Child Cognitive Development

Child Cognitive Development INTRODUCTION Jean Piaget looked at the concept of cognitive development from a biological angle. To him, adaptation and organization are the key principles in the human’s intellect and growth. He argued that human beings always strive to have a state of balance in their mind. Adaptation comes about when the child experiences cognitive disability, that is, the situation what the child sees the world as expected and what she or he is undergoing. The child therefore buys new information and integrates with the already existing one. Piaget calls this accommodation. This comes about when the acquired new information doesn’t fit well into the already existing structures. For instance, a child coming across a squirrel for the first time and discovers that it differs with the rabbit. He/she therefore come up with another representation of a squirrel. The mind has to have some form of information organization hence scheme is the basic structure. In a child’s development, play is an important aspect to consider. This is because ideas and concepts are learned and also, there is an enhancement of language, motor skills and social life through play. To Piaget, there are four major stages that are involved in cognitive development. Firstly, we have sensorimotor period that occurs between Zero to two years. At this stage, the child as he interacts with the environment creates sets of concepts and the operations of the reality. There is an engagement in motor movements starting with early reflexes and proceeding towards intentional actions. In most cases, these actions are trial and error. It’s through their actions that children learn that their behaviors have effects on the environment. Their actions become sophisticated as they develop hence becoming deliberate. For example, a child grasps a rattle paper in place in his hand, this can be compared to the older child who picks up and shakes a rattle to make noise. The pretend stage in most cases starts at the age of eight months. At this level, the child can act out actions and roles of an adult and some familiar events. At three or four, the skills become symbolic; the child can substitute objects for instance, a child’ feeds ‘a doll using a toy bottle. On the other hand, the older child feeds the baby using a wooden block in pretence that the block acts as the baby bottle. This level provides a good foundation for the child play as the child gets his/her own experience. Preoperational period is the second stage and it occurs between the ages of two to seven years. The child can not still abstractly conceptualize. He needs touchable situations. At the age of around three or four, constructive play interests the child. Here he or she can manipulate materials and objects in their different worlds and come up with an end product such as sand houses, clay cows sand mountains and so on. As he develops skills in manipulation of materials and objects, they sharpen his skills in thought expressions, ideas and concepts. At the mastery play level, there is the demonstration of the skilled Moto movements and there is full engagement in forms of imagination or pretend play at the same time. Children easily move about with their environment and are more confident in their actions. There is running and jumping over obstacles on a playground as they pretend to be the cartoon superhero’s. This occurs at around four to five years as encounter new play challenges and experiences. At the age of five, they develop interest in games that have two or more sides and have rules; this is because the thinking is becoming more logical. At this level, they begin to realize activities like Red Rover, Peter Says, and rule games won’t not work unless it is followed by everyone. This level involves competition and definition of criteria that establish winners. The third stage is the concrete operation that which occurs between the ages of seven years to eleven years. As the physical experience goes up, he starts conceptualizing, logically creating structures that explain the physical experience around him. At this point, he can now solve abstract problems for instance; equations on arithmetic can be solved not only with objects but with numbers. The last stage is the formal operations that occur between the ages of eleven to fifteen years. The cognitive structure at this point has developed and is like that of an adult. He is able to conceptualize and reason. At all developmental stages, there is an interaction of the child with his environment using the so far constructed mental maps. The experience fits easily if it’s the repeated one into the cognitive structure so that the state of equilibrium is maintained. He looses equilibrium if the experience is new or different. He therefore adjusts his cognitive structure in a way to accommodate the new conditions. However, different scholars also have done researches on role of play in child development. This was perhaps the development of Piaget, s theory of learning. Mc Cune Zanes, 2001argued that infants and toddlers do involve themselves in activities that in most cases stimulate their senses and lead to the development of the motor skills. These children actively explore their capabilities by using simple non directional and repetetitios plays. To them, as infants play on their own and alone, the toddlers play with or besides other children. Sometimes, they are within speaking distance but make minimal or not communicate at all. Given a situation of two or three children playing with similar toys might pursue totally different activities. Each concentrates on his or her own needs, a reflection of egocentric behaviors with no concept of rules. Such play therefore contributes the Childs growing ability to be able to pay attention and to the total development of physical, social and intellec tual growth.(Piaget,1962) At primary grades, they play formal and informal games together for example hide and seek, computer games, jump rope amongst others. In this kind of plays, there is development of physical prowess, refinement of social skills, building of concepts such as completion and there is also the enhancement of coordination. Moreover, these games also enable children to do demonstrations of their skills, abilities and talents to themselves and to others. They do these through coded messages, riddles and game numbers.(Eifermann,1971) Children’s play becomes more organized and more structured at childhood and early adolescent. At this stage, their passion for orderly thinking is seen in the games with rules and the organization of the sporting events. Winning to them is paramount as they begin to conceptualize and internalize that winning is as a result of following rules. At this age, sports are important. As social awareness grows in the child, the attention shifts from the family to the peer group. At this point, their energies are channeled to youth groups, team sports and clubs. As they do role taking and playing in those organizations, they get to understand how they can best fit in the societal systems. (Hughes, 1999) Fromberg (2002) argues that new information among children can be owned by playing with the same information. When there is interactive balance of facts gaining and acquisition of skills by the culture and information making owned by someone, then there in learning. This cycle enables children their environment better. (Fromberg, 2002, Mc Williams, 1998).Personal meaning comes about when there is active play. When there is perception of events by children as personally relevant, their neural connectivity of situations, skills and ideas is taken to their long-term memory.(Jensen,1999) adds that intrinsic motivation is by play and play contexts that is brought about by positive motivations . For instance, curiosity improves motivation which in turn facilitates learning and performance simply by focusing on the attention of the learner. Threats, panic, stress as negative emotions detract from motivation. According to Pieget, learning is effective when there are positive motivators. There children are free to participate and play when they are relaxed and free from any kind of stress. A toddler who is threatened will shy off and therefore will not participate in any kind of information flow. Pieget’s psychological approach to the to the study therefore lays a lot of emphasis to the full understanding of the children as we attempt to bring them up. This calls for understanding the stage at which the child is at, the environment and the emotional CONCLUSION Jean Pieget holds that, development precedes learning that is, it is activated by cognitive problems. All in all, Jean Piaget’s contribution was a milestone in the fields of both the natural and social sciences. People through his theories have been able to understand intrinsically both development of their children in all stages and shaping them to be good and responsible adults. By understanding the development of the child at every stage, it becomes easy for the parent to provide the necessary support to the child and be able to monitor his or her development. Moreover, it’s through Jean’s contribution that educators have adopted different modes of communication. Having looked at the development of the child at every stage, it becomes easy for the communicator to package his or her information that is relevant to the receiver. For example, a five year old child will lean better if he or she is involved in the kind of game plays. A communicator to achieve this will employ the same communicative tool. Curriculum development in different institutions has also been a Piegets contribution. A primary school for instance has got a wider range of pupils. Their programs definitely will not be the same right from intra and extracurricular activities. There are those best for the lower classes where the juniors enjoy playing and the senior one with their own special program. Ways of communicating to different audiences for instance the idea of play in the cognitive development. His idea has also been used to develop both the intra and extra curriculum activities for the different institutions. REFERENCES Bredekamp, Sue, and Carol Copple. Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: National Association for the Education of Young Children, 1997. Ensen, E. (1999). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Deve Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.lopment. Fromberg, D. P. (2002). Play and meaning in early childhood education. Boston: Allyn Bac Hughes, F. (1999). Children, play, and development (3rd ed.). Boston: Allyn Bacon McCune, L., Zanes, M. (2001). Learning, attention, and play. In S. Golbeck (Ed.), Psychological perspectives on early childhood education (pp. 92-106). Mahwah, NJ: Lawrence Erlbaum.

Psychology the Nervous System

Assignment 3 Written Essay Questions 1. a) We are able to experience different types of sensations because our nervous system encodes messages. German physiologist Johannes Muller in his doctrine of specific nerve energies described a kind of code which is anatomical. In his doctrine, Muller explains that different sensory modalities exist because signals received by the sense organs stimulate different nerve pathways that lead to different areas of the brain. For example, when the ear receives signals, these signals cause impulses to travel along the auditory nerve to the auditory cortex.And signals from the eye cause impulses to travel along the optic nerve to the visual cortex. Because of these anatomical differences, light and sound produce different sensations. b) The code in the nervous system that helps explain why a pinprick and kiss feel different is known as functional. These codes rely on the fact that sensory receptors and neurons fire or are inhibited from firing, only i n the presence of specific kinds of stimuli. Functional encoding may occur all along a sensory route, starting in the sense organs and ending in the brain. 2.The lens of an eye operates differently from a camera, that just like a camera, the eye registers spots of light and dark, but neurons in the visual system build up a picture of the world by detecting meaningful features. The eye doesn’t passively record the external world, like a camera, ganglion cells and neurons in the thalamus of the brain respond to simple features in the environment, such as spots of light and dark. The existence of a specialized face module in the brain, explains why a person with brain damage may continue to recognize faces, after losing the ability to recognize other objects. . These units which were named after Alexander Graham Bell were called decibels (dB). Each decibel is 1/10 of a bel. Using decibels, they can be used to determine sound intensity, intensity of a wave’s pressure. Huma ns have an average absolute threshold of hearing of zero decibels and all decibels are not equally distant. For example, in my own environment, in my living room there is a 40decibel sound, my refrigerator and the light traffic from my window has about 50 decibels of sound.Everyday noises that may be hazardous to hearing could be rock concerts, deafening bars, stereos that are often played on full blast. In addition to that, noisy home appliances, lawn mowers and heavy city traffic also are hazardous to our ears. 4. If you were to inhale vapour from a rose, your receptors for smell have specialized neurons embedded in a tiny patch of mucous membrane in the upper part of the nasal passage. Millions of receptors in each nasal cavity respond to chemical molecules in the air.So when you inhale vapour from a rose, you’re pulling these molecules into the nasal cavity and can also enter from the mouth. These molecules then trigger responses in the receptors that produce that of fres h roses. From there, signals from the receptors are carried to the brain’s olfactory bulb by the olfactory nerve. And from the olfactory bulb, they travel to a higher region of the brain. 5. The basic concept of the gate- control theory, states the experience of pain depends on when pain impulses can get past a ‘’gate’’ in the spinal cord.The gate is a pattern of neural activity that blocks pain messages coming from the skin, muscles and internal organs or lets those signals through. Most of the time this gate is kept shut by impulses coming into the spinal cord from large fibres that respond to pressure or by signals coming down from the brain itself. However, when body tissue is injured, the large fibres are damaged and the smaller fibres open the gate. Once the gate is open, pain messages reach the brain unchecked. However, the theory doesn’t explain phantom pain, the pain from an amputated limb or organ that a person continues to feel aft er surgery.Melzack explains, even though there are no nerve impulses for the spinal cord gate to block or let through, the brain not only responds to incoming signals from sensory nerves but is also capable of generating pain entirely on its own. An extensive matrix of neurons in the brain gives us the sense of our own bodies and body parts. Pain results when this matrix produces an abnormal pattern of activity, as a result of memories, emotions, expectations or signals from various brain centres and not just from signals from peripheral nerves.Because of the lack of sensory stimulation or a person’s efforts to move a nonexistent limb, abnormal patterns may arise, resulting in phantom pain. 6. a) The role stimulus generalization plays in this problem is where mental images of the sights and smells of the clinic can become conditioned stimuli for nausea, aside from the nurse’s uniform, smell of rubbing alcohol or the waiting room. b) High order conditioning can be illus trated in this problem of vomiting and nausea where a patient who drank lemon –lime Kool-Aid before their therapy sessions developed anxiety disorders.They continued to feel anxious even when the drink was offered in their homes rather than at the clinic. c) Classical conditioning could help patients reduce pain and anxiety through the use of placebos. For example the use of pills and injections that have no active ingredients or treatments that have no direct physical effect on the problem. The bigger and more impressive the placebos are, the stronger their psychological effects are. 7. The evidence shows that punishments are effective when they are carried out immediately.As shown in the studies of criminal records of Danish men, punishments were effective in deterring young criminals from repeating their offences. After examining repeat arrests through the age of 26, punishment reduced rates of subsequent arrests for both minors and serious crimes. However, recidivism stil l remained fairly high. Other studies have indicated that the severity of punishment made no difference, in that fines and probation were just as effective as jail time. The consistency of the punishment is what matters most.For example, when law breakers get away with their crimes, their behaviour is intermittently reinforced and becomes resistant to extinction. Speeding tickets are another example of when you receive punishments. Even though the use of photo radar systems is useful for catching all speeders or reduces speeding, it doesn’t eliminate speeding entirely. As mentioned before, punishments are most effective in the period immediately following its delivery. This would explain when police officers supervise the speed traps; they are more effective since the punishment is given out immediately.However, when photo radars catch you, you have to wait for several weeks to receive the ticket. Laboratory and field studies find that punishments fail in everyday life, in sc hools, families and workplaces because of six drawbacks. The first is that people often administer the punishment inappropriately or mindlessly. People swing in a blind rage or shout things they don’t mean and when people aren’t angry, they misunderstand the proper application of punishment. Secondly, the recipient of punishment often responds with anxiety, fear or rage. Negative emotional reactions can create more problems than the punishment solves.For example, a teenager who has been severely punished may strike back or run away. Children, who have been punished physically in childhood, risk at being in depression, having low self-esteem, violent behaviour and many other problems. Third, depending on the presence of the punishing person or circumstances, the effectiveness of the punishment is often temporary. When a police officer is around at a park, you wouldn’t dare littering but if the police officer isn’t around then you wouldn’t be as afra id of littering. Forth, most behaviour is hard to punish immediately.For example, while you’re at work, your children eat all the deserts that were for tonight’s party, but you don’t punish them till after work, the punishment is no good. You children’s behaviour would have been reinforced by all those deserts. Fifth, punishments express little information, in that punishments may tell the recipient what not to do, but doesn’t communicate what the person should do. For example yelling at a student who learns slowly, won’t teach him/her to learn faster. Sixth, an action intended to punish may instead be reinforcing because it brings attention.For example, in the classroom, students enjoy when teachers yell at them in front of their classmates, putting them in the limelight. Often rewarding the student’s misbehaviour they are trying to remove. 8. a) Fixed Interval b) Variable Interval c) Variable Ratio d) Fixed Ratio Take a Long look 1. What is meant by the term â€Å"form perception†? Form perception means when an infant can or can’t respond to stimuli as shape, pattern , size or solidity. Thus they can see or can’t perceive form. 2. Why is the â€Å"preferential-looking† method of studying infants likened to a biologist’s use of a microscope?This method is similar to that of a biologist’s use of a microscope because this method is one of the first tools researchers turn to when they want to study how babies think. The method literally opened the doors to understanding the minds of infants. 3. What patterns were the babies in Fantz’s studies least interested in looking at? The patterns the babies were least interested in were the shapes that were just plain with no complexity. The least interesting shape for the infants was the square with no designs or complexity inside the square. 4.A preference for looking at faces is said to â€Å"set the stage for an infantâ €™s future survival and growth† (p. 41). Suggest two areas of learning that an infant’s attention to faces might facilitate. Two areas of learning that an infant’s attention to faces might facilitate are innate and primitive knowledge. The innate knowledge of the environment is shown by the infant’s interest in the kinds of forms that will later aid in object recognition, social responsiveness and spatial orientation. The primitive knowledge help provide an accumulation of knowledge through experience. 5.The early psychologist William James thought that the world for babies was a â€Å"blooming buzzing confusion† (see page 211 of the course text). Do Fantz’s findings support this statement? Explain. Fantz’s findings pointed out infants, regardless of age, can demonstrate that basic form perception is present at birth and ruling out a learning or developmental factor. Meaning that, babies have some kind of understanding of the diffe rent patterns and forms that are presented to them. This is how they are able to differentiate between faces, their mothers face or a stranger’s face. 6.Imagine you have been hired by a toymaker. Using Fantz’s findings describe your design for an infant toy or crib mobile. Using Fantz’s findings, I would create a toy that would have detailed patterns and include pictures or objects of faces of people or similar to those of people. Thus, I would create a toy with a face similar to that of humans and cover their body with items of great complexity, for example, a bull’s eye or a checkers board type of pattern. You would be able to place this toy over the infant in the crib, which should keep the infant entertained for many hours.Watch out for the Visual Cliff 1. What is meant by the statement that Gibson and Walk take a nativist position on the topic of depth perception? Both Gibson and Walk believed that depth perception and the avoidance of a drop-off app ear automatically as part of our original biological equipment and has nothing to do with experience. On the other hand, empiricists argue that these abilities are learned and aren’t biologically hard wired in us. 2. Write a one-paragraph summary of what Gibson and Walk discovered from their visual cliff studies with infants.Gibson and Walk had 36 infants for this study between ages 6 and 14 months with their mothers participating in the study. Nine of infants refused to move at all off the center of the board, which wasn’t explained by the researchers, but perhaps infant stubbornness. However, the other 27 infants crawled off the board and crossed the glass when called by their mothers on the shallow side of the table. Only 3 of the infants crept with hesitation off the brink of the visual cliff when called by their mothers from the deep side.When the infants were called from the cliff side by their mothers, most of the infants either crawled away from their mother on the shallow side or cried in frustration at being unable to reach their mothers without ‘’ falling off the cliff’’. The infants would often peer down through the class of the deep side and then back away or pat the glass with their hands, but would refuse to cross. After these results, it was difficult to prove that human’s ability to perceive depth is innate rather than learned because all the infants had at least 6 months of life experience to learn about depth through trial and error. . What did Gibson and Walk discover about depth perception in young animals? Gibson and Walk discovered that the ability of various animals to perceive depth developed in relation to when the species need such a skill for their survival. For example, within 24 hours of age, baby chickens never made the mistake stepping off into the deep side while looking for food. Kids and lambs response was the same as the baby chickens, which indicted the visual sense was in com plete control and the animals ability to feel the solidity of the glass on the deep side had no effect on the response.The rats were different from the others, as they didn’t show any preference for the shallow or deep side of the table. This could be explained by the fact that rats locate food by smell and doesn’t depend very much on its vision, but moves around using cues from the stiff whiskers on its nose. 4. Describe how Gibson and Walk use evolutionary theory to explain their infant and animal findings on depth perception. Gibson and Walk used evolutionary theory to explain that all animals that are to survive need to develop the ability to perceive depth by the time they able to move independently.For humans, this doesn’t occur until about 6 months of age and for chickens and goats it’s immediately. For dogs, rats and cats it’s about 4 weeks. Thus, this ability is inborn because to learn through trial and error would cause many potential fat al accidents. 5. Give one example of a finding that suggests depth perception has a learned component. A later study placed younger infants, ages 2 to 5 months, on the glass over the deep side of the visual cliff. The infants showed a decrease in heart rate, a sign of interest and not fear.This had indicated that the younger infants had not yet learned to fear the drop off and would learn the avoidance behaviour later on in life. 6. How has social referencing been found to impact youngsters' behaviour when faced with a visual cliff? In the Gibson and Walk study, when the mother had been instructed to maintain an expression of fear on her face, the infants refused to crawl any further on the table. However, when the infants saw their mothers looking happy, they checked the deep side again and crawled across.But when the drop-off was made flat, the infants did not check with their mothers before crawling across. Knock Wood 1. Why is Skinner referred to as a radical behaviourist? Skinn er is referred to as a radical behaviourist because he believed that all behaviours are ultimately learned, are controlled by the relationships between the situation that immediately precedes the behaviour and the consequences that directly follow it. This includes behaviours that are public or external, private and events such as feelings and thoughts.He believed that private behaviours are difficult to study, but acknowledged we all have our own subjective experience of these behaviours. However, he didn’t view internal events, such as thoughts and emotions, as causes of behaviour but rather as a part of the mix of the environment. 2. What is a Skinner box? How was the food dispenser set up for the pigeons in this study? Refer back to your text. What type of reinforcement schedule is this? The Skinner box consists of a box or cage that is empty except for a tray or dish into which food may be dispensed.This allows the researcher to have control over when the animal receives reinforcement, such pallets of food. The earlier boxes contained a lever that when pressed, would cause some food to be dispensed; rats were most commonly used in these boxes. For pigeons, the conditioning chambers were designed with disks to be pecked instead of bars to be pressed on. This study is an example of fixed – interval schedules, as the dispensers were rigged to drop food pellets into the tray at intervals of 15 seconds, regardless of what the pigeon was doing. 4.What were the pigeons conditioned to do as a result? One of the birds was conditioned to turn counter clockwise, making two or three turns between reinforcements. Another bird was repeatedly thrusting its head into one of the upper corners of the cage. Two of the birds developed pendulum motion of the head and body in which the head was extended forward and swung from right to left with a sharp movement followed by a somewhat slower return. One of the other birds was conditioned to make incomplete pecking or brushing movements directed toward but not touching the floor. . How did the pigeons’ behaviour change when the delay period for reinforcement was extended to a minute? With one of the head bobbing and hopping birds, the bird’s movements become more energetic until finally the bobbing and hopping become so intense, that it appeared that the pigeon was doing some kind of dance during the intervals. When the reinforcement in the cage was discounted, the birds’ behaviour was considered extinct. This resulted in the superstitious behaviour disappearing gradually.In the case of the dancing pigeon, there were over 10,000 responses that were recorded before extinction occurred. 5. Was extinction of this behaviour possible? This type of behaviour can persist a lifetime because any behaviour that is reinforced once in a while in a given situation, becomes very difficult to extinguish. This is because the expectation stays high that the superstitious behaviour might w ork to produce reinforcing consequences. In real life, instances of accidental reinforcement usually occur at irregular intervals which make extinction of this behaviour almost impossible. . What explanation does Skinner give for the resiliency to extinction of human superstitions? Skinner states that any behavior that is reinforced once in a while in a given situation, partial reinforcement, it becomes very difficult to extinguish. This is due to the expectation that stays high that the superstitious behaviour might work to produce the reinforcing consequences. In real life, accidental reinforcement usually occurs periodically, so you could imagine why superstitious behaviour may persist for a lifetime. 7.Use Skinner’s operant conditioning principles to explain the development of a superstition that you hold or once held, or one you have observed in someone else. Using Skinner’s operant conditioning principles, I noticed my friend who enjoys roulette had a superstitio n that when he bought himself and the person on his right a drink and place the bet on black he believed he would win. Of course he wouldn’t always win, only the person to his right side won with a free drink, but he always thought this would bring him good luck when he needed it.

Top Essay Topics Do Androids Dream of Electric Sheep Tips!

Top Essay Topics Do Androids Dream of Electric Sheep Tips! Most Noticeable Essay Topics Do Androids Dream of Electric Sheep Now it takes more work and isn't quite as reliable. Deckard at the conclusion of the novel fails his quest to maintain an actual animal. Essay Topics Do Androids Dream of Electric Sheep Options We're certain your school years ought to be the best years of your life. If you're not, for any reason, all you need to do is contact us and request the changes you want made. If you're in America, then you may rest assured that we know all the things your professors are searching for in your papers. If it's so, then you might be having some difficult time for a student together with being a writer. Inside this situation it's possible to approach SameDayEssay. It's reason enough to get this comic, actually! You will be asked to do wrong wherever you go. My favorite portion of the problem is certainly the backmatter from Warren Ellis. If you're requested to compose a paper on Do Androids Dream of Electric Sheep and you can't produce a superior idea for a narrow topic, there isn't anything to be concerned about. Androids can learn how to mimic human concern, but they don't genuinely feel empathy for different creatures. Rick knows that by owning an animal, he will learn empathy that is an emotion that human beings have a great deal of. Despite the fact that the novel and the movie possess the very same plot and several similarities, you observe the differences also. The absolute most advanced androids demonstrate they can be equally as human-like as the rest of society. Empathy in technology is a difficult point to understand. It's the collective of humanity that has to band together so as to survive the decay of earth around them. Not only does technology play an important part in humans' lives but in addition, it has the ability to change and challenge emotions. The writers submit an application for orders they really need to work on, hence the customers can be positive they will acquire high-quality work at the very best price with this service. There are lots of things to consider and most importantly, is the dependability of the service you decide to use. Ally you must do is to correctly submit your order instructions and create the payment. There are a number of reasons why you need to prefer our services. The price is dependent upon the size and urgency. Take a look at our price calculator to determine what your perfect price for the paper is! Anyway, you'll certainly like our price policy. How to do a fantastic small business program. You don't have to be concerned about your personal details that may be viewed, as we handle the matter on a safe network. My mission is to research empathy in technology whilst also taking a look at the value of having empathy for a whole. Another benefit of our website is the quickness. Our site features custom writing help and editing support. In order to comprehend this human identity crisis it's first important to grasp the use of Mercer as a media stand-in which affects consumer identity. Inside this respect, both texts can be considered commenting on fears in our own world of the potential implications of technology, which is normally viewed as beneficial to humankind. Upholding social values becomes the use of these purchases and not as apparent if Whiteness isn't the informer. Another important issue that's explored is that of climate change and the surroundings. Teachers often ask students to compose essays on parts of literature. Since you may see, students will definitely face many challenges should they wish to turn into a member of the buy essay club. So far as the students are involved, writing a research paper is among the toughest and frustrating job in their opinion. Let's say you have to purchase essay for college. You should do it in the least so that you definitely understand what key terms to utilize in the title for it to match the text. This presents the matter of equality to the reader. All these themes are interlinked with each other. The text was interpreted for you. You are going to receive unique texts, which will be finished in time. How to earn a history essay outline.

Sex Education in Public Schools Essay - 1852 Words

Sex Education in Schools Children all over the country who sit down in their classes are being taught sex education. There are books, videos, special speakers and qualified teachers for the subject. Depending on where a child lives, the education he or she is being taught might vary. For example, Wyoming, North Dakota, Minnesota, Maine and Utah do not require schools to provide sexuality or STD/HIV education, (they teach abstinence). District of Columbia, on the other hand, must include contraception with condoms available (Innerst). I was once shown a book that was used to teach sex education to fifth graders in an inner-city school. The book was softbound, about one hundred pages in length, and had cartoon-like colored†¦show more content†¦As fifth graders, I can safely say that my class was not mature enough to talk about sex. Yet today they are teaching sex education to children in the third grade in some areas of the country, and they are discussing sex (Hogan). Ruby Hogan, the marketing administrator at Teen Aid, Inc., gave me one example of a forth grade class who was being taught sex education. In this class was a boy who raised his hand in his sex education class to ask the teacher, why intercourse caused air to go into and then escape a girls vagina and how to stop it from happening. This forth grader had been in sex education classes for a year starting in the third grade and used a book similar to the one described earlier. His teacher reported that these types of questions started coming from him halfway through the first year of sex education. This is not something that our forth grade boys should be asking, and it is not something that they need to be answered for them either. The boys teacher, (who at the time believed in what she was doing, but later chose to start teaching children abstinence) fully answered the boys question, and at the end of each class, made sure condoms were available for the children. Her belief was that children would do what they want to, so we as adults need to prepare them to be as safe and as prepared as they can be to reduce the risk for them. Many people explain that children will be children, and thatShow MoreRelatedSex Education in Public Schools1188 Words   |  5 PagesSex education should be taught in public middle schools because: it decreases the chance of sexual diseases and teenage pregnancies, it is needed in case of a parents’ absence or neglect, and it also provides more knowledge about how sex works while debunking the myths surrounding sexual intercourse, and it makes some want to set goals for relationships. People say sex education encourages youth to engage in sexual activities rather than preventing sex. This is true; however, studies show that whenRead MoreSex Education For Public Schools1426 Words   |  6 PagesSex Education Research Paper Sex education being taught in public schools is a reoccurring topic in many schools. More recently, it has also caught the attention of the public again due to rising unwanted pregnancies and sexually transmitted disease among young teenagers in the US over the last decade or so. â€Å"Each year, U.S. teens experience as many as 850,000 pregnancies, and youth under age 25 experience about 9.1 million sexually transmitted infections† (McKeon). Sex Education is attempting toRead MoreSex Education And Public Schools Essay1692 Words   |  7 Pagesexperiences, sex education in public schools, and abortion. The first two topics, virginity and first sexual experiences, coming from a personal perspective as well as some credible sources. I will also include the historical aspects of virginity, the creation and use of the concept, and why it’s in our society. The last topic is my concern for the lack of sex education in public schools and mentioning the harm of abstinence only sex education and the importance to provide comprehensive education for ourRead MoreSex Education For Public Schools2653 Words   |  11 PagesSex Education in Public Schools 1 Sex Education in Public Schools Jordan Wheeler Kansas State University FSHS 302 Charity Clifford: Sex Education in Public Schools 2 Sex Education in Public Schools Although many parents have multiple reasons why sex education should be taught at home rather than school, students are spending the majority of their day in classrooms with peers and teachers that that are constantly referencing sex whether socially or academically. The peers that are discussing sexRead MoreShould Sex Education Be Incorporated Into Public Schools?1372 Words   |  6 PagesFor Sex Education in Public Schools An observation of the prevalent television programs and popular topics broadcasted in the media often depict teenagers with an air of promiscuity. Is teenage pregnancy really an uncontrolled epidemic, as depicted in shows such as â€Å"16 and Pregnant†? Are a vast majority of teenagers exchanging racy photos of their bodies with each other? If so, are teenagers acting out because of too much sex education? Or is the outbreak of hyper-sexualized activity linked to lackRead MorePros And Cons Of Sex Education In Public Schools821 Words   |  4 PagesShould Sex ed be taught in public schools? I. Introduction Do you think all grades, K-12, should take sex education as a part of their school curriculum? A. Interest grabber about the topic Picture this, a 5 year old learning the birds and the bees instead of learning how to write their name. Why are we focusing on teaching kids about sex before they even have the basics of academics mastered? B. Preview of background, pros and cons Sex education is a basic term used to describe a wide rangeRead MoreResearch Paper – Sex Education in Public Schools1569 Words   |  7 PagesPaper – Sex Education in Public Schools It’s been a number of days since I’ve written here, and for that I have to answer that there have been a number of projects under works that I’ve had to tend to. For now, I will take the time to show you a research paper I’ve spent most of the day writing for my Comp I class. Sex Education in Public Schools Sex education in public schools here in the United States has, for at least the past decade, supported and utilized abstinence-only sex education programsRead More Public Schools - Sex Education in the Classroom Essay1822 Words   |  8 PagesSex Education in the Classroom      Ã‚  Ã‚  Ã‚  Ã‚   Teenage unplanned pregnancies continue to increase and the Aids epidemic is still wiping out entire populations rapidly worldwide. Here in the United States we hear little about the ongoing battle that is being fought between parents, educators and government officials, with the outcome having a significant impact on our childrens lives. Programs that teach sex education in the classroom and promote distribution of condoms are constantly under siege byRead MoreThe Benefits of Sex Education in Public Schools Essays2143 Words   |  9 PagesBill Cosby quotes, â€Å"sex education may be a good idea in the schools, but I do not believe that kids should be given homework.† Although Cosby makes light of the situation, educating the youth about sex and sexuality is imperative to providing a holistic educational experience. Sexual education in the public school setting is best described as education about human anatomy, reproduction, intercourse, and other human sexual behavior. Most importantly, sex education in an academic setting which providesRead More The Pros and Cons of Teaching Sex Education in Public Schools1971 Words   |  8 Pagescouple have the proper education to make this life changing decision? They most likely were given their education from the school they attend. Hopefully the school taught them what they needed to know to make such a decision. Should sex education be taught at school by teachers or by the parents? Problems with having sex education at school There are many problems with having sex education in public schools. Religion plays an important part to the topic of sex education. Some parents feel that