of bubble gum. The only food coloring he had on hand was pink, so for many years, pink was the common color of bubble gums. Diemer arranged to market the bubble gum in Philadelphia candy stores and the product became wildly popular with children. Fleer Company purchased the recipe, and named the product Dubble Bubble. By World War II, the sales of bubble gum in the United States reached about $4.5 million annually. The war caused a shortage of Siamese jelutong, a latex secreted by the jelutong tree
supported by several contemporary theoretical perspectives. The first of which is that play occurs within a context. Child care sits inside Bronfenbrenner’s Ecological Systems theory (1979) and gives contextual emphasis on children’s learning (Docket & Fleer, 1999). The first part of the system, the Microsystem, involves the child gaining socially and linguistically through interaction with immediate social networks, including home and family. The model encourages caregivers and family to take note of
significant contributing factor to learning science’ (Fleer, 2013). To develop scientific literacy in children, we must first teach science in an effective way. The pedagogy of play has been seen as a valued pedagogical tool in developing this literacy and understanding of science. ‘Play has been seen as the central concept that underpins this area of teaching. Play is child-determined and is centered on the child’s meaning made through free expression (Fleer, 2013). By educators incorporating play and applying
Chewing Gum Chewing gum has been an old tradition all the way back before the Europeans discovered North America. In our time, it is enjoyed by people young and old and comes in many varieties. But what some people don't know is why gum is pink. Or maybe what gum was like before the version we chew today. These are some of the things we don’t think about even when the chewing gum is in our mouths. There are also things we didn’t even know what we are even putting in our mouths. To add to the curiosity
Police pursing fleeing cars is an essential practise to bring an end to unjust offences and protect the general public. The New Zealand pursuit policy takes place when a driver who has been signalled to stop by police fail to and try to escape apprehension, so police take action to detain the offender (Policepolicy 2010 pg 5). This is a complex argument as police pursuits are viewed as a danger to citizens involved, causing injury or death. But fatalities are a direct result of drivers’ conducts
needed to be taught, along with methods for ensuring each student has learned the necessary materials. The curriculum can also inform teachers regarding how to measure the effectiveness of their teachings through standardised testings (McLachlan, Fleer, & Edward, 2010). Although curriculum is developed by Australian Curriculum, Assessment and Reporting Authority (ACARA) so that teachers can be more aware of what they are expected to teach throughout the year, many people can influence the curriculum
You might guess it’s a custom dreamed up by a modern-day, real-life Willy Wonka, but people have been chewing gum, in various forms, since ancient times. There’s evidence that some northern Europeans were chewing birch bark tar 9,000 years ago, possibly for enjoyment as well as such medicinal purposes as relieving toothaches. The ancient Maya chewed a substance called chicle, derived from the sapodilla tree, as a way to quench thirst or fight hunger, according to “Chicle: The Chewing Gum of the Americas”
If you were to walk down any busy street in today’s America, you would find that many people are chewing gum as they pass by. Men and women of all ages, races, and socioeconomic standings chew gum for a multitude of reasons. They may be chewing gum to kick an addiction like smoking or biting their fingernails, to freshen their breath, to just pass the time, or some people even find it helps them to focus on the task at hand. Gum is a staple in America’s society-it’s a 19 billion dollar industry in
Understanding curriculum experiences The curriculum as experience What is curriculum? The term curriculum if often misunderstood for “the curriculum”. A formal document stipulating what learning outcomes students ought to achieve. In hindsight, the term curriculum is considerably broad and complex. Blaise and Nuttall (2011) highlight five key concepts in relation to curriculum theory and practise. Firstly, the intended curriculum, what teachers want students to experience (Blaise and Nuttall, 2011
Researchers have urged a rethinking of the roles of technology in young children’s development and consequently the development of learning theories and curricula that meet the needs of contemporary children (Fleer, 2011; Yelland, 2011). Technology in the past couple years has greatly improved. It has also made a larger impact on younger children compared to past years. Many young children own or have access to modern technology whether in school or at home.
Fleer claims “there are many theoretical voices within Te Whāriki,” the New Zealand Early Childhood Curriculum document (Nuttall, 2003, p.254). However two are predominant and stand symbiotically on the pages and in the intent of the curriculum. Bronfenbrenner’s ecological, system’s theory, which emphasises how the quality and setting of the child’s environment influences the child (Ministry of Education, 1996; Paquette, & Ryan, 2001) and Vygotsky’s ‘sociocultural theory,’ which describes learning
childhood spans birth to the age of 18 (Sorin, 2005, p.13). Childhood is different depending on where the child grows up. A child growing up without a car in Australia is at a greater disadvantage than a child who grows up without a car in the U.S. (Fleer, p.13). Since resources are spread thin in Australia, not having a car means one will have to find a new way to
INTRODUCTION This observational critique will plan, implement and critically evaluate two activities within a maintained nursery school, designed to develop early scientific skills through growth both indoors and out. The learning outcomes for the activities will be taken from the revised Early Years Foundation Stage Curriculum (EYFS) (EE, 2012) within one of the specific areas ‘Understanding the World’. It will also evaluate the important role of the practitioner when providing for the unique
He lets his hate and aggression overpower his common sense, as shown in this line from the Capulet’s Party scene: “This, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slave come hither, cover’d with an antic face, To fleer and scorn at our solemnity? Now, by the stock and honour of my kin, To strike him dead I hold it not a sin.” (Shakespeare, page 54). Benvolio, in contrast to Tybalt, is a more peaceful person who can manage his angers and hate. He, I believe, is meant
Tybalt says, “This by his voice, should be a Montague./ Fetch me my rapier, boy. What! Dares the slave/ Come hither, covered with an antic face,/ To fleer and scorn at our solemnity?/ Now, by the stock and honor of my kin, to strike him dead I hold it not a sin” (1.5.53-58). When he sees a Montague, he declares it as a violation of his name and will try to take action, good or bad; this mindset will
an aggressive character due to his words and actions. Specifically speaking, Tybalt’s aggressiveness towards Romeo and his family is solely due to the fact that they are Montagues, no more or no less. For example, this is shown when Tybalt says “To fleer and corn at our solemnity? Now, by the stock and honor of my kin, to strike him dead I hold it not a sin”. This occurred when Romeo showed up at the Capulet’s party dressed as a torchbearer. Tybalt wanted to interrupt the feast and turn the jocund
darkness."she doth teach the torches to burn bright! It seems she hangs upon the cheek of night.” Tybalt recognises Romeo voice and is angered by his presence at the capulet party. “what, dares the slave come hither, covered with an antic face, to fleer and corn at our solemnity? Now, by the stock and honour of my kin, to skite him dead I hold it not a sin”.Tybalt goes on to seek out Romeo to challenge Romeo to a duel to make him pay for what he has done. When tybalt find Romeo and challenges him
Both Benvolio and Tybalt are interesting to compare and contrast, because they can be described as complete opposites and foils. Tybalt is from the Capulet family and is Juliet's cousin (mothers side). He is very aggressive and seems easy for him to draw his sword when people insult him or hurt his pride. On the other hand, Benvolio is Romeo's cousin. Benvolio seems to not prefer public fighting, given that he is always trying to prevent and stop it. Tybalt can be considered one of the most aggressive
The Change Detectives (Primary Connections, 2012) unit was selected as the learning outcomes closely aligned with the topic from Part A of the assignment and with the learning outcomes from the Australian Curriculum. The unit is also embedded with important science pedagogy, such as the 5E format, inquiry based learning, collaborative team work and a constructivist approach (Skamp & Preston, 2015). In addition, it introduces physical changes before chemical changes which research suggests is beneficial
Impact on my teaching practice and pedagogical beliefs I am an international student with dual nationality, Japanese and Thai. I was never raised in one country for long, but because of this I was exposed to many ‘child care’ environments (Early childhood education is very uncommon in many Asian cultures; we have kindergarten and ‘day-care’, but not ECE centres as the idea of having a stranger raising and educating your young children before entering academic-kindergarten is absurd to many Asian