesting is to implement historic fiction in classrooms. Today teachers apply this method to supplement the curriculum planning (Tambyah, p.2, para.3).

Historic fiction if thought effectively will help the children and students to think reflectively and process new information in order to develop positive decision making skills. Reading historical fiction books provides information through pictures, which engages the reader through visual and contextual clues. Also historic fiction involves the student or the person who reads it to critically think, examine, and imagine past historical events and critique about present and future (Herz, 1981, para. 2-4 & Groce, E. & Groce, R, 2005, p.101, para.3). Hence it is vital to engage the students in critical thinking. Students and children in the classrooms will not only have the opportunity to think critically; they can also examine the past historical events. This will give them the chance to compare the current situation with the ones happened in the past (The National Strategies, 2010, p.3).

The significance of historical fiction is that the character presents difficulties that people experience in their life. The characters deal with problems, acts on finding solution to achieve result this also helps the students to learn to deal with their problems, find acceptable solutions and critically think on how to face difficulties that many people may experience in their life (Groce, E. & Groce, R, 2005, p.102, para.1).

It also helps students and readers to solve difficult real life problems, for example the characters in historic novel deals with conflict in a historical period Therefore students and readers can use these novels as a good example, to critically think about it and decide how to solve their every day problems (Herz, 1981, para. 20 & VandeKieft's, para.9).

The benefits of teaching historical novel is the character or actual historic person appears to have different points of view and deals with difficulties differently while neither all virtues nor all evil (Linquist, para.3-9 & VandeKieft's, para.10 & Informat, p.100, para.1). Students learn to accept other people’s opinions.

The advantage historic fiction is fundamental in teaching students and children to explore solutions in real life situations. The disadvantage, some historic fiction reveals strong feeling against past conflicts, for example exploring indigenous conflicts and issues in the past informs current debate (Reynolds, 2008, p.6&7). However historic fiction captures consecration, presents characters, and brings together past and presents (Informat, p.101, para.3)

The other advantages of historical fiction are that it reveals the history. The reader needs to comprehend the values and achievement of the characters (Rodwell, 2010, p.20, para.8). Thus it helps the reader to link past historical events values to real life situations. Then critically think and show empathy to the history presenter. This engagement between the reader and the history character is vital in understanding of people, events and histories of past, present and future (Rodwell, 2010, p.23, para.3 & Reynolds, 2008, p.6).

Nevertheless, textbooks consist of advanced and complicated sentences, words and language, which is not easy for students and children to remember and in some case to understand it. However the strength of historical fiction book is that, they are more engaging and much easier to understand. It uses every day language (Groce, E. & Groce, R, 2005, p.102, para.2).

The strength of historical fiction is that they are different from textbooks. However, the meaning of the historical fiction or story depends on the knowledge, view and life experience of the author (Rodwell, 2010,p.23, para.3 & Reynolds, 2008, p.6).

It is necessary for educators and students or readers to identify and select good historical fiction books, which delivers natural context while meeting the curriculum requirement, as well as historically accurate, the historical facts are skillfully woven in to text, and uses historically appropriate illustration (Groce, E. & Groce, R, 2005, p.104, para.4). The historical fiction book needs to be developmentally appropriate for students and the language should be easy to understand. The author’s selection of story and themes shall be familiar to young students. The use of appropriate pictures and meaning full content is important. The information should be valid and accurate.

The limitation of historical fiction is that some authors may manipulate the facts, or have biased views in order to make the literature look good (Groce, E. & Groce, R, 2005, p.102, para.5 &p.113, para. 4). It is important to encourage the readers and students to critically think, compare and research on materials used in the historical fiction books and check on references (Groce, E. & Groce, R, 2005, p.103, para.3 & p.114, para.1).

Historical fiction presents diverse cultures, which was disengaged by periods not pace (Reynolds, 2008, p.7). Children’s fiction offers lessons about people from varies periods, discovers cultural backgrounds, knowledge about people, their relationships and their behavior.


Conclusion:

The advantages of using historical fiction as teaching strategy were discussed. It is vital to use historic fiction as teaching techniques based on curriculum, planning and programming (Rodwell, 2008, p.17, para.1 & Reynolds, p.9). Using historic fictions gives the students the opportunity to explore and examinee about the past events (Rodwell, 2008, p.17, para.1& Reynolds, p.8). Historic fiction zooms in one specific event, explores its impact from one person’s point of view, which clarifies the characters in history.


References:

Terry Linquist, language Arts/Social studies: ‘Why and How I Teach with Historical Fiction’.
http:// teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1

Grant Rodwell, ‘Historical Novels: Engaging student teachers in K-10 history pre-service units’, Australian Journal of Teacher Education, 35, 7, pp.15-29 November 2010.

Mallihai Tambyah,’ What do SOSE teachers know: The significance of subject content knowledge among middle school teachers and teachers’ professional identity’, School of Cultural and language studies in education faculty of education Queensland university of technology.

Lynette Vandekieft’s, ‘Historical fiction in the elementary classroom: Great Sites for Educators, viewed December 2010
http://www.msu.edu

Groce, E. & Groce, R. (2005).’ Authenticating Historical Fiction: rationale and process’, Education Research and Perspectives, 32, 1 p.p. 99-119; June 2005.
http//search.informit.com.au.ezproxy.cdu.edu.au/full text


Ruth Reynolds’ The use of historical fiction to promote a critical citizenry’, Curriculum perspective, vol.28, no.1, 2008.

Herz, S. 1981. Using historical fiction in the history classroom. Yale-New Haven Teachers Institute. Retrieved on 30 November 2010 from
http://www.yale.edu/ynhti/curriculumn/units


McGowan & Thomas M. ‘Historical Fiction: the national strategies’, ERIC Clearinghouse for Social Studies/Social Science education Bloomington IN., 37,p.p. 1-3 May 2010
http:// primary/primaryframework/literacy/planning/narrative/histoticalfiction
www.standards.dcsf.gov.uk/NationalStrategies

Rviewing

REVIEWING:
Identify the module you are reviewing?

I am writing a critical review on Module one. As an educator I have been influenced by theorists and their theories, while working with children aged from six months to five years old. I witnessed the children’s behavioral changes throughout the different stages of their life. Therefore, each situation and circumstance at work was unique and in its own way distinctive.

Identify the key point of the module.

Module one, reviews the significance of children’s learning and development. In addition to that, it also reviews the developmental theories and the consequences of theory on play. It examines how these theories become known as well as how historical, cultural and social contexts manipulate the children’s learning and developmental concept.

Identify the purpose and context of this module, Identify what are the general and specific intention in this review.

This module generally reviews the significance of children’s learning and developmental theories and specifically examines how these theories become known within its historical, cultural and social contexts. In part one of this module, it examines how the theories become known as well as how historical, cultural and social contexts manipulate a child’s learning and developmental concept. In part two of this module, identifies that childhood is a social construction, with in history, culture and developmental theories. In part three of this module, clarifies the beliefs of aboriginal people raising children and the potential implications of these beliefs for play.

State what you might do in this review, Summaries the main issues raised in this module.

In part one of this module, I will look at developmental theories. Theory is defined as a written material, which means the explanation of how facts work and relate to each other. Theory is a technique to learn and understand the behavior of children, their development level, and their social and cultural background. The development theories can be used to discuss the concept of development issues and children’s behavior (Ross, 2008, p.37-8, para.1-3). Therefore it is an important tool for educators to gain knowledge about children’s development through developmental theories; analyze the traditional contemporary development and its implications for play, constructions of childhood, indigenous identity and learning in the early years.

Body:

Do educators of young children need to be knowledgeable about child development theories?

This review discusses the necessity of understanding and importance of knowledge about children’s developmental theories and its importance in social, cultural, and historical contexts. Theories make it easier for educators to understand major influences on early childhood develop education and learning as well as play and development (Ross, 2008, p.37-8, para.1-3). For this reason, part one of this module emphasizes on the traditional and contemporary theories as well as play and development. Hence it is important for early childhood educators to consider play, its values and the factors that influence it. It has been confirmed by several theorists that play has significant values and meaning for children, they learn through play while they grow. This module also emphasizes on socio-constructivism and the critical approach on children’s play. Thus it is vital to look at the history of children’s play, its traditional and contemporary theories comprising of historical contexts, assumptions and the critical approach.

Educators need to have knowledge and awareness about children’s developmental theories, and the concepts of play. There are four categories of development theories which are psychoanalytic, cognitive, learning and behavioral, contextual. Cognitive theories are described by the focus on brain development, thoughts and how children manage information (McInerney, 2006, p. 121-3, & World Campus, 2010, para.1-5).

According to Piaget (McInerney, 2006, p. 121-3, & Atherton, 2010, para. 3&4) children have particular stage of intellectual development, children’s brain develops and they grow mature step by step. Thus they can not take specific tasks unless they are psychologically ready. Piaget also states that children’s cognitive development does not grow and expand completely until the age of seven, although children have the potential of cognitive development. He also says once children reach an appropriate development level, it is necessary to teach them developmental concepts which play can be used as a source of corroboration of intellectual skills.


Maria Montessori (Atherton, 2010, para. 3&4) agreed with Piaget’s theory, however suggested that children should be taught from a very early age, it is necessary to educate them through play and learning activities. Montessori explained play as child’s work and creativity.

Vygotsky (McInerney, 2006,p. 144, & Learning Theories, 2010, para. 1-3 & World Campus, 2010, para.1-5), clarifies that play can teach children effectively by linking their imagination and role playing abilities, thus enhancing them physiologically and gears them towards critical thinking and enhanced problem solving skills in future. He argues Piaget that social and cognitive theories help children’s development, which relates to their social interaction with other people. Therefore it has a great influence on their behavior and thoughts. Children learn and copy each other, remember the teacher’s instructions and learn specific skills from peers in groups.

Piaget, Montessori and Vygotsky confirmed that learning and development occur when children interact with the environment and people around them. They see children as active learners. Their theory is based on the children’s capability and strengths to shape children.

Bruner (2006, para.7&9), states in contrast to Piaget’s theory, that children’s cognitive ability develop and revolutionize gradually and step by step. Bruner asserts children learn through play that depends on their independence to play within their surroundings which manipulate their development. Play is children’s work and should be planned.

Learning and behavioral theories focus on observable behavior (World Campus, 2010, para.1-5). According to Skinner’s (2006, p.1, para.2&10) theory of behaviorist, simplifies that learning has great influence on children’s behavior. Children’s behavior can change through their surroundings and environment. The natural world manipulates them by learning through external sources, for example play. Play can be used as a possibility for reinforcing behavior. Behavior can be managed by its consequences positively and negatively. In view of that Karl Groos (1861-1946) describes play as source of guidance for maturity. The significance of play in children’s lives is that play can be used as a possibility to emphasize on their behavior.

Herbert Spencer (FAQS, 2010, PARA10-22) defined play as source of releasing energy to meet basic needs. Play is a characteristic of childhood development, it is carefree and pleasant.

Contextual theories focus on developmental levels, and the environmental influences on development (World Campus, 2010, para.1-5). Sigmund Freud (1856-1980), identifies play as a cause of socialization, outlining its influence on a child’s emotions, social aspects, cognition and physicality, which involves children and the use of toys or objects.

Part two of this module reflects on how childhood is positioned within theories and how childhood is constructed.

What does childhood mean to you?
Childhood is a character of human development; it is a part of a person’s life. Childhood is the individual’s time of processing and building up of personal morals, values and ethics and applying them in their play. Growing up is simply the time it takes the child to learn how to meet their needs and adapt to all aspects of their environment (Heather, 2006, para. 8 and Hugh, 2006, para.1). Perceptions are shaped through interaction between people, causes and effects, positive and negative feedback and personal experiences. This helps to develop their unique set of views. Thus the children need other people to guide them (Child development, 2005, p.38).


In part two, childhood is explained as social construction, as a result of society, which it identifies a phase of life and gives meaning to behavior during that phase. Children are biologically different to adults, but the meaning of these biological differences is defined by society (Heather, 2006, para.5 &14).

Paiget (McInerney, 2006, p.120-8, & FAQS, 2010, para.19), states that children have specific personalities which is identifiable in their developmental levels, regardless of their social and cultural background. Social constructionist theory claims that concept of childhood is produced by following generations regardless their traditions and social background, in other words the child generates their own cultural world. Some social groups see children as minority in spite of their cognitive ability, however children do make their own future (FAQS, 2010, para.20-2).

In summary, part two, play classifications and the critical aspects are indentified, because play supports children’s development. Approaches to teaching is based on the beliefs about play, therefore educators need to consider traditional and contemporary theories of play. Theories of play and development are constructed historically, culturally and socially.

Part three of this module discusses the Indigenous or Aboriginal people’s concept of identity and their beliefs in regards to raising children and play.

Children from all cultures play. Culture has great influence on children’s play, because they actively interact with people in their society. They learn to talk, believe think and feel in certain a way, which is culturally meaningful, thus it builds their unique character and belief system states Bruner (, McInerney, 2006, p.148-151). As an educator, it is vital to know these cultural views, values and beliefs of play held by families while establishing and programming play. Thus children appear to be influenced by their culture and the environment that they are surrounded by (Child development, 2005, p.36-37). As Dockett and Fleer (2004), point out, it is necessary to view and consider the cultural, political and historical context of play.

In Aboriginal families children’s perceptions relate to their family, trust and culture. Steadiness and stability must be respected in between contemporary and traditional aspects of learning, as the educational programs must support the child’s family and community (Child development, 2005, p.38, para. 1-6).

In conclusion

Part one, addresses development theories and its importance in programming the curriculum. Part two, links the traditional contemporary developmental theories and constructions of childhood. Part three, evaluates Aboriginal and Indigenous perspectives on early childhood education. It is essential for early childhood educators to consider indigenous families beliefs, cultural understandings and involve them in their child’s educational experience. Families of indigenous and aboriginal backgrounds would then be able to understand that schools are a service provider, where teachers and families can establish correlation in educating their children. As a result, families would approach teachers in order to further enhance and benefit their child’s education, knowledge, skills and overall potential (Fleer, 2004, para.6).

In general educators need to acknowledge children’s development within their social and cultural median and search for their unique cultural diversities. This guides teachers to knowledge about the child’s needs and strengths to program curriculum and interact with children more effectively and efficiently. (Campbell & Smith, page. 91, para.1).
Fleer. M. (2004). ‘The Cultural Construction of Family Involvement in Early Childhood Education, Some Indigenous Australian perspectives’: The Australian Educational Researcher, vol. 31, no.3, viewed 20 November 2010, pp. 51-68.

Ross. S.N. (2008),’Using Developmental Theory’: When not to play telephone games, vol. 4, no.1, viewed 20 November 2010, http://www.integral-review.org/documents


Heather. M. (2006),’ Different Culture, Different Childhood’: Cultural childhood, viewed 20 November 2010, pp. 51-68, from: http://open2.net/home.html, or , From CDU Database, http://www.cdu.edu.au


Atherton. J. S. (2010), ‘Learning and Teaching ‘: Piaget’s developmental theory, online, UK, viewed 06 January 2011, From: www.learningand teaching.info/learning/piaget.htm

Vygotsky. L.S. (2004),’ Encyclopedia of Marxism’, viewed 20 November 2010, From www.marxitx.org/glossary/people/v/y.htm


Learning Theories Knowledge base. (2011),’Social Development Theory ,Vygotsky’ : Learning-Theories, viewed 06 January 2011, From http://www.learning-theories.com/vygotskys-social-learning-theory.html

Hugh. C. (2006),’ Re-inventing Childhood ‘: Childhood inventions, , viewed 01 November 2010, From: http://open2.net/home.html or From CDU Database, http://www.cdu.edu.au

Child Development . (2005), ‘Foot Prints Where We Are’: A resource manual for aboriginal and Torres strait islander children’s services, viewed 02 November 2010, pp. 36-42, From CDU Database, http://www.cdu.edu.au
Forrest. S. (1998),’that’s My Mob’: Aboriginal identity, Perspectives on aboriginal and Torres Strait islander education, Gary. P. (Ed), Social sciences press, viewed 02 November 2010, pp. 96-105, From CDU Database, http://www.cdu.edu.au

McInerney, D. M. (2006),’ Cognition And Cognitive Development’: Infancy to late childhood, chapter five, Developmental psychology for teachers, An Applied Approach, viewed 02 November 2010, pp.148-151, From CDU Database, http://www.cdu.edu.au

Campbell. S. & Smith. K. (2010),’Equity Observation and Images of Fairness in Childhood’: viewed 02 November 2010, From CDU Database, http://www.cdu.edu.au

World Campus, (2010), ‘United states courses’: United states https://courses.worldcampus.psu.edu/United States

Play In Children’s Development

Essay: Question

What does Play mean to children in the sense of their learning growth? What does Play mean for educators of young children in how they prepare and design their learning activities? How can educators justify the decision to establish play-based activities in the class-room?”

Introduction:

This essay discusses the primary principles and values of Play In Children’s Development (Degotardi, 2005, p.14-5). The importance of Play Generated Curriculum and its conflicts with teacher’s academic goals will be evaluated. It is asserted here that the principle values of play and its meaning to children are the role of qualified teachers in a pre-school setting . Also teacher’s specialism to establish Play Based Curriculums to suite every individual child’s developmental needs (Dockett and Fleer, 2002, p.3, para.2).

Some people have different opinions about play and curriculum. Often early childhood educators and some parent’s say that play is the best way for young children to learn concepts, skills and tasks needed to set foundations for later school and life success. However, some people including some parents believe that play is off task behavior, messy and noisy. This debate about play and children’s development requires evidence based on studies to prove that play is effective and has a great impact on children’s future learning and development.

Body:

Play is a free choice activity, has value, it is self motivated and creates meaning for children. Children play to experience meanings. It has been confirmed by Vygotsky’s theory (Lindqvist, 2001, p.9, para. 2-7), When children play, they create imaginary situations, setting and place to perform actions. They create reality through play on a deeper level. Play connects young people’s emotions and thoughts with the real world. Children use the imaginary world of play to interpret reality. Thus they develop their ability (Lindqvist, 2001, p.8-9, Samuelsson and Johansson, 2004, p.51 and Hoorn, Lieberman, 2005, p.6, para. 4).

A study was done on how young children create and originate meaning in their play while with adults. The findings proven that children imagine and say stories about objects that they play with, which these stories has meaning to them (Lindqvist, 2001, p.8, para.1 & Dockett and Fleer, 2002, p.106, para.5).

However, some people including some parents argue some children may not yet grow and reach the appropriate stage of development to imagine, create real life experiences and meanings in their free or spontaneous play. They also say that play is fantasy and takes children away from academic learning (Johnson, 1999, p.330, para. 4-5).


For example in the following observation which was done on two children in a childcare centre. Both children were age four and half years. Child ‘A’ is playing on the sand pit and child ‘B’ joined him.

Child ‘A’ was playing on a sand pit and pouring sand on the kitchen sink, which was placed on the sand pit.
Child ‘B’ walked in sand pit and said more.
Both children were pouring sand on the kitchen sink, child ‘A’ said to child ‘B’ we need more water in the sea. The sea is not full and he shakes his head.
Child ‘B’ was pouring sand and child ‘A’ was observation for a few seconds. Then child ‘A’ looked at the kitchen sink placed on the sand pit and said more water ...more and more.
Both children were pouring sand till the kitchen sink was half pour. Then both of them were looking at the sink, child ‘A’ said sea is not full. Child ‘B’ said my boat drowned, look then he placed small plastic cup toy and said look drowned. Although the plastic cup was placed on the top of the sand in kitchen sink.

This observation suggests that children do create imaginative situations while playing (Dockett & Fleer, 1999, p.101).

Children use real life experiences to express what they know, they act as players, they express themselves, and they explore and experiment through play. Play is a good opportunity for them to build new skills, knowledge, and ideas (Dockett & Fleer, 1999 and Degotardi, 2005, p.134, para. 4). During play session children interact equally, and continuously collaborate and re-negotiate among each other. They define play rules, and see play as doing something always right. They have faith in fantasies (Samuelsson & Johansson, 2004, p.52).

Children’s play lays a perfect opportunity for professionals to provide educational encouragement, appropriate materials, and stress free settings for children to use their imaginations and create scripts in free play (Johnson, 1999, p.331, para. 1-5 & Doris & Doris, 2009, p.429, para. 8-10).

On the other hand, it is evident that educators may not reach their planned academic goals because they need to look at every individual child’s interests to help them to reach the appropriate developmental stage. Some children move beyond the standard pattern and some may need extra assistance, to reach appropriate level of development (Dockett and Fleer, 2002, p.112-13, par a.3-5 & Doris & Doris, 2009, p.429, para. 8-10). It is educator’s responsibility to provide supervision and fair interaction to shape children’s ideas delicately and connecting free play with education (Dockett and Fleer, 2002, p.12, para.3-4).

Early childhood educators interpret play as a means to provide learning materials for children. It is the educator’s decision, to support children in free play sessions and to decide that a play-based programs will be developmentally appropriate for young children. In fact the most powerful way of learning is through play (Hill, 2010, p.5, para. 2-7). Play has strong relationship with children‘developmental domain and curriculum (Hoorn & Liebermen, 2007, p.3-4 & Dockett and Fleer, 2002, p.112, para.2). Play-Based Activities involves children in thinking, and use of oral language (Hill, 2010, p.5, para. 2-7). It is the educator’s accountability to make sure that children grow and progress within developmentally appropriate norm of development in order to become mature adults (Degotardi, 2005, p.132-3, para.2-5). It is required of them to ensure that each child receives quality education and meets the expectations of early childhood standards (Johnson, 1999, p.329, para. 3-4).

Play is a means for teachers to support children’s social, emotional, cognitive, and physical skills while playing (Doris & Doris , 2009, p.429, para. 8-10 and Hoorn & Liebermen, 2007, p.3-4), which helps children to be self-motivated, explore, experiment, and build relationships with other peers.

It is confirmed by children’s theorists, Maria Montessori, who claims that early childhood curriculum shall be based on play as a means to instruct children to gain particular skills. Children should be taught. Children need to feel free in selecting play materials. The use of play materials needs to be instructed to achieve a result or product (Degotardi, 2005, p.132-3, para.2-5).

Also it is confirmed by another children’s theorist’s, Issac that when young children are interested in a task and they are interacting with an adult who responds sensitively to their interests and involvement, they can grapple with complex ideas and issues (Dockett and Fleer, 2002, p.12, para.3-4).

Play based activities provide a supportive context for learning and development to practice newly acquired skills where teachers illustrate on children's current knowledge during play experiences (Degotardi, 2005, p.132-3, para.2-5). It means that children demonstrate their own play and their behaviour (Hoorn & Liebermen, 2007, p.3-4) although play is the core of developmentally appropriate early childhood curriculum, where children act as an active constructor of knowledge (Degotardi, 2005, p.132-3, para.2-5 & Hoorn & Liebermen, 2007, p.3-4).

On the other hand , teachers appear to use play to admire children’s work, provide spontaneous play activities (Hoorn & Liebermen, 2007, p.3-4) and focus on children’s interests (Johnson, 1999 , p.329, para. 3-4 & p.330, para. 4-5) , to use it as a means in providing developmentally appropriate learning materials, arranging inviting spaces and to make the activities meaningful and creative for children (Johnson , 1999, p.329, para. 3-4).

For argument, some educators may decide to do series of repetitive observations during free play session to bring children’s concentration, interest and relate children’s understanding in every day’s program (Johnson, 1999, p.329, para. 3-4). On the other hand, some children may not meet the terms that educators propose, some may not want to participate and some may follow teacher’s instructions in their own way (Doris & Doris, 2009, p.430, para. 1).

Consequently, teachers may discuss the result among the group of children to evaluate children’s responses (Johnson , 1999, p.329, para. 3-4) , the teacher tends to ask questions, suggest alternative solutions , observe children's creative expressions as well as finding clarification in group problem-solving (Degotardi, 2005, p.132-3, para.2-5).

For example, a few children show interest in sea creatures such as fish. The educator needs to design classroom programs based on that interest and provide activities for all children to assists them in learning skills and knowledge related to children’s interest and combine it with literacy, mathematics, and science. On the other hand, some children may not have any interest in sea creatures. In the same class, some children will benefit from learning materials and some will not benefit at all. Some children either experience loss of interests or will not learn (Johnson, 1999, p.321, para. 1-2 & Dockett and Fleer, 2002, p.109, para.5).

The environment that children live, their cultural beliefs and expectations guide the way they play (Dockett in and Fleer, 2002, p. 7&10, para.2-3). Educators need to consider the changes in ways of lives, equipments; the ways things are used, expectations and nature of the play in has great influence on play (Dockett and Fleer, 2002, p.10-11, para.3-5).

In one hand, Cultural beliefs have great influence on the type of play children are engaged in. On the other hand, a child’s interests may clash, other children‘s interests and beliefs. Or a child’s interests may not be developmentally appropriate for their stage of development. Then educators may need to establish activities that are developmentally appropriate as well as socially and culturally sensitive. Therefore some children will not show interest (Degotardi, 2005, p.141-2).

It is asserted here that, Young people use power in play. They start with the feeling of having rights in their play, for example girls in home corner show their power over boys visa-versa boys in block corner are in more control. Therefore it is the teachers role to extend children’s play (Dockett and Fleer, 2002, p.144-6).


It has been proven through a study which was done on children’s development , that play is vital and most favourable means to support children’s social, emotional, physical, and cognitive development particularly in middle childhood (Doris & Doris, 2009, p.426,para.1 & Hoorn & Liebermen, 2007, p.17 ).

Piaget claims that children's play increases their cognitive growth as well as social involvement, because they interact with their peers and adults. Children’s cognitive developmental level has strong connection with their play behaviour.

Smilanski clarifies that in constructive play, children use solid objects to construct an object while engage in practical play which is mainly repetitive use of actions or objects. This type of play is goal oriented, and involves problem-solving and prediction as children work towards producing something. When young children engage in solitary pretend play, they move on and use their imagination to replace one object for another, their pretend play becomes social which enhances their social and communication skill develops , as children grow they advance cognitive levels of development where they begin to engage in play with rules; either invent their own or follow scripts and instructions (Degotardi,2005,p.136-7 ).

It has been confirmed by studies and theorists such as Froebel, that play would lead children to develop a spiritual understanding of the physical and aesthetic features of their world and there is a vital relationship between play and learning (Dockett and Fleer, 2002, p.12, para.3-4).

Consequently teachers can use a combination of both Play Generated Curriculum and Curriculum Generated Play. Educators and children need to be as co-decision makers in planning and establishing curriculum (Johnson, 1999,p.332, para. 1). Professionals can provide assistance as well as interesting and challenging play activities for children to challenge those (Hoorn & Liebermen, 2007, p.17).

Conclusion:

As discussed play has great influence on children's individual level of development and their social and cultural background . Children come to play with their individual skills and knowledge. These individual skills influences the way in which they engage in play with peers, adults and materials (Degotardi, 2005, p.141-2). Children touch, manipulate and show interest in the objects that surrounds them. They initiate play with objects first, then they tend to join in role-play as they grow (Lindqvist, 2001, p.9, para. 2-7).


Early childhood educators recognise play as a powerful learning medium. According to children’s developmental level, children practice their skills, experiences and experiment new ideas while playing. Play is a vital tool for educators; it is used as a means but not the only source, in teaching and learning. However children engage in play with the aim of playing after all play what children want to do. Children like to follow play generated curriculum. Teachers would provide structured programs based on criculumn to support children’s learning and development (Degotardi, 2005, p.14-5).

Children’s cognitive and social developmental domains have been regarded as being particularly significant in understanding why developmental and age-related differences in play behaviours occur.
Children shaping the context as well as being shaped by it (Dockett and Fleer, 2002, p.115, para.5)

To look at children’s theorists Piaget, Elkonin, and Trageton, who claim, children’s development and play is based on a biological approach. This means children’s growth relates to a set pattern from playing with objects then to symbols and roles-play. These developmental theories clarify that play is a ‘free’ activity, which adults should not interrupt. Froebel argues that educators or adults involvement is necessary (Dockett and Fleer, 2002, p.12, para.3-4). Teachers or adults usually guide children’s play and interpret their play as a realistic presentation of a certain action (Lindqvist, 2001, p.8 & Dockett and Fleer,2002, p.101, para.7).


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Leonie, A.( et al.). (2008). Documenting and planning for children's learning (4th ed.): Programming & Planning in Early Childhood Settings. South Melbourne, Vic. : Thomson Learning Australia. Pp. 265-321. From. CDU Database, http://www.cdu.edu.au.

Lindqvist, G. (2001, Jan.). When small children play: How Adults Dramatise and Children Create Meaning : Early Years : Journal of International Research & Development. SwedenKarlstad . Vol. 21. Issue 1. Pp. 7-14. viewed 02 November 2010 . From Education Research Complete: CDU Database, http://www.cdu.edu.au .

Pramling Samuelsson, I. & Johansson, Eva. (2006, Jan.). Play and learning : Inseparable Dimensions in Preschool Practice : Early Child Development & Care : Göteborg University. Sweden. Vol. 176 . Issue 1. Pp.47-65. viewed 02 November 2010 . From Education Research Complete: CDU Database, http://www.cdu.edu.au .

Talay-Ongan, A. & Ap, E.(Ed.). (2005). Child development and teaching young children, Exploring Children’s Play : Development and contexts, Southbank, Vic. :Thomson Learning. viewed 02 November 2010. Pp. 131-147. From CDU Database, http://www.cdu.edu.au .

ANZAC DAY

ANZAC Day & World War I, Gallipoli
ANZAC Day

Anzac is the name of the generals has to the soldiers who jumped ashore at a place called Gallipoli in 25 April 1915. Those brave soldiers showed bravery and they fought for eight months in Gallipoli. The fighting continued and thousands of men and women lost their lives during the war.

Australian commorate 25 April every year. Men and women who have survived these wars put on their medals and march down on city streets to celebrate ‘ANZAC day’. It is also appreciating living in an Australia, in a country without wars. More than 20,000 Australian and New Zealand army corps (ANZAC) went ashore at Gallipoli

Peninsula. These soldiers fought the Ottoman Army. The ANZAC army‘s aim was to drive the Turkish defenders in to the hills. 7600 Australians and nearly 2500 New Zealanders had been killed and mortally wounded there, and 24,000 more (19,000 Australians and 5,000 New Zealanders) had been wounded, while fewer than 100 were prisoners.

World War I
Gallipoli

Gallipoli is the name of a small town in Turkish coast. On 25 April 1915, the ANZACs landed in the shore of Gallipoli. The Turks were waiting amongst the cliffs and sand dunes and begin shooting from the hills.

The ANZACs who landed that day were met with terrible gun fire. Turkish bullets were whizzing through the air like hail those first few hours.
Some men didn't even get out of the boats, some who did; they found the water was up to their shoulders. Some men drowned because their packs were so heavy and they did know how to swim. When the ANZACs landed, they became confused. They arrived at the base of some cliffs. They had landed in the wrong place!

At the end of the ANZAC day 2000 soldier were killed and wounded, however they did not give up. That day Lieutenant General Hunter Weston led the British army. They were 35,000 men. And the second army was led by General William Birdwood, there were 17,000 men from Australia and New Zealand army corps (ANZAC) landed in Gallipoli.
The ANZACs climbing up from the beach.

After eight months of fighting, the British High Command decided that the war at Gallipoli was too costly when they were also fighting other battles in Europe. The ANZACs alone had lost 10,000 men, and so the order came for a withdrawal.

The ANZACs were sad, because they did not want to leave Gallipoli until they had won. Thousands of soldiers died. Over two weeks, 35,000 Australians were evacuated from Gallipoli. First off were the wounded, then the mules and heavy guns and equipment, and finally the soldiers.

Useful Resources

www.awm.gov.au/education/activities
www.anzacsite.gov.au
www.anzacs.org
www.awm.gov.au/kidshq
www.awm.gov.au
www.awm.gov.au/education/activ
www.google.com.au (type in ANZAC Day)
www.awm.gov.au/people/index.asp
www.anzacsite.gov.au/
www.diggerhistory.info/pages-battles/ww1/anzac/gallipoli.htm
www.nla.gov.au/gallipolidespatches/1-01-the_landing.html
www.cultureandrecreation.gov.au/articles/anzac/
http://anzac.homestead.com/index.html


www.anzacday.gov.au/
www.awm.gov.au/commemoration/anzac/
www.anzacday.org.au/history/history.html
www.teacherstoolkit.net.au/images/TTPDF_lesson/LOW/TT02_AnzacDay.pdf
www.teachers.ash.org.au/hippohelper/integrated/MPUP%20anzacideas.pdf
home.exetel.com.au/eduweb/AusWW1/index.html