The National Quality Standard And Early Years Learning...

Jimmy is a child who is sitting by the window looking out into the playground watching the other children play. If only Jimmy had the social and emotional skills to go outside and explore the playground. Early childhood is a time where children want to express themselves and explore their world independently. It is, therefore, imperative that early childhood settings foster autonomy and develop age-appropriate social and emotional skills. This increasing independence must be fostered for children to grow, develop and become allowing them to function independently (autonomy). This is emphasised strongly through both the National Quality Standard and Early Years Learning Framework. This sense of autonomy can only be fostered if early childhood centres develop age-appropriate social and emotional skills (Department of Health and Ageing, 2010). When early childhood centres foster these social and emotional skills children develop a strong self – esteem, confidence and the abil ity to socially participate in their (agency). Ultimately leading to a strong sense of identity and wellbeing. The National Quality Standard and the Early Years Learning Framework highlight children’s emotional and social development as critical parts and are highlighted in both. It’s imperative that early childhood services foster student’s autonomy and agency. Independence contributes to children’s sense of achievement and success, enhancing the development of the child’s self-esteem, identity, andShow MoreRelatedAustralian Government Policies, Initiatives And Legislative Requirements1075 Words   |  5 Pagesanalyse how these documents influence curriculum, promote quality care and support the achievement of high quality outcomes for young children in Early Learning contexts. Introduction 200 words l Overview of the situation and identification of key issues. In 2012, the National Quality Framework (NQF) was introduced by the Australian Government and subsequently applied to majority of children’s education and care services. The framework is used to ensure the wellbeing of children throughout theirRead MoreThe National Quality Standard Requirements For Early Childhood Education1196 Words   |  5 PagesEarly childhood educators are expected to know more about the brain development of the child, in order for him to read and write, but on the other hand, for the educator to communicate in a better way. The educators have to keep in mind the aspect of life where the children has to interact with the immediate environment and and sensory awareness. Moreover, the children has to learn to take responsibilities of their actions therefore, the educators role has expanded as there is a more complex andRead Morenational quality standards1389 Words   |  6 Pagesï » ¿ Task A: Research National quality standards National quality standard definition; ‘the national quality standard is the benchmark for the quality of early childhood education and care in Australia.’ National Quality Standard (NQS) is the main aspect of the NQF which sets a national standard for early childhood education and care, and also outside school hours care services in Australia. It aims to promote; The safety, health and wellbeing of children A focus on achieving outcomesRead MoreThis Chapter Will Provide The Theoretical Framework For1281 Words   |  6 PagesThis chapter will provide the theoretical framework for training teachers for family engagement followed by a current and comprehensive literature review of: (1) Importance of family engagement, (2) Family engagement and educational equity, (3) Current state of teacher preparation for family engagement, (4) Teachers’ beliefs and attitudes towards family engagement, and (5) Best practices for teacher preparation. Following the literature review, the summary at the end of the chapter will proposeRead MoreKey Influences On The Quality Improvement Accreditation System And The Current National Quality Framework1309 Words   |  6 PagesThis essay will introduce five key influences on the establishing of education and care settings in Australia, the similarities and differences between the Quality Improvement Accreditation System and the current National Quality Framework. Maybanke Anderson and Lillian de Lissa as well as other people were pioneer who led the movement to early childhood education and care in Australia (OEDC,2000). Educational thinkers including Froebel and Pestalozzi and the associated development of preschool movementsRead MoreEvaluation Of Children s Learning Essay977 Words   |  4 PagesContext for learning In this sun safety unit, it will require children to participate in different contexts to benefit their learning. These include: - Real Life engagements - Routines transitions - Intentional teaching - Play Grouping The activities involved in this plan require children to work as an individual, pairs and as a whole class, however these activities are flexible and could be changed to suit different grouping. Connections This sun safety unit for kindergarten students is ableRead MoreLife s Little Treasures Preschool1399 Words   |  6 Pagesrelationship between place, learning and development† (Fleer, 2013, p. 184), which is greatest supported through our natural environments and a sociocultural philosophy of Early Childhood Education inspired by Lev Vygotsky (Berk, 2006). Our preschool’s outdoor play area provides limitless opportunities for your children to learn through play, whilst acquiring respect and an appreciation for nature and their environment, working towards and achieving all five Early Years Learning Framework (EYLF) Outcomes (AustralianRead MoreUnit Shc22 - Introduction to Personal Development in Health, Social Care or Children’s and Young People’s Settings1528 Words   |  7 Pagessituations, setting some interesting activities for them, support their routine, being a good example, by assessing the risks to keep them safe. We give them the opportunity to learn things in their ways, without teaching them, but supervise them in their learning. We are responsible for the children hygiene and to keep them healthy, to respect the safety rules and to prevent and avoid the dangerous situations. We make observation on the child achievements and the stages of development, which I share withRead MoreThe Primary Limitation Of Leadership1586 Words   |  7 Pages 2014). Models of leadership help early childhood educator to understand the factors, which highlight effective leadership. A model is a significance framework for categorizing required features or factors. It also oversimplifies a very complex idea that can be supportive for understanding important components and believed factors (Rodd, 2013). Leadership is nothing but the capability to influence people towards the achievement of goals. The leadership qualities come from personal sources, whichRead MoreManaging quality in a childcare setting1455 Words   |  6 PagesManaging Quality in an Early Education and Childcare Setting 1. Two pieces of legislation that ensure quality provision are The Children’s (Scot) Act 1995 and The Education (Additional Support for Learning) (Scotland) Act 2004. The Children (Scotland) Act 1995 links parts of child care, family and adoption law, that affect children’s quality of life. The Act puts children first and brings together three key principles of the United Nations Convention on the Rights of the Child; non-discrimination;

Native American myth Free Essays

string(24) " to populate the earth\." The aspect of legends is a key part of the Native American or the Indian American history. These stories were told and handed down from generation to generation to better explain certain phenomena that Indian Americans at the time considered to be strange. In most instances, these tales were told in relation to the things that happened around the various Indian American tribes. We will write a custom essay sample on Native American myth or any similar topic only for you Order Now Among these legends were the plant, animal and creation myth. This essay therefore seeks to examine the relationship between Indian American myths and nature. Long ago, before there were ant people, the world was young and water covered everything. The earth was a great island floating above the seas, suspended by four rawhide ropes representing the four sacred directions. It hung down from the crystal sky. There were no people, but the animals lined in a home above the rainbow. Needing space, they sent Water Beetle to search for room under the seas. Water Beetle dove down deep and brought up mud that spread quickly, turning into land that was flat and too soft and wet for the animals to live on. (Andrews, 1988:196+)     Grandfather Buzzard was sent to see if the land hardened. When he flew over the earth, he found the mud had become solid; he flapped in for a closer look. The wind from his wings created valleys and mountains, and flat is why the Cherokee territory has so many mountains today. (Andrews 1988:196+) As the earth stiffened, the animals came down from the rainbow. It was still dark. They needed light, so they pulled the sun out from behind the rainbow, but it was too bright and hot. A solution was urgently needed. The Shamans were told to place the sun higher in the sky. A path was made for it to travel from east to west so that all inhabitants could share in the light. The plants were placed upon the earth. The Creator told the plants and animals to stay awake for seven days and seven nights. (Andrews 1988:196+) Only a few animals managed to do so, including the owls and mountain lions, and they were rewarded with the power to see in the dark. Among the plants only the cedars, spruces, and pines remained awake. The Creator told these plants that they would keep their hair during the winter, while the other plants would lose theirs. People were created last. The women were able to have babies every seven days. They reproduced so quickly that the Creator feared the world would soon become too crowded. So after that the women could have only one child per year, and it has been that way ever since. Looking at the Native American myths of creation we see that, the basic premises of Native American creation mythology are intertwined with the natural world and frequently include animals that act as creators, messengers, protectors, guardians, and advisers. (Andrews, 1988:196+)   They were often thought to possess human qualities and had the ability to speak, think, and act like humans. Animals such as the coyote, bear, raven, spider, and turtle are often found in stories recounting the origin of a tribe. (Andrews, 1988:196+) They were thought of as spiritual guides or important players in the community’s daily existence. In some instances they try to justify what nature had created. For instance, The Mojave, for example, believe that long ago, people lived underground. When their food diminished, they sent a hummingbird to the upper world to search for more. The bird found much food, and the people climbed out of the ground and moved into this new world Also, according to the lore of numerous tribes, animals walked the earth prior to man. They helped to Shape, teach, feed and spiritually nurture the people who later lived with them. Animals played a vital role in the life of the Native people, and honoring their spirits could bring blessings, life balance, and abundance. (Ella, 1966:112)   Many Native Americans believed in the special medicine, or power, that each animal held. The mythic beasts were often given the highest respect that could be bestowed on a spirit: the role of creator. When an individual or tribe needed assistance, it called upon an animal’s knowledge, power, and spirit. To this day, animals are considered sacred by the Native American peoples and are appealed to in times of need. (Ella, 1966:112) According to the Coyote myth common to Nez Perce, who lived in Idaho, Washington, and Oregon, they trace their ancestry back to the tricky Coyote.   In the beginning, Old Man Coyote stood alone with water surrounding him. Two ducks swam by, and Coyote asked if they had seen anyone else. (Andrews, 1988:196+)  Ã‚     The ducks said no but thought that something might exist under the water. Coyote asked if they would travel underwater for him and report on what they saw. The ducks did as they were asked, finding nothing. He asked again, and the ducks returned with a root. On the third try, they found mud and Coyote was happy. He told the ducks that they could build with it, and he began to shape and mold the mud into an island. He blew on it, and it expanded. He blew again, and it grew into the earth. The ducks said they did not like the earth’s emptiness, so Coyote created grass and trees out of the roots that came from the water. (Andrews 1988:196+) Coyote and the ducks loved the earth, but it was fiat. They wanted rivers, valleys, mountains, and lakes. So it was done. Soon Coyote and the ducks made a perfect earth, but they grew lonely, with only the three of them to sit and enjoy the land. So Coyote molded dirt to form men and then more mud to create many types of male ducks. Soon, they realized that without women, the males could not have children. So with more dirt he made women and female ducks to populate the earth. You read "Native American myth" in category "Essay examples" (Andrews 1988:196+)   This myth does not explain the origin of water, the two ducks and the mud. This probably could be linked to nature. Among the Coyote tales also, is one in, which it is told how the Coyote visited the Porcupine, who scratched his nose until blood flowed freely out over it; he then roasted it until it turned into a piece of fine meat. Coyote invited his host to return the visit in two days. He tried to imitate the Porcupine, but failed ignominiously. He next visited the Wolf, who roasted two arrow points that were transformed into minced meat. (Bruchac 1999:5-9) Again the Coyote tried to imitate his host, but failed. Compare with this the tradition of the Chinook, who tell how Bluejay tried to imitate his host; that of the Comox, Nootka, and Kwakiutl of Vancouver island, and of the Bella Coola and Tsimshian of Northern British Columbia, who tell the same story of the Raven; that of the Ponca, who tell the same story of Ictinike, and that of the Micmac, who relate how the Rabbit tried to imitate his host. Although the peculiar method of producing food by magic is not always the same, the whole stories are identical to all intents and purposes. (Bruchac 1999:5-9) Later on it is told how the Coyote was playing with his eyes, tearing them out of their sockets and throwing them up; then they fell back into their sockets. We find the identical incident among the Shuswap in the interior of British Columbia and among the Blackfeet. Once upon a time the Coyote met the Brown Giant. He proposed to him that they should vomit. He placed a large piece of pine bark before each as a dish, and bade the Brown Giant keep his eyes shut till he was told to open them. (Bruchac 1999:5-9) Coyote vomited bugs and worms, while the Brown Giant vomited fat venison. Coyote exchanged the dishes, and then told the Giant to open his eyes. The Shuswap ascribe the same trick to Coyote when he met the Cannibal Owl. (Bruchac 1999:5-9) The people sought to divine their fate. (Clements 1986:220)   They threw a hide scraper into the water, saying, â€Å"If it sinks, we perish; if it floats, we live.† It floated, and all rejoiced. Then Coyote repeated the same test with a stone. It sank, and therefore people die. Among the Black feet, the first woman asked the â€Å"Old Man† if people would be immortal. In order to decide this question he threw a buffalo chip into the water, saying that if it floated people would resurrect on the fourth day after their death. It floated. Then the woman took a stone, saying, â€Å"If it floats, we will always live; it sinks, people must die.† It sank, and therefore people died. (Clements 1986:220) This again tends to explain the mystery of death thereby emphasizing the point that, Native American myths are closely tied to nature as death is natural. There also existed the myth of plant among the Indian Americans. This specifically was the corn myth and was common among North Carolina-Cherokee Indians. It held that, many years ago there was an old woman who lived happily with her grandson until the boy turned seven years old. On his birthday she gave him a bow and arrow with which to hunt. (White 1993:164) On his first expedition he came back with a small bird. She was very proud of him and told him so. The Grandmother went out to her storeroom behind the lodge in which they lived. She soon came back with corn in a basket. She made a delicious soup with the corn and the little bird. (Bruchac 1999:5-9) Everyday that the boy brought home the fruits of his hunt his grandmother would go to the storehouse and bring back the corn to make the meal. The boy became very curious and decided to follow her. He watched her as she stood in front of her basket and rubbed her hand along the side of her body. As she did this the corn filled the basket. He became afraid and thought that she might be a witch. He hurriedly returned to the lodge. (Bruchac, 1999:5-9) When the Grandmother came in she knew that he had seen what she had done. She told him that because of this she must die and leave him. She would tell him what to do so that there would always be food for their people. She said, â€Å"When I die, go to the south side of the lodge and clear the Earth until it is completely bare. Then drag my body along the Earth seven times and bury me in the ground.† (Bruchac, 1999:5-9) The boy did as he was told. He dragged her body over the Earth and wherever a drop of her blood fell to the ground a small plant would appear. He kept the ground cleared around each plant and soon they grew very tall with long tassels of silk at the top which reminded him of his Grandmother’s long hair. Eventually ears of corn grew and his Grandmother’s promise came true. Even though the Grandmother has passed from this Earth she is still present as the corn plant to feed her people. (Bruchac, 1999:5-9) Native American Indian also had the horse myth, which was part of the animal myths. This myth was generally known as the sky dog myth as it holds for other animals. This myth holds that, a long, long time ago we had to walk and walk from sky to sky, from camp to camp. (Dutton, 1996: 94) Our dogs carried our rawhide bags and pulled our travois sleds. We walked so much that we wore out many moccasins going across the plains. Of a sudden, one day, coming from Old Man’s sleeping room, west of the mountains, we saw some strange looking beasts. (Yolen, 1990:62) They were as big as elk and they had tails of straw. Lying across the backs of these beasts were two Kutani men. One beast was pulling a travois sled. We became afraid because we did not understand. My best friend, Jumps-Over-the-Water hid behind his mother’s skirt. The bravest of all of us known as Running Bear, ran behind the nearest tipi to hide. I was so frightened I could not move. I was away from the safety of my father’s tipi. The men in our tribe yelled that we were not to be afraid that we were the mighty Piegans who took the land sway from the Kutani. As I looked around I saw that they were afraid. They all had big eyes and four of them had their hunting bows aimed. Then our chief Long Arrow laughed. He said, â€Å"These are from Old Man. They are a gift like the elk, antelope, buffalo and bighorn sheep they are called Sky Dogs†. (Yolen, 1990: 62) To wrap up this discussion, it worthy to note that most Native American myth were a bid to provide an explanation for what nature had created. It is for this reason that we have the creation myth, the sky dog myth, and the plant myth, to name these. Thus the contention that, literary analysis of Native American myths emphasizes a bond with nature. BIBLIOGRAPHY Bruchac J. (1991) Native American Stories. Colorado: Fulcrum Publishing. Clements M.W. (1986) Native American Folklore in Nineteenth-Century Periodicals. Athens Swallow Publication Ella C. (l966) Indian Legends from the Northern Rockies, Oklahoma: University of Oklahoma Press. Yolen J. (1990) Sky Dogs. Harcourt CA 92101. Dutton B. and Olin C. (1996) Myths and Legends of the Indians of the Southwest. Santa Barbara Bellerophon Books. White H.M. (1993)   Everyday Life of the North American Indian, New York Indian Head Books. Magazines Andrews T. J. (1998) World and I. â€Å"Share in the Light: Native American Stories of Creation†.vol.13 News World Communications How to cite Native American myth, Essay examples

5 Star Doctor free essay sample

First a good doctor should be knowledgeable and should always keep abreast of development in her field of expertise. She should be a skillful diagnostician. A good doctor should neither under prescribe or over prescribe medication to her patient as to make her own profit. Second, a good doctor should has high Emotional Quotient or EQ. Thats mean to be a doctor who had warmer personality, be a better listener and communicator beside emphathetic in communication patterns to restore a level of calm and confidence to the patient and make them feel that the doctor is for them. Third, a good doctor should also be a good philosopher. This means that, the doctor should treat the patients in a holistic way. The holistic way of treating patient is by treat the patient as a whole person instead just physical symptoms which is to counsel the patient on their diet, excersice and stress management instead of just give the patient their medicine. We will write a custom essay sample on 5 Star Doctor or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Fourth, a good doctor should able to be a person who is clear and logical in thinking, work with sincere heart, have skilled with hands for the surgery and easy to reach in case of emergency. The doctor would be humble and confident enough to collaborate with other doctors or senior doctors in medical community to tackle an illness which she is not uncertain about, in order to offer the best practices in management and treatment to the patients. Fifth, a good doctor should need the Five Star doctor qualities. Which are, improves the quality of care by responding to the patients total health needs with integrated preventive, curative and rehabilitatve services while considering the patients as an integral part of a family and community. Next is to make optimal use of new but cost- effective technologies, bearing in mind ethical and finacial consideratons and the ultimate benefits as well as costs to the patient and society. The doctor also promotes healthy life styles by effectively communicating with individuals and groups and empowering their own health protection and well- being. The Five-Star Doctor should reconciles individual and community health requirements, stiking a balance between patients expectations and those society at large. Beside that, the doctor is able to work and fuction efficiently and effectively in teams, both within and across the health sector and other socio- economic sectors influencing health. Another qualities a good doctor should has are sincere, dedicated, and courteous. He is able to complement his medical knowledge and clinical judgement with humanistic qualities of integrity, respect and compassion asn sees the patients as fellow human beings and not as a case with an illness. A Five- Star Doctor is one who not only demonstrate professional competence but also one who manifest personal qualities of patient, maturity and confident beside listen tentively to the patient to the patients complains and try to answer all their questions to the best of his knowledge. Sensitive to patient special needs, particularly their emotional needs and general well being. Avoids robotic prescription and drugs but rather, help the patients by identify the underlying couses of their promblems. Last but not least, a good doctor will treasure the relationship with the patients based upon mutual respect and open communication. The conclusions are as a medical doctor I need the learning skills and clinical skills to be a good and a Five Star doctor. Beside that, I also need to have high EQ or emotional qualities to gain the trust from my patients and colleagues. This is important because without them who am I? Thats all from me thank you.