Research on Children’s Conception of Death | Methodology

Research on Children’s Conception of Death | Methodology This study design is to find out the understanding of death of children from different stages, and the difference between their concepts. Death is part of our life and also an accomplishment of it that no one can avoid. Numerous studies have been conducted to determine different ages of children’s concept towards death in these 80 years, and the first one was conducted by Schilder and Wechsler in 1934 (Speece, 1995). According to Speece, there is a positive relationship between age and children’s concept of death. Maria Nagy (1948) conducted a classic experiment on this topic and inferred that there are three stages that are closely related for children of understanding death. First stage (3 to 5 years old): Younger children cannot understand the outcome and irreversibility of death. Children understand that they need to eat and breathe in order to live, so they cannot imagine a person without these activities. Most of them regard death as the person who is sleeping or it is just a temporary state and starts to have the recognition that death is different from life. Second stage (5 to 8 years old): Children have not understood that death is unavoidable, natural and universal. During this period, they realize that death is the final outcome of human, and they think it is unpredictable and mysterious. Children tend to believe that life is taken away by external force, which they think it is the same force that gives us life, therefore it is reasonable that it could be taken away, and then we die. Third stage (above 9 years old): Children have mature understanding of death. They realize that death is not something that can be interfered by external forces (except accident), and could not be controlled by human’s will. Death is a natural process that will happen on every individual, including themselves. On the other hand, death is not a single concept, it has four components: universality, irreversibility, non-functionality and causality (Speece, 1995). In this study, we are going to examine children’s concept about universality and irreversibility of death. Definitions of Key Components Universality refers to the understanding that all living things will die. Irreversibility refers to the understanding that once a living thing dies, the physical body cannot alive (Speece Sandor B, 1984). Method Participants A total of 30 4-year-olds, 30 7-year-olds and 30 10-year-olds children are chosen to attend this experiment. All participants are right-handed, have normal eye-sight, hearing and their intelligence are at average level. They should not do similar experiment before. Informed consent was obtained from parents, teachers and related department of participants. Design and Procedure We duplicate the method which Zhu LiQi and Fang Fuxi used in Children’s Understanding of Aging. Experiment 1: Free Association Task Participants will be required to recall anything that could die, such as animals and plants. This step is to see if participants have the ability to distinguish non-living objects and living things. Guidance: â€Å"There are many objects around us, some of them will die one day, but some of them won’t die. Can you give me some examples of them? Very good. Do you have any more examples?† Experiment 2: Organization Task A total of 16 kinds (8 kinds of non-living objects and 8 kinds of living things) of stimuli in the form of real photos will be presented to participants. There are photos of rocks, clouds, rivers, sun, spoons, television, cars, chairs, mushrooms, flowers, trees, grass, birds, fish, dog and human.(We choose stimulus that children are easily seen in daily life.). Procedure: All photos will be presented in a randomly mixed order. Participants are required to separate photos into two sets (Those that can die and those cannot). Experimenter will record the reaction of participants and make sure that the 2 sets are correct. This experiment will repeat twice to reduce random error. Experiment 3: The irreversibility and universality of death. Choose 3 types of photos as stimulus from experiment 2, such as â€Å"trees†, â€Å"dogs† and â€Å"human†. Experimenter will ask two questions: 1) Question about irreversibility: If X dies, can it/she/he come back to life or it/she/he will be dead forever? 2) Question about universality: Does X has to die, or X can live forever? (X refers to stimulus) Results Experiment 1 The responses from participants can group into three categories. Not distinguishable: Participants reply not knowing the answers, having non-living objects in death example or vice versa and some will give conflict answer such as, the object will die and not die in different examples. Partly distinguishable: Participants’ answers are partially correct, they answer animals and plants, animals and human or only one of them will die and they know non-living things is not a biotic example. Fully Distinguishable: Participants answer that human, animals and plants will die and non-living objects will not die. Table 1 From my expected result, 4 years old children can hardly distinguish and this phenomenon will decrease when the age of children increased. Experiment 2 In this experiment, participants will only get 1 point if they get the correct answer twice, otherwise 0 point. Hence there are four categories: animals, plants, natural objects and artifacts. The total score for each category is 4 points. Table 2 We will use SPSS 3 x 4 Anova to examine the scores. We predict that there is a main effect for Age and Stimulus and interaction between them. Follow-up test is required if results are significant. The older the children, the more accurate they determine in each category. (Li-qi Fu-xi, 2006) Experiment 3 Participants will get 1 point for each question. Therefore, there will be 3 points for irreversibility and 3 points for universality. Table 3 We will use SPSS 3 x 2 Anova to examine the scores. We predict that most of the 4-years old and 7-years old children could not understand the concept of irreversibility and universality of death. It is because they thought that death is just a temporary state and they thought that death is avoidable if you are lucky enough (Nagy, 1948). 10-years old children have mature understanding of these two key components of death. References Li-qi, Z., Fu-xi, F. (2006). Perschool Childrens Understanding of Death. Chinese Journal of Clnical Psychology, 91-93. Nagy, M. (1948). The Childs Theories concerning Death. The Pedagogical Seminary and Journal of Genetic Psychology, 3-27. Speece, M. W. (1995). Michigan Family Review. 57-69. Retrieved from Childrens Concepts of Death. Speece, M. W., Sandor B, B. (1984). Childrens Understanding of death: A review of Three Components of a Death Concept. Child Development, 1671-1686.

How Successful Were the Liberal Government in Years 1906-1914 in Bringing About Political and Institutional Reform

How successful were the Liberal government in years 1906-1914 in bringing about political and institutional reform (24) The Liberal government of 1906-1914 under Bannerman and Asquith is one often recalled for its extensive reform of the welfare system in the United Kingdom. However, it was their political and constitutional reform which caused the most uproar, as they were arguably the most successful government of the 20th century in regards to changing the way Britain was governed.Their greatest achievement was the 1911 Parliament Act where they managed to get the Lords to sign a bill limiting their own power. When the Liberals came into power in 1906 the Conservatives held a startling majority in the House of Lords due to their representation of the wealthy and the landowners. This meant that if the Liberals wished to put forward and legislation or alter the constitution in which in which the Conservatives disagreed then the Lords could simply veto the decision whether or not the Commons agreed with it.This angered the Liberals, particularly Lloyd George who at the time needed to obtain ? 15’000’000 to go towards the welfare reforms and to new warships and planned to from the ‘Peoples budget’, which was tax this money from the rich. He believed this would gain support from the working classes by showing that they didn’t need to vote for socialists to have a say. The taxes were to increase the tax at over ? 3000 and ? 5000 and were to impose an inheritance tax of 20%. The Lords did veto this bill and so it led to the first general election of 1910.The Liberals claimed that the Lords were the selfish rich who weren’t willing to help the country, whereas the Conservatives tried to appeal to the wealthy stating that this would lead to social revolution and that is was the duty of the House of Lords to block controversial policy that the public hadn’t voted on. The Liberals won with a 2 seat majority and the suppor t of the Irish Nationalists who were hoping to obtain Home Rule through the Liberal government which led to the tax being passed.This Liberal win led to the second constitutional crisis where the Liberals pushed a bill which sought to remove the power of the House of Lords to veto bills and replace it with a power of suspensory veto, to delay a bill for 2 years – yet remove their power entirely to alter ‘money bills’. The Lords rejected this again which led to Asquith going to King Edward VII asking him to create more Liberal peers which he agreed to but died before he could bring this reality.His son King George V preferred a more consensual agreement between the two parties and this led to the 1910 constitutional conference where the conservatives offered to reform Lords powers, yet the Liberals rejected this and the conference ended in November which led to the second 1910 general election. Both parties obtained the most seats but again the Liberals were able to maintain government through their backing from the Irish Nationalist Party and Labour. The Commons passed the bill of reform in 1911 and it was eventually passed through the Lords when the Liberals and the Conservative ‘rats’ outvoted the ‘ditchers’ by 131 votes to 114.This limited the Lords powers but prevented the house from being swamped with new Liberal peers. This subject caused such division that Balfour was forced to resign leadership in 1911 which led to the Conservatives almost falling apart. All of this was a great success for the Liberals as it created a much more evenly democratic country as it meant that the elected House of Commons was now the true power of the country whereas the non-elected House of Lords had effectively lost all of its true power. Such was the effectiveness of this change; no attempt to further reform the Lords was made until 1999 by Blair’s Labour.Another great achievement was the Payment of MPs Act. Until 1910 M Ps had no income from government for being an MP and so it was generally only the wealthy gentlemen of leisure that could afford to live in London without having to work that had time for governance. This meant that the working classes had very little representation as they could simply not afford to be an MP. Attempts had been made throughout the 19th century to introduce payment for MPs but had never got through the commons yet in 1910 a vote of 265 to 173 in favour of payment of MPs (largely due to Labour pressure) passed through the Commons and Lords.This bill paid MPs ? 400 a year, which is more than most of the lower working class earned anyway and so meant many men could put themselves forward who normally would not have been able to. This led to the rise of the Labour party as they represented the working poor and therefore got their votes. It again was another act by the Liberals to introduce more representation to the governing of the United Kingdom; and this, arguably and ironically, led to their downfall. Their last act before the outbreak of the war was to pass the Third Irish Home Rule bill through the Commons and, due to the reduction of Lords power, the Lords.This is not a success although some view it was one as it almost leads to a division of the country and a civil war in Ireland. The John Carson set up the Ulster Volunteers to oppose any home rule law and had thousands of Ulsterman sign the Ulster Covenant where they agreed to oppose any home rule by any means necessary – they openly received support from the Conservatives and by the army as was seen at the Curragh mutiny where the army all resigned before they were ordered to attack the Ulstermen.They also managed to sneak 30000 rifles and ammunition into Ireland – they meant business. The Irish Voulunteers (who were the predecessor of the IRA) set up to oppose the Ulstermen and also gathered arms. Emergency talks were being held at Buckingham palace to resolve this issue bu t broke down and it looked live civil war and treason was inevitable, yet war broke out at the eleventh hour and the Liberals rectified the issue by sending the patriotic Ulster Volunteers straight to the Western front where they were mostly all killed on the frontline.Over the period of office leading up to the war the Conservatives did have the two main breakthroughs in that they brought about the payment of MPs and managed to defeat the Lords in several cases and ultimately managed to curb their power and this led to the modern democracy we still enjoy in the United Kingdom today and it is for these reasons that they were successful, they brought about the largest constitutional reform then we saw in the 20th century and it is unlikely that such reform will come about in our state again – unless we are to codify the constitution at some point or abolish the Lords entirely.

Application of Theory: Early Childhood Essay

Every builder knows â€Å"A house is only as strong as its foundation†. They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the child is developing, they can assist and promote the way their students think, succeed, socialize, and understand their emotions. At this stage, teachers can also begin to promote diversity, because most often, it is in the classroom that children of this age encounter people that are different. Throughout an individual’s life, he or she goes through several stages of development, where they are developing physically, cognitively and socially. These stages begin from the day you are born and continue throughout your lifetime and last up until the day you die. Through each stage, there are certain changes an individual is expected to go through. Looking specifically the early childhood stage, physically, children’s grow rate and body fat declines. It is also during this stage that the children began to rapidly develop their gross (running and jumping) and fine (writing and drawing) motor skills. Most importantly, during early childhood the brain and nervous system are growing. It is in the early childhood stage that the child enters school and their cognitive development is noticeable. Cognitive Development can be defined as the growth of one’s intelligence. During the early childhood stage, the child is developing symbolic reasoning and intuitive thought and they are perceived to be egocentrism. From the assignments they receive in class you can see the child’s rationale and how they see the world when they tell the stories of their pictures. It is also because the child has entered school that they began to develop more socially. Although the children initially develop there social skills from their parents once they begin to attend schooling they develop relationships with their peers. They often want to emulate what they see their friends do from the way the walk to the way the dress. They also want to spend majority of their time playing with the other children. All teachers should understand the different stages that a child goes through in order for them to effectively teach their students. Teachers should understand that successful learning depends on properly setting the stage for her development ? creating an open, supportive, engaging environment that meets a child’s social, emotional, and cognitive needs. (Church and Ravid. 2003) When teachers have a lack of understanding of the development stages it can cause confusion in the classroom. For example, children who are at the early childhood stages are at the point where they often display temper tantrums when things do not go the way that they planned. Not knowing this may not only cause the teacher to become impatience but also cause the students to continue the behavior. Most importantly, teachers who do not understand the development stages may not know where the students need to be. As teachers, we must understand that there may be some influences in the child life that has caused the child’s developments to be halted. Sometimes it only takes five extra minutes spent on a subject, extra work or tutoring for the child to get back on track. In my school, I see that more and more teachers are having problems teaching their students and when they are not mastering the material in the manner the teachers thought they would. Unfortunately, these teachers want to automatically have the child placed in a special education classes or have the resource teacher work with them (My school is working on the inclusion style of teaching for students with learning abilities). If the teacher knew much about the development of the students they would know the differences between a child with learning disabilities and a child that has not been in the environment in which they could properly develop. When a teacher fully understand the development stages and know what stage their children are in they will be in a better position to assist in their students’ development. One important skill a teacher a can assist early childhood children develop, especially children in the early part of the stage, is there listening skills. It is important that teachers know that taking advantage of the world of sounds is a wonderful way to help young children develop their listening skills. (Miller, 2001) Students can read stories, play music, or just simply talk to the students in order for the children to pay attention. If it is something of interest, they will often listen to what is going on. However, having children pay attention to the sounds is not enough; therefore teachers mush request the students to repeat what is going on. This year I have decided to incorporate the Arthur ® cartoon series into my classroom. This series teaches educational lessons through a story plot. I have the kids to pay attention to what is being said and ask them what is going on. I noticed that kids that watch the cartoons will remember what is said and the next time they see the cartoon they are able to cite some the lines along with the characters. Understanding the students’ development stages can also provide teachers information that can be used to help students achieve greater success; because, providing a high quality education for young children is a key to a child’s future success. Foundational skills needed to achieve academic success include social development, cognitive development, and physical development. (Sanders, http://www. pbs. org/teachersource/prek2/issues/703issue. shtm) Additionally, the students must have self-confidence and motivation to succeed. Therefore, the teachers must not only ensure that their students are receiving educational activities that enhance the development in all three areas but they must make sure that the students willingly participate in the activities. Some students may not want to participate in some activities because they may be weak in that area and as mentioned before, children at this stage often have temper tantrums. In my class, I often express to the students that it is important to participate in all the activities whether under my instruction or not. I make sure that I call on everyone student and that they attempt to answer the question. When I know that the student is weak in an area I give them the easier questions first and when they offer the right answer I often will say â€Å"I KNEW YOU COULD DO IT!!! â€Å". I also make big news when my students conquer their weakness and make it to the wall of fame and they often continue working to succeed in all areas. Therefore, giving your students praises and encouragement can cause them to strive harder to succeed in class. During the early childhood stage, the child begins to develop a conscience. The child is not only coming to an understanding of what is right from wrong but is often afraid of being caught doing something wrong. Knowing this, teachers must allow students to make decisions on their own. When explaining the rules to the students at the beginning of the year, I often will give each student a hypothetical situation and ask then what they would do and give the opportunity to explain why. By doing this, I am learning how much development the child has in this area. I had one student who had brought candy from home and while I was grading the test I watched him to see if he was going to sneak the candy. He was unaware that I was watching and I surprisingly; he chose not to eat the candy. I called him to the side before the class was to go to lunch and told him I was watching him and I was pleased that he had decided not to eat the candy. In addition, a child needs to have social skills if they want to succeed in class and in life. Helping children to develop a repertoire of positive and appropriate social behavior is a primary goal of early childhood education. Teachers need to coach the solitary child to learn to watch a group at play and then to suggest an appropriate role that helps them enter in. (Coons. 1985) When the students shy away from interacting with the other students the teacher should encourage the students to observe for a will then have them join. I often provide activities where I pair off the students to work together because I notice that it is easier for a child to â€Å"come out of their shell† when there is less people in the class. Each time, I make sure that I make different pairs and by the end of the first month of school each person has spent one-on one time with all the students in the class. Now I am able to incorporated group activities where the whole class is participating and my children are all comfortable in working together as a class to complete assignments. However, the teacher must realize that a child’s social skills will only continue to progress if the child is emotional developing. As instrumental figures in the students’ life, teachers can foster mental health in young children by providing many opportunities for healthy emotional attitudes to develop. Dr. Erik Erikson has made a significant contribution to our understanding of those basic attitudes. It takes a lot of patience combined with good judgment and warm, nurturing relationships to raise emotionally healthy children. But no matter what we do, children are going to feel sad, afraid, anxious and angry from time to time. (http://www. pbs. org/wholechild/providers/dealing. html) Having dealt with Emotional Disordered students, I realize that they are very quick tempered and many small things will make them angry. Although I teach my students not to laugh at each other when someone makes a mistake, there are times when they â€Å"slip up†. When they do the child that made the mistake often feels embarrassed and extremely angry and immediately wants to fight the other students. After disciplining the child who laughed, I pull the child aside tell them that it is totally acceptable to fell embarrassed and angry but you can not express it through fighting. I tell them if this happens again that they should express to the student n words how you feel. The student immediately gives me a smile because I understand and hen this happens to the next time, most of the time, they tell the other kids that they would not like it if it happened to you. This makes it important that teachers explain to the students the concept of diversity and ensure that they tell the students that we are all different in some way; one in which how we learn. Educators must help our children appreciate the diversity and complexity of all people; therefore, in or to fulfill our commitment to diversity and to empowerment of all children and families we serve, schools and early childhood programs need to take the lead in supporting the healthy identity development of this ever increasing population. (Wardle. 1998) Henry Brooks Adams, writer and historian, put it wonderfully when he said, â€Å"A teacher affects eternity; he can never tell, where his influence stops. † Teachers of children in the early childhood stage should especially consider this in the classroom. Their students are at the beginning stages of a lifetime of development and it is at this stage that what they observe and learn that will be the building block for who they will be tomorrow. Our lack of understanding can be the negatively effect their future; therefore would should try to provide a learning environment that will assist in development. As teachers, we have the power to promote critical thinking in our students and assist our students in succeeding not only in school but also life. We need to ensure that our students work on being socially and emotional healthy and understand how diverse the world is. If we do all of this, we are increasing the chances of our student to make it in the real world and therefore have demonstrated that we are effective at our jobs. References Church, Ellen Booth, Ravid, Frann. (2003. Sep. ) Setting the Stage for Learning. Scholastic Parent & Child, Vol. 11, Issue 1 Coons, Phyllis. (1985. December) STUDY SAYS TRAINING IN EARLY CHILDHOOD BENEFITS YOUNGSTERS. Boston Globe. Boston, Mass. Miller, Susan. (2001.Oct. ) 3 to 4: Listening and learning. Scholastic Early Childhood Today. New York. Public Broadcast Station (PBS). Dealing with Feelings: Emotional Health. Retrieved September 15, 2005 from http://www. pbs. org/wholechild/providers/dealing. html Sanders, Steve. The Issues: Physically Active for Life. Retrieved on September 15, 2005 from http://www. pbs. org/teachersource/prek2/issues/703issue. shtm. Wardle, Francis. (1998). Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings. Early Childhood Education Journal, Vol. 26, No. 1.

Benefits Of A Paid Advertising Options - 897 Words

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