The Readiness of Children to Step into the Classroom
Are parents ready to red shirt there children? No, I’m not talking about sports but kindergarten. Many parents are facing the issue of whether or not their children are ready for the big step into the classroom. Before entering kindergarten children need to develop their perceptual skill (depth perception). As humans we need depth perception for detection, discrimination, and identification of objects. Depth perception is a difficult topic to access due to the fact that the world is three dimensional and human visions are two dimensional. When transmitted to the brain, an image on the retina is not a picture; rather it is a pattern of nerve impulses, aroused by a light pattern that terminates in the visual area of the cerebral cortex. Through some activity of the occipital lobes of the cerebral cortex, human beings apparently perceive the external world in a three-dimensional manner that is correlated with the retinal-image pattern in some orderly manner.
Psychologists are particularly interested in the cues which enable people to perceive depth and distance. Stimulus patterns for arousing a depth experience occur when individuals are given specific cues. The cues may be monocular, effective when using one eye as well as two, or binocular, requiring the usage of both eyes. The cues may also be psychological, depending only on the visual image, or physiological, originating from the structure and movement of the eyes.
In this paper I will explain perceptual development and how it relates to animals, infants, and blind infants. Infancy is the period of life in which development occurs most rapidly. Development occurs in a variety of different ways and has been categorized with the study of infancy into physical, motor, and perceptual development. Each of these forms of development occurs simultaneously and progress in each facilitates the progress of the other. There are many studies I will assess to further explain how they contribute to explaining the development of perception.
In developing direct perception one must be able to directly perceive what the objects and surfaces in the environment are perceived as an action of affordances. An example of an affordance is stair climbing. Walking down a flight of stairs as an 18 month and adult are different. As an individual grows, perception of affordances might change. When climbing the stairs a person must be able to judge leg length to judge how they climb the stairs.
In the Frontline episode The Vaccine War, a progressively distressful debate ensues among many scientists and doctors within the public health system and an unnerving alliance of parents, politicians, and celebrities. The topic of debate is the overwhelming pressure parents feel to vaccinate their children and their right to decline such vaccinations. In several American neighborhoods, groups of parents have been exercising their right to refuse vaccinations, which has elevated anxiety on the return of vaccine-preventable diseases such as pertussis and measles. The reason such parents are denying their children various vaccines such as the MMR “triple shot” for measles, mumps, and rubella is because they are convinced that it is linked to autism, a link that has yet to be proven. Many of these parents are focused solely on their children, not taking into account that their decision may put the American populace at risk for disease. Such parents are not thinking about other members of society that vaccines don’t work for, and in certain adolescents the effects deteriorate, thus only when every person is immunized the “heard immunity” is successful.
With such direct perception in mind, Gibson (1966) coined the term “affordances,” which are q...
This can be identified as the four stages of mental development: sensorimotor, preoperational, concrete operational and the formal operational stage. (Cherry, 2017) Each stage involves a difference of making sense in reality than the previous stage. In the sensorimotor stage, the first stage, infants start to conduct an understanding of the world by relating sensory experiences to a motor or physical action. This stage typically lasts from birth until around two years of age. A key component of this stage is object permanence, which simply means to understand an object will exist even when it can’t be directly visualized, heard, or felt. The second stage was the preoperational stage. This stage dealt more so with symbolic thinking rather than senses and physical action. Usually, the preoperational stage last between two to seven years old, so you can think of this as preschool years. The thinking in infants is still egocentric or self-centered at this time and can’t take others perspectives. The third stage or the concrete operational stage averagely lasts from seven to eleven years of age. This is when individuals start using operations and replace intuitive reasoning with logical reasoning in concrete circumstances. For example, there are three glasses, glass A and B are wide and short and filled with water while glass C is tall and skinny and empty. If the water in B is
Several databases including Academic Search Premier, JSTOR, CINAHL, MEDLINE, and Cochrane were accessed using the key words “workplace violence,” “nurses,” student nurses,” horizontal violence,” “bullying,” “oppression,” and “intergroup conflict.” The purpose of the literature search was to determine the predominance of horizontal violence among new nurses and nursing students.
Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140.
Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations (Woolfolk, A., 2004). Between the ages of zero and two years of age, the child is in the sensorimotor stage. It is during this stage the child experiences his or her own world through the senses and through movement. During the latter part of the sensorimotor stage, the child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision (Woolfolk, A., 2004). The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move. This is an example of goal-directed behavior. Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking (Woolfolk, A., 2004).
From birth onward, the physical needs of a child are fundamental to the child’s ability to maneuver through the many developmental stages of childhood. Protection from physical danger, adequate nutrition, adequate health care and immunizations, fundamental hygiene and motor and sensory stimulation all combine to insure that the child is physically capable of successfully moving through the various developmental stages (World Bank 2). At birth, babies’ basic sensory systems are working but these become more complex, coordinated and sophisticated during the early months (Honig 1). At this age, ...
When examining the circumstances under which incivility thrives in nursing education, it is imperative that the issue is looked at from not only the perspective of the faculty, but from the nursing student
Visual awareness in humans can affect social interaction and knowledge formation. It has always been thought that adults possess better vision than children. In the past it was thought that babies were born without vision and gained it gradually. Most of these perceptions have so far been nullified by modern research. Although the above is untrue, there are still several differences between infants’ and adults’ vision. The eye of the infant is less than half the size of an adult’s. Considering that visual ability is related to eye size, in infan...
Lipscomb, J.A., & McPhaul, K.M. (2004). Workplace Violence in Health Care: Recognized but not Regulated. The Online Journal of Issues in Nursing, 9(3). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume92004/No3Sept04/ViolenceinHealthCare.aspx
(Presnell, 1999) This mean the infants are only aware of what is in front them and what happen in the close environment. Like they are growing, they are learning constantly by the trial and error, for example when the infants start to roll around their body and holding their head up, or start crawling and move in the space available for them. Later they start to standing up and walking holding their self from furniture and they feel a little freedom and challenge for that new adventure, walk. In addition to that, is also present the beginning of
Piaget has four stages in his theory: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage is the first stage of development in Piaget’s Theory of Cognitive Development. This stage lasts from birth to the second year of life for babies, and is centered on the babies exploring and trying to figure out the world. During this stage, babies engage in behaviors such as reflexes, primary circular reactions, secondary circular reactions, and tertiary circular
Research shows horizontal violence to be prevalent in the field of registered nursing. Although a comprehensive quantity of incidences within the profession is undetermined, the literature is in agreement such phenomenon exists and the effects of which require further scholarly observation and evaluation.
As an early childhood educator it is my job to ensure that my classroom provides a safe and secure environment that is easily supervised with enrichment activities that are rich in play, teaching, people and experiences for all children within the classroom. Things that need to be considered when building an environment for children include space, equipment used, outdoor space needed and a flexible schedule that allows you to move in and out of the areas with smooth transitions.
If a nurse is being bullied at work they will not feel safe. This problem is critical as it extends beyond the well-being of the nurse and into the functioning of the unit they work within as well as into the quality of care provided to the patient. As identified in Nursing’s Agenda for the Future (2002) there are multiple strategies which could be used to end bullying and ensure a safe work environment for all nurses. An approach which combines many of them would be for nurses to be involved in determining how bullying is dealt with and prevented on a national level. They need to work together to ensure that employers support the pursuit to end bullying and will enforce any policies that are developed. As part of prevention all nurses must be able to easily access professional development so that there is no issues between veteran and new nurses in regards to what they have learned. Likewise, veteran nurses who foster relationships with and the training of new nurses should be acknowledged and compensated for sharing their knowledge. Finally, education about the issue of bullying must highlight patient care as the center of the issue and illustrate how a bad working relationship between two nurses can be dangerous to the