Child's View Of Time
Understanding the complexity of chronology is often challenging for the elementary student, yet this understanding forms one of the basic paradigms of a child's developing a sense of period, change, causation, and evolution. This is not just true when thinking about historical events, but in the sense of mathematical progression, scientific experiments (change over time), certainly the concept of biological evolution, and even more a child's sense of identity that aids in creating a contextual reference for the present. In the 21st century, it is also vital that students begin to understand and relate to broad reaching concepts of development if they are to become productive citizens of a global world. In addition, words, phrases, and conceptions relating to chronology are quite frequent in children's literature, curriculum text, and lecture material, and it is common to quiz students on what happened, when did it happen, why did it happen, and less frequently, but still important, what might have happened or what will happen based on past chronology.
Ironically, this is not a new concern within the educational field. An 1892 article in The Parents' Review suggests that children need to learn about their own time and place, work backwards, and then accentuate skills towards future projection. The article further suggests that is not just chronological understanding that is vital for a child's development, but the ability to accurately judge and estimate how time passes. For instance, it is not just important for a child to understand chronological events. Instead, perceiving chronology and time are akin to telling a child, You have 15 minutes to complete this exercise. Thus, from a developmental paradigm, the nature of time and chronology are both important indicators of human development and necessary skills for the modern learner.
Simsek (2007) finds that in order to develop a concept of temporal history, first measurements of time, distance and spatial relationship must be mastered in a way that allows children to express an understanding of historical time, as well as to relate it to their current reading and experiential levels. Every child constructs their concepts of space and time quite differently and different stages of their...
Children: Exposure to Violence Through the Media The extent to which exposure to violence creates violent children and/or aggressive behavior is a subject which has been debated in a comprehensive manner. However, the fundamental research findings are consistent. The research continues to demonstrate that exposure to violence creates negative manifestations in the behavior of children. "While violence is not new to the human race, it is an increasing problem in modern
Children and Television Over time, television has become a must have household item/electronic for most American households. Today, unlike several decades ago, a television viewer has a wide range of channels to choose from. However, the ever increasing relevance of the television set has not come without criticism. In most cases, the criticism that has been leveled against television viewing has largely been founded on the impact it has on its
Children and Television Television may be an almost universal feature on the domestic scene, however it is not sued I the same way by everyone who has access to a set (Gunter 1). The television set has become an integral piece of the household furniture, and practically every house has at least one set, if not more, which means that children are born into a world in which television is present
The second includes verbal and emotional assaults including persistent patterns of belittling, denigrating, scapegoating, and other nonphysical, but clearly hostile or rejecting behaviors, such as repeated threats of beatings, sexual assault, and abandonment. The third, residual, category includes other forms of emotional abuse such as attempted sexual or physical assaults; throwing something at a child but missing; withholding shelter, sleep, or other necessities as punishment, and economic exploitation (p.11). According
fifth of all Americans have some type of disability (United States Census Bureau, 2000). Alarming? Yes, however, disabilities do not discriminate and people of all ages, race, and socioeconomic backgrounds can be affected or have a family member who has a disability. Disabilities in children may include, but are not limited to Attention Deficit Hyperactivity Disorder, Asperger's Disorder, Autism, Central Auditory Processing Disorder, Dyscalculia, Dyslexia, Dysgraphia, Dysprazia, Learning Disabilities, and
Children during their elementary school years are just beginning to develop their basic life habits. Food preferences, health behaviors, safe practices, and enthusiasm for learning are all being integrated into the child's sense of self at this stage. Children are learning to play with others in an empathetic fashion, to take pride in meaningful academic accomplishments, and are beginning to take responsibility for their personal safety and well-being. The
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