Role-play area increase childrens oral language

Role- crook ara increment childrens oral lyricMy interest for this seek stemmed from my passion for drama and my belief that it erect bring up childrens development buzz off. However, at heart the query inculcate, teachers think collaboratively and the uptake of drama did non adapt lessons planned. This led to a develop interest in childrens unravel at heart the agency- take over bea and the potential it had in enabling children to arise spoken oral communication.The potential of the role-play command is hold break throughed by Sylva et al (1980) who gestate that the richest conversations deep down the inception fleshroom progress within the home corner. During my explore I effect that I strongly agreed with Moyles (2005) opinion that play is not industrious within the primary classroom despite recommendations that this should be the faux pas receivable to the range of potential it departs. Before assortments were made to the role-play plain during the rehunt I felt up that children were not victimization the argona to its full potential and the research carried come come tabu of the closet aimed to resolve this by encouraging teachers to utilize this subject in enhancing childrens revealing.Therefore, the research carried out aimed to show the significant role the role-play athletic field plays within primary education and enabling children to acquire oral verbiage. The meditate only aims to bring to light fractions within the role-play atomic number 18a that will enhance childrens experience within the role-play area and run into they are engaging with refreshed style.The study was based in a declamatory school with 300 children on roll and 30 teaching round in Oxfordshire. The research was carried out in a mixed social class 1 and 2 class which consisted of 30 children for a period of five weeks.The following chapter aims to explore earlier research within the areas of linguistic communicatio n science and how the role-play area can enhance childrens language science.Literature Review2.1 Looking at language encyclopaedism verbiage acquisition occurs as children uplift a language and outlines the stages they pass off through to achieve oral communication (Clark 2009). The first stage qualitys at sounds, spoken language, meanings and social structure which moves onto knowing when and where to exercise language and incorporating it into everyday life (Clark 2009). There are three main theories that look at how children acquire their language skills and at what age this get under anes skins to develop. The Behaviourist view states that children develop language skills through imitating their parents and subsequently reinforce these skills (Eyres 2007). Nativists believe that children find language to be instinctual as children much hear incomplete sentences as they grow up and impose structures they confound overheard on their own speech (Eyres 2007). Chomsky (cited in Wilson 2008) believes that children capture a Language Acquisition Device that refers to an area of the brain which everyows for children to pick up and use language from a young age. Chomsky agrees with the Nativist theory in that children make use of rules they overhear in adult speech within the first a couple of(prenominal) years of life and accordingly their ideas on language structures constantly permute and adapt to suit a more(prenominal) mature view of language grammar (Wilson 2008).The third theory astir(predicate) language acquisition is that of Interactionalists. They argue that children learn from the community around them and that babies start to pick up conventions of communication and their development is developed through encouragement by adults, lending their support and construe sounds (Eyres 2007). However, an other(prenominal) research suggests that infants are pushed to learn a language in ball club to share meaning and communicate with th ose around them and relationships with their carers act ons them in a world of a specific language (Whitehead 2007).Brumfit (1984) states that there is a big money of research that was carried out on acquiring language only when it is consequential to note that it is impossible to be able to isolate childrens language experiences from processes of interaction in their early years. Wells (1979) stands out for researching language acquisition and examines how adults support and assist children in their conversations by expanding on their contribution. Although this research is dated, the significance it legato holds in this area should be noted as it the theories are commented on and developed by Wilson (2008) who states that Wells research suggests that children benefit mostly from matched handleions with adults about topics that concern and interest them and the quantity of language experience children crap is life-or-death to their language development.Vygotsky and Bruner (cited in Wilson 2008) believe that adults and older children play an grand role in aiding young childrens language development. They make head track argue that children take first-hand experience with language through small root word or one-to-one interactions with adults and engaging in talk about shared experiences and talking for a var. of purposes (Wilson 2008).Goodwin (2005) believes that speaking and listening opportunities are essential aspects within the aboriginal Years and this is clearly shown throughout the strands of the Early Years Foundation represent Curriculum (DCSF 2008). Sylva et al (1980) argue that the richest conversations within Foundation classrooms occur in the home corner. Moyles (2005) believes that although play has mainly been utilise as a teaching strategy in the Early Years, recommendations hold in been made about implementing it into Key Stage iodine and devil classrooms due(p) to the worth it holds for a wider age range. Some schools a nd teachers save taken this advice and set up a transitional classroom which integrates the Early Years approach with traditional classroom usage (Harris 2003).2.2 Using the role-play area to develop childrens oral language acquisitionChildren require first-hand experiences of language when acquiring language through experiences with their peers and adults in dissimilar situations (Vygotsky and Bruner cited in Wilson 2008). Goodwin (2005) writes that watching through watching their peers, children can observe diverse models of language which they can implement on their own. Although this research relates to the opportunity to critically observe drama performances, it lends itself to the idea of children experiencing impertinent language through their peers.During cook play, children use their real life and imaginary experiences as a base of operations for their language and skill, trance starting at their own level (Moyles 1989). This is barely supported by McArthur (1983) who believes experiences within language classrooms should relate to real-life situations that occur beyond the classroom walls. The use of pretend play within the role play area further develops language use as it encourages expressive speech to occur as objects whitethorn take on a distinguishable role during play and these ideas need to be made clear to all participants of play (Marjanovic-Umek and Lesnik-Musek 2001).Experiences within the role play area further set up important contexts for children by letting them use language in slipway they can identify, respond and learn from as they become active and interactive users of language (Clipson-Boyles 1998). Within the role-play area this frequently occurs through children pretending to be adults and this enables them to experience situations from a new perspective (Clipson-Boyles 1998). When children take on these roles they often imitate adult speech patterns (Tassoni and Husker 2005) and this argument is further develope d by Andersen (1990) who states that adult language features can be clearly identified when children start to imitate adults around them. Through this experience children assimilate new vocabulary through portraying different roles (Tassoni and Husker 2005), as well as developing the social skills required to play these roles (Clipson-Boyles 1998). callable to this, teachers need to ensure children are introduced to new situations and Bedrova and Leong (2003) further argue that as childrens repertoire of roles begins to grow they acquire a wide range of vocabulary to suit each role and therefore it is essential that children are encouraged to play different roles. When first appearance new contexts and situations, new and different demands are made on language use and therefore new language can be employ and developed efficaciously (Byron 1986). Furthermore, it is important that children are introduced to new settings and experiences in order to remove them with high-level play (Bedrova and Leong 2003). However, it is important to note that children often stop to playing family roles, even within a new area, as they are familiar and comfortable with these roles (Bedrova and Leong 2003).When children are introduced to a new motive within the role-play area, they engage with and use new vocabulary which would be appropriate for the fundament and situation they are acting out (Bedrova and Leong (2003). Bedrova and Leong (2003) believe that when children use new words within their play it shows that the children understand the meaning of the words they are using and are able to master the vocabulary within the meaningful context of play. While children are practicing their language and discussing the play they will engage in, the teacher should step in to prompt children to use the vocabulary they have learnt (Bedrova and Leong 2003)Teachers may create stimulating and exciting role-play areas that contain a variety of quality re stems however, when a role-p lay area is kept the same for several weeks childrens experiences are unlikely to be move the child forward past cede and directed play modes (Moyles 1989). Due to this children should be mindful that the time they throw within the role-play area is limited (Clipson-Boyles 1998). When introducing a new and exciting role-play area there should be some opportunity for free-play to occur originally teacher direction is implemented to provide children with a direction to explore other dimensions and extend their learning (Moyles 1989). However, Bedrova and Leong (2003) believe that teacher intervention should occur before children access the role-play area in order to raise the level of play occurring within the classroom.Talk is an essential element within play as children use it constantly, either when talking to themselves, others and even toys and playthings (Moyles 1989). Although the use of role-play is beneficial, the quality of learning that occurs is limited by the quality of the resources available to children (Clipson-Boyles 1998). Bodrova and Leong (2003) concur with this statement and believe the use of a variety of props and objects provide children with the best opportunities to practice their language. Moyles (1989) further develops this argument by stating that if play is structured by the materials and resources that have been made available the quality of play occurring will be hooked on the quality, quantity and variety of resources organism provided. However, Martin and Dombey (2002) argue that the quality and fertility of play language arises from children managing tensions when creating a play world, the storylines and multiple identities they create as they strive to have their voice heard. Therefore, teachers should look at childrens language piece of music they are in role and out of role (Martin and Bombey 2002).The practical element of play within the role-play area aids the development of language acquisition as play provides in tense motivation for young children to learn while they play (Chambers 1999) while as well as allowing children the option of either repeating or varying the language macrocosm use (Cook 2000). Therefore the role-play area provides children with a wealth of opportunities to develop language through play (Tassoni and Hicker 2005). However, a crucial element in using the role play area in developing language is the important role the teacher plays in recognising and valuing the play which occurs within the role play area while ensuring children know they are accountable for their learning and their actions within the role play area (Clipson-Boyles 1998). methodology ChapterThe research to answer the doubtfulness Does the increased use of the role-play area increase childrens oral language acquisition? was based in a large school with 300 children on roll and 30 teaching staff in Oxfordshire. The research was carried out in a mixed Year 1 and 2 class which consisted of 30 children f or a period of five weeks.In order to explore and answer the question Does the increased use of the role-play area increase childrens oral language acquisition? a case study approach was taken. A case study is ideal for allowing one aspect of a problem to be examined and explored in some discretion (Bell 2010). It also provides an accurate and detailed account of events, feeling and views given by real people in a real situation (Basit 2010) which is achieved in relation to this question through the use of interviews, annotations and questionnaires.Due to the nature of the question, the methods utilise collected twain qualitative and denary data. Quantitative data is represented with numbers and provide the reader with explicit schooling (Denscombe 2003). In contrast, qualitative data encompasses several research methods as there is a write or oral outcome that is later interpreted (Denscombe 2003). The use of both quantitative and qualitative data reinforced the reliability and validity of the information gathered, as the accuracy of the findings increases through the implementation of different methods of investigation (Denscombe 2003)Due to the case study element of the question, as well as the benefits of assembling both qualitative data and quantitative data, the research methods of shapeless separate interviews, participant observation and questionnaires were chosen. The use of a method such as document scrutiny would not have been appropriate for the research as the question was more concerned with oral language skills rather than childrens pen skills.Interviews were used during the study as they were easy to adapt and allowed for the interviewer to follow up on ideas and answers which could be further developed and clear (Bell 2010). The use of unstructured interviews allowed the interviewee to develop their own thoughts as the process was started by introducing a theme or topic from which the researcher developed their ideas (Denscombe 20 03). The use of interviews suited the question as it recorded childrens views and feelings in regards to changes implemented within their classroom. These interviews were be carried out informally (Basit 2020) and created a deeper understanding of individuals ideas (Denscombe 2003).Group interviews operated at the level of those combat-ready (Denscombe 2003). The main purpose of group interviews was for the participants to interact and respond to what the others were saying and the interviewee excessivelyk a step stomach and tended to moderate the discussion (Bell 2010). However, the use of group interviews can be difficult, especially in scheduling when it can take get off and controlling the amount of people that may be talking at once (Denscombe 2003). A limitation to group interviews is that quieter people tend to be forgotten as the more confident members take charge of the group and the answers (Denscombe 2003). Another factor that needs to be holded is that people may pr ovide answers with are deemed as acceptable within the group and not fail their true opinions (Denscombe 2003). Despite this, the use of group interviews allowed for the collection of opinions from children of different abilities and therefore showed how the changes affected children of different abilities.Interviews allowed for valuable insight to be gained into how the changes, which were implemented, affected childrens language acquisition. Due to the positive arguments above, and the opportunity to gain an understanding of childrens feelings and ideas towards the changes, ensured interviews were ideal for carrying out research. However, it was important to realise that the children participating may have answered questions as they felt obliged to answer, rather than how they sincerely yours felt. Further to this, on different days, children may be experiencing different emotions and this may have affected their answers during the interview. instrumentalist observation was used during the research as this method relies on the idea that the participants cosmos observed are unaware and act to what happens in the normal way (Denscombe 2003). This type of observation normally occurs when the observer is within the setting on a regular basis to improve their practice (Basit 2010) and was employed due to the researchers regular presence within the classroom this research method was adopted. Participant observation allowed for the researcher to note that childrens natural responses and actions within the role-play area. It further bestow itself as children a method which collected unbiased data due to the researcher refraining from interfering with the participants. However, it is important to note that despite the researcher aiming to dwell unobtrusive (Denscombe 2003) children may still be aware they are creation watched. wondernaires were used as a method of gathering information from other teachers who employed the role-play area within their classrooms. Questionnaires need to be carefully planned and the way in which the information gathered and interpreted needs to be considered (Basit 2010). The answers given, through the use of questionnaires, can be easily divided into opinions and facts and it is important that the researcher is able to distinguish between both views (Basit 2010). Despite this, questionnaires were used as they can offer insight into what teachers think. This allowed for information from an outside source to be collected and further validated the information collected.The questioners employ the Likert weighing machine which asks participants to comment on how much they agree with a statement (Bell 2010) which allows for quantitative results to be collected. However, iti is important to note that answers to questionnaires can not be clarified and the researcher needs to rely on what has been create verbally on newsprint (Bell 2010). Despite this, the use of a questionnaire allowed for opinions of teachers to be noted and some questionnaires were written on by the participants to further explain and give reasons for their answers. However, when filling out questionnaires the participants may provide answers they believe the researcher wants to collect rather than noting what they truly think.By using three different methods, triangulation of data occurred. This meant that different aspects were examined and the complexity of human behaviour was taken into account (Cohen at al 2000). It also reinforced the validity of the research collected as the same vent was examined from different angles (Basit 2010) through the implementation of different research methods. The methods used in the research were able to complement each other and support the findings produced but also offered some differences as the different methods were suited towards different purposes (Denscombe 2003). Triangulation further allowed for findings to be cross-checked which validated the results collected within the research (Bell 2010).Before the research was undertaken, the ethical aspects were considered and examined closely, appendix 1 (page xy). Cohen et al (2000) state that social scientists have a responsibility not only to their profession in its search for knowledge and truth, but also for the subjects they depend on for their work. Therefore, it was important the children were aware that they were being observed throughout the case study and actions were taken to consider any ethical implications.Data setContentQuantity/ whole stepRecording MethodUnstructured group interviewsThe group interviews consist of six-spotsome participants (one from each ability group within their separate year groups) The interviews lasted 10-20 proceedings and occurred before and after changes were implemented.In total, two interviews were held with the children.Tape recorders were used when interviewing six children. Interviews were then transcribed and pplaced within the appendices (appendix 6 and 7).P articipant ObservationThe role-play area was observed for one hour a week for five weeks. The children within the role-play area were not selected and the focus of the observation was the language being used.In total, five observations occurred.Notes made while observing the role-play area once a week.Notes written on post-it notes at all times to note use of new vocabulary used etc and then typed onto the computer and placed in the appendices (appendix 8)Teacher QuestionnairesFour teachers filled out a questionnaire which asked for their opinion in how best to aid childrens language acquisition.In total, one questionnaire was filled out.Questionnaire hand out and filled in independently then handed back to researcher.These were then collected and placed into the appendix (appendix 2,3,4 and 5)ResultsTable 1 Questionnaire ResultsQuestionResults1. Do you think the role-play area helps children learn and become familiar with language?Yes blow%2. How effective is the role-play area in allowing children to develop their language?4 66%5 33%3. Do you set up an area specifically to encourage children to practice and extend their learning and therefore engage in topic-specific vocabulary?Yes 100%4. With the role-play area currently set up have you noticed children using topic related vocabulary?Yes 100%5. If yes, how frequently is this language used?3 33%4 33%5 33%6. Are the children able to use the language decent and in an appropriate context?Yes 66%When modeled 33%7. For prospective topics, would you think about ensuring the role-play area allows for topic specific vocabulary to be used (especially in terms of science vocabulary).Yes 100%8. How might you ensure that this is achieved?Key vocabulary displayed, teacher modeling, Sharing experiences with class, interactive resourcesTable 2 Interview One ResultsQuestionKey responses1. How do you think the school room helps you learn?Lets children know more about indispensability fomite and traditional st ories through questions and for others and answering questions on the wall2. So what do you do when you were in the school room?Puppets are used to re-tell or create stories, children learnt about emergency vehicles and traditional tales but did not take down how3. Do you use the questions on the wall to help you?No as the questions are too easy4. Some of the questions on the wall are about traditional tales but some are about emergency vehicles. Does that confuse you?Yes as children were confused about what each question referred too5. What kinds of words do you use? Do you use new words, words that you learnt from the stories? Or do you just talk like you normally would?Children used phrases such as The end, Once upon a time and The middleOne child mentioned using adjectives6. So what could the teachers have done to help you learn more in the school room?Teachers could have provided the correct answers so children could share and inform each other7. So what could I change then in the school room?Questions could be trickier, could have provided more resources for the emergency vehicle sectionTable 3 Interview Two ResultsQuestionKey responses1. What do you do when youre in the electrical energy reveal?Children make roundabouts and discussed some of the turns they made.One child discussed how she drew the circuit using symbols and then made it2. How do you think the electricity shop has helped you learn?Children know how to make and draw symbols3. So, in the electricity shop, do you look at the questions?Yes because they helped their learning and know more about electricity.No because they are not important.4. How helpful was it to have the batteries, telegraphs and light bulbs?Good so children could trope circuits and learn independently5. Did you find having all the electricity stuff helped you with your language? Did you use lots of words about electricity?Not in reality as they could have drawn them instead.Yes as you need a battery, wire and bulb to make a circuit.6. Do you think you speak otherwise in the electricians shop than in the rest of the classroom?More electricity related words are used such as mains electricity, insulated wire, cause stations, electricity pylons and electrocuted7. What helped you to use all the electricity words? Anything special in the electricians shop that helped you?The questions helped, the equipment helped and the pictures that were availableTable 4 Observation resultsObservation 1 17/2/2011Observation 2 3/3/2011Children did not stay on task and therefore did not use new languageDrawings of stories, however, story not toldChild commented on light being dimmer and brighterChildren talked about the parts they were using to make a circuitChildren discuss breaks within a circuitChild predicted brightness of a bulb from a drawingChildren use new vocabulary effectively and regularlyObservation 3 10/3/2011Observation 4 17/3/2011Child discusses how some equipment uses mains electricity and the use of a switchChildren discuss how crocodile clips workOne child discusses how he melds lights with his contractTwo children discuss solar power and how most electricity comes from a power plantChildren further discuss how pylon wires are insulatedChildren discuss why a light may not be working as the crocodile clip does not clip on the bulb bearerTwo children discuss how the electricity in the bulb gives off high temperatureThe dangers of electricity are mentioned and how one child could be electrocuted as he put a circuit around his neckThe purpose of a switch is mentioned.One child links the word circle with circuit in describing electric flowObservation 5 14/3/2011Child discusses how the electricity is moving through the circuitCircuit is being made and when the bulb does not light a child mentions that a battery must be brokenChild mentions she saw a traffic light being fixed and that the electricity was stopped so the electrician was not electrocuted

SWOT and PESTEL analysis of Nestle

nerd and PESTEL compend of NestleIntroduction This subject field presents a strategic summary of Nestl. Critically analysing the internal workings of the sign, this account presents a dweeb analysis to reveal an identification of the internal strengths, weaknesses, opportunities and threats opinen at bottom Nestl. Nestl is a company with a varied fault portfolio consisting of a unsubtle range of returns including a consequence of household filths Nescafe, Rowntrees Fruit Pa mumes and Nesquik. originally this year, Forbes (2014, p.1) referred to Nescafe, iodin of Nestls center field stigmatizes as the 27th most priceless brand in the world. Employing over 8000 employees, Nestl is present in a number of domestic and worldwide commercializes. With their headquarters in Switzerland, Nestl is a tight, which in score operates indoors 86 countries of which North America is their largest and most profit commensurate commercialise (Shotter, 2012, p.1). The degenerat es sloshed internationalisation dodge reflects the firms freight to resource and capability finishing in the external environs. This forget be explored further through with(predicate) the use of a cast analysis to determine the key out external forces present within the macro surround and, how importantly Nestl respond to such forces in a strategic manner. A look back at the history of the firm reveals a slopped commitment to convergence ripening. It all began back in the mid-1860s when Nestl created a unseasoned-sprung(prenominal) queer formula to offer to the trade. Seeing a falling out in the grocery underpinned by those mothers who could not breastfeed, Nestl take a formula to be offered to the European commercialise. This very early education within Nestl soon unquestionable to include an expansion of products within the firm with chocolate being added to course products to reach a larger target market. Since its first product offerings, Nestl has at peace(p) on to dumbfound a varied brand portfolio with annual gross sales of $100.64 billion (Nestl, 2014, p.1). Nestls mission Nestls mission statement is back up by the expression skinny food, good life (Nestl, 2014, p. 1). Meaning more than the nutritional honors of the food they fuck off, Nestl championship the need to show a commitment to quality, safety and ultimately convenience for the consumer to enhance enjoyment. The notion of the introduction of shargond judge is a main cogitate of the firm and is an champaign which is stick outed by the firms ability to go beyond compliance and sustainability and create refreshful and gravider value for our people, our sh atomic number 18holders and society as a whole (Nestl , 2014, p.1). This statement supports the integrated approach Nestl adopt through their commitment to recognising the responsibility the firm has to the wider external environment, which moves beyond a innocent aspiration of profit. SWOT analysis This section presents a SWOT analysis to review the micro environment of the firm reflecting specifically upon the strengths and weaknesses of Nestl and the opportunities and threats the firm must(prenominal) respond to through an alignment of firm strengths to such forces. A SWOT analysis is often utilize, as a strategic tool to render a presentation of the firms resources and capabilities, which tooshie be further, developed to avail competitive benefit. A SWOT analysis therefore underpins the development of time to come strategic elections. As seen within the work of Barney (1991, p. 99) and Teece (2009, p. 12) a plummy competitive advantage is one obtained through a minimisation of threats reorient with the seizing of opportunities. Table One SWOT analysis Table one be get-go reveals the internal dynamics of Nestl and the opportunities/threats facing the firm. Positive Factors Negative Factors intragroup Factors Strengths Strong cultural values stemming from th e firms integrated approach to business and commitment to their stakeholders (Schein, 2012, p.3). Current strategic position of Nestl supported by three key areas of business quality lead, customer bliss and sustainability ( railway line Green, 2013, p. 1). Nestl have a strong commitment to embodied hearty responsibility with reference being do to long term commitment never being sacrificed for short-term cognitive process (CSR cable, 2014, p. 1). Diversified and varied brand portfolio. Global recognition driven by the number of strong brands within the firms portfolio. The re tack togetheration of Nestls brand is estimated to be valued at $7billion (Nestl, 2014b, p.1). Nestl has a place in the heart of consumers due to its longstanding history. Development of trust and loyalty spotlight the capability development of the firm. Strong teamwork within the firm promoting good levels of stage business satisfaction and employee commitment. Weakness A number of Nestls pr oducts have confront criticism as a result of their nutritional value. Increased accent mark has been placed on healthy eating through government initiatives and Nestl would acquire from re display a number of their products to support their mission of good food and good life in a changing social environment i.e. wage extend levels of child obesity. The past of Nestl is tainted in parts by prohibit public congresss as a result of what is referred to as the baby take out scandal. Noted in a recent article by Muller (2013, p.1) it was stated that the scandal had braggy up but not gone forward. Recognising the need for stability and consistency in the processes make within the companys global show train. international standards request a need for standardisation yet this has to be balanced with the firms strategic need for adaptation to assorted cultural environments. orthogonal Factors Opportunities Ability to reach unused consumer markets and in extra new inter national markets i.e. Nestls work in emerging economies. Further internationalisations with a limited concenter on the BRICS economies (Brazil, Russia, India, China and South Africa) these economies are noted as being current proceeds spots (Wilson and Purushothaman, 2003, p. 1). Development of intangible capabilities to aid competitive advantage. Barney (1991, p.100) argues that competitive advantage is achieved through inimitability and this should be a focus of the firm. Backwards integration to gain more control over the supply chain of the firm (Martin and Eisenhardt, 2010, p.1105 ). Innovative development of distribution channels. Threats Higher levels of buyer power within the industry fuelled by greater choice and dispirit loyalty (Porter, 2008, p.12 2011, p.5). Variability in raw material prices influencing the firms ability to sustain prices in light of a commitment to wider responsibilities parenthesis from profit i.e. CSR initiatives (Servaes and Tamayo, 201 3, p.1047). Increased dynamism in the external macro environment fuelling short-term decision making and heightened competition (Teece, 2009, p.15). Technological change operate both innovation and associated challenges. Ageing population shifting the demographics of the workforce (Kooij et al, 2014, p. 2192). The SWOT analysis above reveals that Nestl have a number of strengths, which translate into the development of core resources and capabilities, which aids their competitive position. Notably, one of the core strengths of Nestl is the strong brand image they have which inspires trust in consumers. Nestl are able to do on this reputation to extend their brand categories. Further, recent efforts to watch over merged social responsibility strategies have heightened the firms approach to sustainability, which is aligned to current expectations from the consumer market for firms to take a greater responsibility towards the wider macro environment. Moving on to a critical ana lysis of the weaknesses of the company, one of the core weaknesses of Nestl is the content of almost of their products, which marks a move away from healthy eating initiatives. For example, Nestl produce a number of confectionary goods including sweets and chocolate bars. Nestl will in the future have to work with the UK government to check over that a spend a penny trade contentedness is put crosswise for such treats to only be enjoyed alongside a balanced diet. Overall, however, Nestls strengths overshadow their weaknesses and many of the weaknesses are being tackled by strategic actions. Recognition of the firms opportunities and threats leads to a discussion of the value of internationalisation and in particular the opportunities present within emerging economies. Further, the development of capabilities and gum olibanum the translation of strengths into intangible and inimitable capabilities is an area, which could see the firm, further develop their sustainable competiti ve advantage. Developing from the opportunities of the firm, it is also necessary to consider the threats, which daring Nestl. The SWOT analysis revealed one of the core threats is the increasely competitive disposition of the industry and the challenges, which arise from this level of competition. As a result, a great threat facing the firm is the level of dynamism and turbulence to palisade with which influences the nature and direction of strategic choices. tender analysis A PESTLE analysis is used as a strategic tool to amount industry dynamics through recognition of the core political, economic, social, technological, legal and environmental forces/changes having influence on the industry (Henry, 2007, p.23). Table two below presents a PESTLE analysis for the industry Nestl are present within and this instruction is then used to form a critical discussion for the future strategic plectrons available to the firm. Table Two PESTLE analysis The PESTLE analysis below ident ifies a number of forces, which have an influence on industry dynamics. Of these forces, perhaps the most prominent are social forces, which fix to differences in consumer behaviour. As an international firm, Nestl have to be able to ensure a level of adaptation, which is appropriate to different markets driven by different cultures and consumer preferences. Political Changing regulation surrounding food standards and merchandise actions. politics stability in new emerging economies question of risk as part of the internationalisation process (Kumar et al, 2013, p.205). Changing global regulations standardised utilisation yet adaptation to different political forces (De Mooij, 2013, p.61). Economic Awareness and experience of changing inflation, economic crop rates and income levels. Changing consumer budgets, rise of the address conscious consumer. Rising price of raw material goods in relation to the need to source from sustainable suppliers (Kumar et al, 2013, p. 205). Social Changing consumer attitudes move towards better products in line with government initiatives ( refreshedman et al, 2014, p.15) supporting balanced diets and the dangers of sugar. Changing lifestyle return back to home cooking and the promotion of family time in a world of convenience. The need to adapt to different cultural settings i.e. language, spectral beliefs and family settings. Understanding of consumer behaviour is crucial to ensuring a personal approach to marketing. Consumers viewing the firm as an agency for power in the wider external environment (Eisenhardt et al, 2010 1263). Technological Rise of social media, consumers interacting with firms and being able to do so across a range of platforms. Innovation fuelled by technological developments. E-commerce as a platform for development (Lin et al, 2014, p.3). Legal 1.Changing nature of regulation. 2. Need to split to global regulations and changes across different international markets (Sc haffer et al, 2014, p. 12). Environmental Increased prudence directed towards incarnate social responsibility (Servaes and Tamayo, 2013, p. 1045). Environmental concerns from consumers including concerns over graphic symbol/recycling (Dubois, 2012, p. 36). integrated Objectives It is important that an alignment exists between corporate objectives, brand image and firm activities (Cornelissen, 2014, p.55). Commonly used as a strategic tool to support this analysis, Ansoffs matrix can be use to Nestl to review the different strategic options available to the firm (Ansoff, 1980, p. 133). The overall corporate objective of Nestl is to be one of the worlds best and largest brands in the food industry. To break this down further, there is a need to nurse individual firm level marketing objectives to a specific brand within their portfolio. This section focuses upon the presentation of marketing objectives and strategies for Nestls baby take out products. grocery storeing Objec tives Marketing objectives identify a target market and market need and apply this to the brands they are offering. With regards to the baby milk products Nestl offers, one of their core marketing objectives should relate to improving sales through the use of social media outlets. Aligned to the rise of relationship marketing and the need to develop a deeper, emotional connection with consumers it is argued that one of the marketing objectives for increasing sales of this product needs to be related to understanding the consumer base. The following marketing objectives are proposed in relation to the firms baby milk products To increase interaction with consumers using social media as a platform. To increase sales by 10% through a promotional campaign across an integrated set of marketing platforms. To follow a relationship marketing campaign to increase interactions with consumers to enhance understanding of the consumer base. Ansoffs matrix Ansoffs growth matrix is a marke ting tool often used to understand the different strategic options available to a firm (Ansoff, 1980, p. 131). flavor at the opportunities available in both new and active markets, fierceness within the matrix is placed on the benefits and challenges of each strategic option and the extent to which the options are aligned to the internal resources and capabilities of the firm. Market Penetration Market perspicacity is a dodge, which sees growth underpinned by pushing existing products to existing markets. finished a focus on market discernment the firm would be able to maintain current product lines and focus upon increasing sales in this area through promotional activities and advertising. Market penetration is a strategy, which would secure growth in the market and would allow the firm to draw on their knowledge of the market to expand sales in this area. Market Development The second strategic option refers to the use of sell existing products to new markets. A new marke t in this case could be a new consumer base or a new geographical base. Reflecting upon the nature of the product, it is unlikely Nestl would be able to target a new customer base and therefrom it is advised that if this strategic option were to be followed emphasis would be placed on opening up to new emerging markets with existing products. Product Development Moving away from a focus on the market, the third strategic option offered by Ansoff places emphasis on the splendour of product development. This strategic option would exact the firm to develop new competencies, which would appeal to existing markets. Under this strategic option, Nestl could focus on the development of a new extension of products in the baby market to offer to the consumer base. Diversification The final option draw is that of diversification. Diversification is a strategy, which refers to growth achieved by offering new products to new markets. This type of strategy would require a need for the firm to draw on their inherent strengths and capabilities to offer something new to the market. Underpinned by high levels of innovation, this strategy would require both investment and an appreciation of risk. As such, before the betrothal of this strategy it would be necessary for the firm to have a clear vision of outcome. Which growth strategy to follow? Based on a discussion of the various growth options above, this report argues that Nestl should focus upon market penetration through the use of promotional activities and relationship marketing activities. This strategy would see Nestl focus upon an existing product and market yet achieve growth through marketing campaigns and a greater utilisation of social media. Through the use of social media and relationship marketing it would be hoped that Nestl would be able to develop a stronger connection with their consumers, which is fundamental when needing to gain the trust of new mothers (Iglesias et al, 2011, p. 632). Strength in t he baby market is underpinned by the potential for growth due to this being a growing market. Competitive Strategies In support of an identification of growth strategies, there is a need to recognise the importance of competitive strategies. Three core competitive strategies are identified within the literature constitute leading, differentiation and focus (Ortega, 2010, p. 1275). Despite a traditional view that different competitive strategies couldnt be mixed, recent literature has supported the use of a hybrid competitive strategy, which combines cost leadership and differentiation to support a competitive strategy, which balances the actions of each strategy (Baroto et al, 2012, p. 120). make up leadership is a strategy, which places emphasis on lowest cost and thus sees the firm trying to compete with their competition on the basis of price. Cost leadership strategies therefore require an efficient approach to the supply chain to ensure that raw material costs are kept to a minimum. Emphasis within this strategy is placed on the need to focus upon gaining economies of scale and thus low costs. Differentiation involves firms seeking to distinguish themselves from their competitors (Armstrong and Cunningham, 2012, p. 71). For this to be the case, emphasis is placed on the development of a competitive advantage through something others cannot imitate. The final competitive strategy is a focus strategy where a segmentation approach is followed (Weinstein, 2013, p. 51). A firm following a focus strategy would firm to choose a niche market and therefore have specific offerings to a specific target market. In light of the identification of the competitive strategies and the discussion above, it is advised that the firm should follow a hybrid strategy reflecting on both cost leadership and differentiation to ensure growth. A hybrid strategy would require Nestl to seek lowest cost where possible through economies of scale and efficiency in their supply cha in whilst also seeing the firm differentiating through the culture of the firm and the relationships developed with consumers. 7ps of marketing A final condition for Nestl is an identification of the 7ps of marketing and in particular an understanding of what their product offers to the market (Armstrong and Cunningham, 2012, p. 34). The 7ps of marketing is an important marketing tool outlining a focus on a clear understanding of each component part Product Baby formula, nutrients to enable a progression from breast milk to formula or formula for those mothers choosing not to breastfeed. Price Price comparatively low to competitors. It is important to balance the need here between low cost and the influence this has on trust. Place Supermarkets, place of convincing. Promotion kin marketing principles used to engage the consumer. Nestl will interact with consumers during a obtain mall road show to showcase their product offerings and the value of their products. spate Emp loyees within the firm used to support the growth strategy of particular products. Company objectives and marketing objective translates into performance goals for teams within the firm. Process node service is important and a key determinant of trust. As a result of this, emphasis should be placed on the role of employees in educating the consumer and therefore translating the core elements of the brand. Physical evidence Physical evidence in the form of packaging and promotional tools will be used to support the development of the growth strategy employed. Monitoring and controlling As a closing point, there is a need to consider the importance of the current monitoring of any marketing plan. Long after the implementation, emphasis should still be placed on monitoring to ensure that controls are put in place to review the success of a given marketing campaign (Simons, 2013, p. 14). For example, in relation to the use of social media, particular controls can be put in place t o monitor the success and thus levels of integration taking place. References Ansoff, H. I. (1980). Strategic issue management. Strategic Management daybook, 1(2), 131-148. Armstrong, G., Cunningham, M. H. (2012). Principles of marketing. Pearson Australia. Barney, J.B (1991) loaded resources and sustained competitive advantage. diary of Management, 17 (1) 99-120. Baroto, M. B., Abdullah, M. M. B., Wan, H. L. (2012). Hybrid strategy a new strategy for competitive advantage. International Journal of Business and Management, 7(20), p120. Business Green (2013) Nestl brews up stronger environmental commitments online. Available from http//www.businessgreen.com/bg/news/2254765/Nestl-brews-up-stronger-environmental-commitments Accessed 06.10.14-. Burke, R. J., Cooper, C. L., Field, J. (2013). The Aging manpower Individual, Organizational and Societal Opportunities and Challenges. The SAGE Handbook of Aging, Work and Society, 1. Cornelissen, J (2014) Corporate communication a guide to theory and practice. capital of the United Kingdom SAGE publications. CSR Wire (2014) CSR profile of Nestl online. Available from http//www.csrwire.com/members/10393-Nestl Accessed 05.10.14. De Mooij (2013) Global marketing and advertising understanding cultural paradoxes. London SAGE publications. Dubois, M. (2012). Extended producer responsibility for consumer waste the gap between economic theory and implementation. Waste Management Research, 30(9 suppl), 36-42. Eisenhardt, K. M., Martin, J. A. (2000). Dynamic capabilities what are they?. Strategic management journal, 21(10-11), 1105-1121. Eisenhardt, K. M., Furr, N. R., Bingham, C. B. (2010). CROSSROADS-Microfoundations of Performance Balancing Efficiency and Flexibility in Dynamic Environments. Organization Science, 21(6), 1263-1273. Forbes (2014) Nestl online. Available from http//www.forbes.com/companies/nescafe/ Accessed 06.10.14. Henry, A.E (2007) Understanding strategic management. Oxford Oxford Univ ersity Press. Iglesias, O., Sauquet, A., Montaa, J. (2011). The role of corporate culture in relationship marketing. European Journal of Marketing, 45(4), 631-650. Kooij, D. T., Jansen, P. G., Dikkers, J. S., de Lange, A. H. (2014). Managing aging workers a mixed methods study on bundles of HR practices for aging workers. The International Journal of Human Resource Management, 25(15), 2192-2212. Kumar, V., Mudambi, R., Gray, S. (2013). Internationalization, Innovation and Institutions The 3 Is underpinning the competitiveness of emerging market firms. Journal of International Management, 19(3), 203-206. Kumar, M., Srai, J., Pattinson, L., Gregory, M. (2013). Mapping of the UK food supply chains capturing trends and structural changes. Journal of Advances in Management Research, 10(2), 299-326. Lin, Y., Luo, J., Zhou, L., Ieromonachou, P., Huang, L., Cai, S., Ma, S. (2014, June). The impacts of service quality and customer satisfaction in the e-commerce context. In Service Systems and Service Management (ICSSSM), 2014 11th International Conference on (pp. 1-6) Muller, M (2013) Nestl baby milk scandal has grown up but not gone away online. Available from http//www.theguardian.com/sustainable-business/Nestl-baby-milk-scandal-food-industry-standards Accessed 06.10.14. Nestl (2014) round us online. Available from http//www.Nestl.com/aboutus Accessed 05.10.14. Newman, C. L., Howlett, E., Burton, S. (2014). Shopper Response to Front-of-Package Nutrition Labeling Programs Potential Consumer and Retail repositing Benefits. Journal of Retailing, 90(1), 13-26. Ortega, M. J. R. (2010). Competitive strategies and firm performance Technological capabilities moderating roles. Journal of Business Research, 63(12), 1273-1281. Porter, M.E (2008) On competition. Boston Harvard University Press. Porter, M. E. (2011). Competitive advantage of nations creating and sustaining superior performance. New York Simon and Schuster. Servaes, H., Tamayo, A. (2013). The impact of corporate social responsibility on firm value The role of customer awareness. Management Science, 59(5), 1045-1061. Schaffer, R., Agusti, F., Dhooge, L. (2014). International business law and its environment. London Cengage Learning.

The History Of Extreme Programming

The History Of native programExtreme Programming (XP) is a package engineering methodology that has been formu posthumousd in 1996 by Kent Beck. It is a lightweight development methodology, XP is sensation of several popular agile processes. XP has acquire fair media attention, and is roughly renowned for its practices that argon some convictions regarded as controversial, such as pair programming and test-driven development. It has already been proven to be real successful beca engross it reaches to the customer satisfaction. Instead of delivering e genuinelything at the same time the XP guidance on some date far in the future, this process delivers the computer softw be you need as you need it, in different words Extreme Programming empowers the developers to confidently respond to ever-changing customer requirements, even late in the task development life cycle. The philosophy of Extreme Programming is teamwork, in former(a) words Managers, Customers and Developers a r all equal partners in a collaborative team. The implement is simple regarding Extreme Programming, yet impressive environment enabling teams to become productive.XP is built on four valueCommunication Extreme programmers constantly communicate with their customers and fellow programmers.Simplicity The carry on their forge simple and clean.Feedback They get feedback by testing their software package scratch line on day oneCourage/ Respect They deliver the dust to the customers as early as possible and implement changes as suggested. all keen success deepens their respect for the unique contributions of each and e really team member.The main differences with Extreme Programming is that it accepts that humans are imperfectand builds a process that not barely accepts progressive elaboration, but makes this reality a central theme to all of its other practices. in that respect is also intuition that the proscribed practices in the real world can be very challenging, to over come this difficulty the practices interlock and complement each other.With this joyrides that have been keep the Extreme Programming are able to courageously respond to changing requirements and technology.Figure1 Extreme Programming Over take in1 http//www.extremeprogramming.org/12 practices of Kent Beck used in an XP projectThere are strong relationships between XP and its practices. Without practices its not XP, and without practicing the practices of XP it cannot deliver benefits.Figure2 Dependencies between the 12 practices of XP1) preparation GameThis is focused on determining requirements details. The customers and developers are some(prenominal) part of this. In a planning game the customers and the developers sit in a room together. They make plans for software releases and iterations together, identifying each role clearly. Planning game involves the making of story cards from each users point of view and splitting each story into task cards for individual developers and then they make plans that take into consideration the volume of work and the schedule ground on these cards.2) Small ReleasesIn small releases developers put quickly a simple ashes into production, and then release new versions in a very short time.3) MetaphorIn metaphor, developers in the team plow story or understandings about how their programs work.4) Simple DesignThe dust should be designed as simply as possible at some(prenominal) given moment. Keep canon simple and extra complexity is withdraw as soon as it is discovered. Always keep in consciousness the principle of YAGNI (You arent going to need it).5) TestingProgrammers continually write unit tests, which must run flaw slightly for development to continue.Customers define test cases for transcription releases.6) RefactoringWithout changing their behavior, improve the internal structures of programs.7) Pair ProgrammingProduction inscribe which is actually used in the final product, is written with the celebra tion of ii programmers at same machine.8) Collective OwnershipProgramming code is the airscrew of few programmers it owned by the team collectively, and anyone can change code anywhere and at anytime.9) Continuous IntegrationIntegrate and build the arranging many times in a day, every time a task is use.10) 40-hour WeekThis is the rule of XP that no work more than 40 hours. Never work overtime a second week in a row.11) On-site CustomerIn solely project accommodate a real, live user on the team who is available fulltime on site to answer questions.12) Coding StandardsProgrammers write common rules to standardize label styles in the team.XP has 4 basic activities, coding, testing, listening and designing, which are conducted by five-spot major roles, programmer, customer, tester, tracker, and coach.Iteration is a key concept in XP. The time constant in the different iterations range from seconds to months.Figure3 Planning/feedback loops in XP23 http//www.acis.org.co/fileadmin /Curso_Memorias/Curso_CMMI_Sep06/Modulo%202%20-%20Product%20Engineering%20/xp_rup.pdf(Article Analysis of the Interaction between Practicesfor Introducing XP Effectivel by Osamu Kobayashi and Mitsuyoshi Kawabata) examine devil methodologiesComparing two methodologies requires some form of empirical studies, The role model used is a combination of 2 established frameworks, one is Zachmans which consists of the 6 categories what, how, where, who, when and why and the second one is Checklands framework is called CATWOE and has six other categories. CATWOE is the abbreviation of Client, Actor, Transformation, World view, Owner, Environment.In the following table I combine the frameworks an an order to utilize the strengths of both(prenominal)zechmanChecklandwhatTransformationwhy?World viewwhen where?Environmenthow?who?Client, Actor, Owner1) What?The sharp-witted Unified Process (RUP) is an iterative software development process framework created by the Rational Software Corporation. The Rational Software Corporation was acquired by IBM in 2003. RUP is a thick methodology the whole software design process is described with high detail. RUP has evolved in conjunction with the Unified theoretical account Language (UML). RUP is designed for large software projects.On the other hand XP has its origins in practical applications in projects during the 1990s it is formulated by Kent Beck. XP is a lightweight methodology and used for small to medium coat software development teams. XP is intended to meet the demands of a context with unclear and vaporizable requirements. XP is not a commercial methodology unlike RUP.The origin of RUP and XP are similar. Both methodologies based on experience from software engineering and are evolved during the same decade, although RUP is bit older in age.There are two different underlying philosophies behind RUP and XP. RUP takes to a large terminus a adept management scene patch XP is uses in development staff. RUP describes the whole software design process with highdetail RUP is a very complex methodology and is difficult to comprehend for bothproject managing directors and project members. Therefore, it is not the most appropriate software design methodology for most small projects. While XP is originally designed for small to medium sized projects,The distribution of the methodologies is different RUP is a commercial product, no open or free standard. Before RUP can be used, the RUP has to be bought from IBM as an electronic software and documentation package while XP is freeware methodology and every one can use it freely.2)Why?I analyze advantages and disadvantages of RUP and XP from different perspectives like what is the financial, technical and social aspect of these methodologies on each other.2.1) FinancialFinancial issues of both RUP and XP are different. Rup is a commercial product not open or free standard and owned by IBM, one should buy RUP from IBM as an electronic software and docume ntation package then it is available to use while XP offers the freeware solution and open to use for everyone, which is financially an advantage.2.2) Technical perspectiveWhen we compare these 2 methodologies from technical perspective, RUP provides the organization a large criterion of development tools and documents. It is delivered online via the web, and updated in new releases, all information about the software development methodology is available at the project members fingertips. Also, the newest version of RUP is ever present on the computer of each team member. On the other hand XP leads to simplicity it is more user friendly, it is not specific to a single tool but its depends on the user choice that which tool he wants to use and which to reject.2.3) Social perspectiveThe social perspective of RUP and XP are also related to the commercial versus freeware discussion. The selection on of methodology is depends on the software development company requirements and needs. Small and medium size software development companies like to use XP because of its free availability on the other hand larger software development companies take interest to purchase software licenses, and hence buying licenses for methodology is quite natural.ExtentRUP includes a large amount of formal process paperwork, role description and documentation etc it is also because of these properties called heavy weight or thick methodology while XP is very lightweight or thin methodology, both in its exhibit and in the practical applications. The following table shows the difference in extent of the RUP and XP, there all the roles of an XP project are presented, with their counterparts in RUP, constituting a small subset of the RUP roles. In total, RUP comprises more than 80 major artifacts, 150 activities and 40 roles. police squadXP rolesRUP rolesCustomer teamCustomerRequirements specifierSystem analystProject managerTrackerTesterTest analystTesterTest system executiveDevelopment teamProgrammerImplementer Designer IntegratorSystem executiveCoachIn summary, RUP is a much more extensivemethodology than XP, for good and for bad.2http//www.acis.org.co/fileadmin/Curso_Memorias/Curso_CMMI_Sep06/Modulo%202%20-%20Product%20Engineering%20/xp_rup.pdfProject driversRUP is use case driven, i.e. descriptions of use of thesystem are implemented, and continuously integrated andtested. XP applies test-driven design, i.e. test case arederived and implemented before the code is written. XPhas user stories to guide what to implement. These userstories are less extensive descriptions, compared to theRUP use cases, where the complete scenario for theinteraction between the user and the system is defined.Regarding planning, both methodologies agree on thata complete project cannot be planned in detail. RUPproclaims continuous changes in the plans, while XPadvocates planning only the very near future in detail.

The Application Of Theory To Practice Social Work Essay

The finishing Of Theory To Practice Social Work EssayINTRODUCTIONA residential ara Development b ear should be able to demonstrate the globe wellness example in entirety, apply the ordinary wellness theories and draw into stimulate turn out the residential atomic number 18a maturement principles. One of the principles is universe able to words the prior(prenominal)ity need of the federation with their full participation at that placeby em agencying them and more than or less burning(prenominal)ly work uping within the affectionate copy of wellness.The social sticker of wellness is a theoretical frame work which considers the health of individuals and the community as a provide of complex and interacting social, economic, environ affable and personal factors. (Ottewill and w solely(prenominal), 2003). This model operates on the belief that improved health and wellbeing is fall upond by center on the social and environ rational determinants of heal th in tandem with biological and medical checkup factors. The social model of health says that 50% of our health is contumacious by wider determinants such as Housing, Income and educational level which affects not besides the individuals but the community as a whole (CDHN, 2009), therefore a community information approach to health attempts to work upstream, concentrating on the topic ca wont of ill health such as p everywherety and educational disadvantage.Kelleher and Marshall (2002) suggested that on the job(p) within the social model of health permits individuals and communities to form their own definition of health and therefore identify important factors that baffle health depending on the specific context.The conception of a community is establish on the thought that how nation behave and their wellbeing is influenced by their fundamental fundamental inter execution with others (SCCD, 2001). An evidence based definition of a community is a sort out of good deal w ith diverse characteristics who ar linked by social ties, contend common perspectives and engage in joint action in geographical setting or location. This definition therefore qualifies the Moslem women in Glasgow coupling as a community.This reflective essay come outs to give an explanation and in depth analysis of a non governmental Scottish charity final cause run by Muslim women for Muslim women in Glasgow, with a suasion of identifying close practice, relevance to public health practice victimisation and the lotion of the theory to practice. The subject of the community placement will be referred to as the alternative center by dint of out this essay in ordination to protect the real names and identities of the center and its staff. The resource center handles social matters interchangeable racial harassment, bereavement, divorce cases, access to education, forced marriages, immigration matters, mental health go forths, affinity matters, housing issues and mu nicipal force.For the purpose of this essay I would be focusing on interior(prenominal) emphasis. This write-up will go a long way to explain and critically analyse the extent to which the protection, proviso and saveion of national personnel against women fox identifies with public health practice. A brief review of the literature of internal demoralize will be discussed thereafter. I will afterwards analyse the control go discussing issues handle health need saga city, health inconsistency, fellowship learning , monitoring and military rank as good public health practices identified in the project. I intend to finally discuss the reflection and relevance of the adopt objet dart making the necessary recommendations. interior(prenominal) Violence and Public healthDomestic violence could be defined as any incident of saturnine behavior, violence, or abuse (psychological, natural, familiar, financial, and emotional) amidst adults who ar or have been in know ing furnishs or family members regardless of gender or cozyity. Gender-based violence includes a host of harmful behaviours that are directed at women and girls because of their sex, including wife abuse, sexual assault, and dowry-related murder, and marital rape, selective malnourishment of feminine tikeren, forced prostitution, young-bearing(prenominal) genital mutilation and sexual abuse of female children. Vulnerable persons or a child in the environment where they are witnessing interior(prenominal) abuse are as well as inclusive. (Scottish Executive central research unit, 2000) The British health check Association (2006) explained in its publication that a child who has witnessed domestic abuse has an increased attempt of experiencing mental health riddles in adult remain.Domestic Violence is associated with health Ine feeling in the society curiously towards the women and children. It constitutes the male abuse of power which occurs in all social groups not ca em ploy by stress, alcohol, unemployment, mental distemper or by the women (Scottish Executive central research unit, 2000)Domestic Violence is a major public health issue affecting all age, socio- economic group and all sectors of life.. it is currently being fleckd by the government not just as a criminal issue but similarly as a public health matter(Government object on domestic violence, 2003).Domestic Abuse is a housing issue, human right-hand(a) issue, child protection issue, mental health issue and all these consort to the social model of health are determinants of health. A Recent report by the triennial maternal mortality (CEMACH, 2004) showed that domestic abuse is a gamble factor for maternal death and for the year 2000- 2002 eleven mod mothers were murdered within six weeks of giving birth by their partners. It likewise increases the chances of pregnant women drinking, smoking which then affects the life of the unborn child thereby increase the infants mortality rate.The graduate(prenominal) prevalence of Domestic Violence jounces economically on the society. Support systems are overstretched there is increased equal of providing medical care for approximately 100,000 women seeking medical support due to domestic abuse. A lot of women are homeless with about 7000 women and children looking for condom shelter everyday (Seymour, 2001)Violence against women has recently been recognized by the fall in Nations as a fundamental abuse of womens human rights. The sensitivities and stigma associated with domestic abuse, the conceptualization of it primarily as a judicial and legal issue, and the need of data on the dimension of the abuse have hampered understanding and the development of appropriate intervention (Lori et al, 1994)Incidence and prevalence of domestic AbuseDomestic violence accounts for amongst 16% and hotshot quarter of all preserve violent crime. (Home Office,2004 Dodd et al., 2004 BCS, 1998 Dobash and Dobash, 1980). Acc ording to Stanko, (2000) an incident is reported to the police every minute. Women are much more likely than men to be the victim of nonuple incidents of abuse, and of sexual violence. 45% women and 26% men had experienced at least(prenominal) one incident of inter-personal violence in their lifetimes(Walby and Allen, 2004), however when there were more than 4 incidents (i.e. ongoing domestic or sexual abuse) 89% of victims were women. In 2004 according to Walby and Allen(2004) there are 13 million signalize incidents of physical violence or threats of violence against women from partners or former partners making an intermediate of 2 women a week killed by a male partner or former partner and this constitutes around one-third of all female homicide victims. (Department of Health,2005.) The British Crime Survey conducted in 2000 found that women are to the elevatedest degree likely to be sexually attacked by men who are know to them. 45% of rapes reported to the survey were p erpetrated by current partners. (Home Office look into Study 237, 2002). One Scottish survey found that a volume of men who said that they were victims of domestic violence, were also perpetrators of violence (13 of 22), and on being re-interviewed, a further 13 later said they had actually never experienced any form of domestic abuse. (Scottish Executive Central research Unit, 2002).On the international level consistent findings has been recorded. An analysis of 10 separate domestic violence prevalence studies by the Council of Europe showed that 1 in 4 women experience domestic violence over their lifetimes, and between 6-10% of women underpin domestic violence in a minded(p) year. (Council of Europe, 2002).Another study done with(p) by the World Health Organisation, domestic violence was found to be widespread in all 10 countries studied, though there was huge variation between countries, and between cities and rural areas. (Garcia-Moreno, C., et al., 2005) .Krug et al (20 02) found that internationally 40% -70% of female murder victim were killed by their partner and about 4% 8% of men. Domestic violence is internationally acknowledged to be one of the major health Inequalities affecting women particularly, and forms a signifi croupet parapet to their receiving effective health care. (World Health Organisation,1997 United Nations, 1993). Different form of abuse is been experienced by women with partner abuse (non-sexual) being the most(prenominal) unremarkably experienced type of intimate violence among twain men and women. 28% of women and 17% of men reported having experienced such abuse. (Coleman et al. 2007) stalking is also was commonly experienced with 9% of women and 7% of men reported having experienced it in the last year with obscene or threatening headphone calls being the common forms. (Coleman et al 2007). around half of women (48%) who had experienced intimate partner violence since the age of 16 had experienced more than one typ e of intimate violence. Men were less likely to have experienced multiple forms of intimate violence (33%). (Coleman et al. 2007) Serious sexual assault was most likely to be committed by someone known to the victim (89% of female and 83% of male victims). Just over half (54%) of female victims reported that a partner or ex-partner had been the offender. (Coleman et al. 2007). Women also suffer from non sexual family abuse (coleman at al.2007)Domestic violence has huge impact both physically ,psychologically, and health wise on both the women and their children A study of 200 womens experiences of domestic violence commissioned by Womens Aid, found that 60% of the women had left because they feared that they or their children would be killed by the perpetrator.(Humphreys Thiara, 2002). In the same study, 76% of separated women suffered post-separation violence, and more than half of those with post-separation child contact ar cropments with an abusive ex-partner go on to have seri ous, ongoing problems with this contact (Humphreys and Thiara, 2002).There are a greater insecurity of homicide by these women at the point of separation or after departure a violent partner. (Lees, 2000).A study showed that 42% of all female homicide victims, compared with 4% of male homicide victims, were killed by current or former partners in England and Wales inthe year 2000/01. This equates to 102 women, an average of 2 women each week (Home Office, 2001). Domestic violence was found to be the single most quoted reason for becoming homeless(Cramer and Carter 2002) .Violence against women has serious consequences for their physical and mental health, and women who have experienced abuse from her partner may suffer from chronic health problems of various kinds. (Stark and Flitcraft, 1996 Williamson, 2000 British Medical Association, 1998 Crispand Stanko, 2001) Abused women are more likely to suffer from depression, anxiety, psychosomatic systems, take problems and sexual dysf unction. Violence may also affect their reproductive health. (WHO,2000). 70% of incidents of domestic violence result in injury, (compared with 50% of incidents of acquaintance violence, 48% of stranger violence and 29% of mugging.) (Dodd et al., 2004) 75% of cases of domestic violence result in physical injury or mental health consequences to women. (Home Office, 2001) The cost of treating physical health of victims of domestic violence, (including hospital, GP, ambulance, prescriptions) is 1,220,247,000, i.e. 3% of total NHS budget. (Walby, 2004) The cost of treating mental dis piece due to domestic violence is 176,000,000. (Walby,2004). Between 50% and 60% of women mental health usefulness drug exploiters have experienced domestic violence, and up to 20% will be experiencing current abuse. (Department of Health , 2003). Domestic violence has been identified as a prime cause of miscarriage or still-birth (Mezey, 1997), and of maternal deaths during childbirth (Lewis and Drife, 2001, 2005).Children are also hugely affected by domestic violence. At least 750,000 children a year witness domestic violence. (Department of Health, 2002). And Children who live with domestic violence are at increased risk of behavioural problems and emotional trauma, and mental health difficulties in adult life. ( Kolbo, et al., 1996 Morley and Mullender, 1994 Hester et al.,2000) Nearly three quarters of children on the at risk register live in households where domestic violence occurs and 52% of child protection cases involving domestic violence. (Department of Health , 2002 Farmer and Owen, 1995).COMMUNITY DEVELOPMENT PROJECT/SUSTAINABILITYCommunity development means a community meshing that helps people to help themselves by encouraging them to be involved in collective activities to ultimately put to work a mutual problem and aim towards achieving common remainder (Gilchrist, 2007). Barr and Hashagen (2000) depict community development as a agenda that comprise of process es like empowerment, teaching, democracy and ends, backed up by good funding, staff, information, proper military rank and dissemination. Some of the account Qualities of a good community development project as suggested by the Scottish Government (SE, 2004) are, community interlocking, community skill and development the use of knowledge, skills, strengthening and improving communities, people led development and the use of goods and serve of the individual partner in decision making. Improving public work and providing assess to main stream work for both the high and low socio economic class is also very important (SE, 2004). The resource center follows a community development approach having the muslim women as the target community and their projects of have the above defined roles as they are all community led projects which eventually empowers the people of the community. it is service user positive and involves full participation from people of the community. they ce nter has drop in sessions for clients during week days ,free access to computers and a resource library containing an expanding range of books, leaflets, magazines, on different topics especially on Islamic topics particularly concentrate towards women. Information on services and resources in Glasgow and rest of Scotland is also uncommitted in the library.They center is managed by both staff and volunteers who give high quality service to the community and in return perk training, work experience, agnize New friends and often increase their confidence , skills and knowledge.The sustainability plan for mwrc appeared to blaspheme on the sponsorship of the partner organizations for both the training and running of the organization. Gray, (2007) suggested that the potential to pass to sustainability is by direct action and by setting good examples of practice especially in the area of answerableness. The Resource center being all in all a voluntary organization, receives funding from the council, Voluntary action fund, Scottish community foundation , Gannochy trust, Culture and sport Glasgow, and womens Fund for Scotland for sustainability. This sustainability arrangement is not hygienic as it relies on uncertain financial targets and a limited timeframe to achieve those (Gray, 2007) and could lead to the abrupt termination of projects once the funding is no more. health NEED ASSESSMENTHealth need assessment offers a good take off point for a community development project in order to have targeted projects which are very beneficial to the people of the community and it also helps in preventing health in equivalence (Arblaster et al 1996).Billings (2002) expound health need assessment as identification of factors that must be addressed in order to improve the health of the population and as suggested by Twinn et al(1990) involves the collection data to identify health need of the community and its analysis to prioritise strategies in health improvement. T hey Local population could be involved to discern for themselves what they consider their priority necessarily (Billing 2002). They involvement of the topical anesthetic community is commonly employed in community development projects to attend that priority projects are carried out and also to rig health inequality. Bidmead and Cowley(2005) also highlighted the importance of client/professional federation towards promoting a fruitful health need assessment.In practice the theory of health need assessment was applied in the resource center which started its journey in 1997 and open(a) its doors to the public in April 2002. It is a Scottish charity run by women with the purpose of breaking down barriers and enabling Muslim women to participate in all aspect of society without having to compromise their belief and values. Following the health need assessment which was done done the involvement of the Muslim community, the full of life necessitate and concern identified are La ck of knowledge of help available stellar(a) to poor take up of mainstream services by Muslim women in need, Lack of confidence that they mainstream services will be able to understand the issues affecting them and institutional discrimination preventing uptake of services, enlarge in Islamophobia and fear of discrimination and harassment leading to decreasing interaction with mainstream society at all levels and most importantly Family and marriage problems.In order to address these concerns, they operate at three different levels,Working with insurance makers and mainstream provider to overcome the barriers to civic participation and access to services labour development work to build the confidence of Muslim women, address their issues and win social cohesion and providing a range of direct helping services to women in a way that meets their specific needs .As highlighted by Bidmead and Cowley(2005) the services of proficient volunteers were employed to further enhance the c lient/professional relationship thereby promoting better assessment.PARTNERSHIPalliance is a very important concept in community development and public health as a whole as it underpins both public health insurance and practice. It is an essential pawn being employed to tackle the social model of health. it encourages community involvement and individual roles and helps to co-coordinate the group activity in order to avoid overlap (Warren et al 1974).El Ansari et al(2001) saw alliance as an official relationships among people who usually have same purposive goal while Hudson and inflexible(2001) identified that compact may not only be official as it also occurs between professionals and non professionals existing either horizontally or vertically between levels(Powel and Exworthy 2002). Bidmead and Cowley(2005a) defined federation as A Respectful ,negotiated way of working together that changes choices participation, and equity within an honest, believe relationship that is ba sed in empathy, support and reciprocity. Though argued by Challis at el(1988) that partnership is word difficult to give helpful meaning in practice ,partnership could be seen as an effective relationship between clients and practician geared towards achieving an aim through collaboration and active involvement(Warren et al 1974).Partnership is currently been acknowledged in both government policy and practice(Scottish Executive1998 monument of state for northern Ireland 1998secretary of state wales 1998) as there is a limit to what an agency working alone on its own can achieve(Huxham and Macdonald 1999). Major advance in health involves improvement in all aspect of living both socially and economically(Mckeown,1976) and this is only achievable through collaborative efforts of individual, community, organizations and Government (WHO 1991).Barnes and Sullivan also argues that partnership is a major tool in tackling health inequality as it modifys government resources to be appropr iately and evenly distributed to both the the rich and the ethnic minority to improve health services. Davis and Fallowfield (1991) suggested that partnership improves professional contentment and reduces stress though for effectiveness aimed goals should be made clear and professional skill and knowledge upheld despite gratuitous expertise of the community(Bidmead and Cowley 2005a) . Partnership though very beneficial is not without some pitfalls some of which are issues with co-ordination, joining up goals and policy, accountability and participation (Sullivan and skelcher 2002) .Douglas, (2009) feels that partnership working can leave participants confused and unclear about their role once there is lack of clear leadership, guidance and support..He also verbalize that infrastructure built around some individual in partnership goes down once the individuals are no more. The risks and negative aspect of partnership working include partnership overload and partnership fatigue, the potential for overdoing it and then there should be a limit to the number that constitutes a possible partnership (Bamford et al, 2003).Baginsky (2007) feels that most partnerships lack clarity and consistency in use of eligible criteria and there is need for clarity of roles and assigning of responsibilities. Inter-organizational partnerships is been seen as the key to better partnerships(Hudson and Hardy 2002). Despite these pitfalls, development of partnership approaches is support by policy makers and the Government in community development projectsIn Practice, there are evidences of application of theory of partnership for example in order to further achieve its aim, MWRC is actively involved in partnerships and Advisory groups to enable community cohesion, and overcome stereotypes and misunderstanding between communities. They partner with both the community, topical anaesthetic agencies, the government and international bodies to encourage community participation and pi ck up that more need based projects are carried out. They issue brought up by Hudson and Hardy (2002) is also being applied by the resource center as they are involved in inter-organizational partnership. As stated by Huxham and Macdonald(1999) a lot of achievement was made by the resource center through their partnership with the Government and some local agencies. Self employment fortune workshop was organized in partnership with and delivered by Business doorway Glasgow aimed at sensitizing the women on the need to be self-employed to enable them to be financially dependent. Money Advice workshops organized in partnership with Glasgow city Councils financial inclusion team provided information about financial issues with the aim of empowering women to allow them to deal with financial issues and difficulties. The participants found the workshop very instructive and educating. Support was provided for the singe mothers through the Single mothers workshop organised in partnershi p with REED with the aim of encouraging single mothers into the work force. They Muslim and ethnic minority women were through the Steps to excellence for personal winner a programme built around the core concept of the peace-loving institute affirmed of the right of all individuals to achieve their God given potentials and empower people through education and training to allow them to recognize their ability to choose growth ,personal freedom, and personal excellence. The effectiveness of partnership involvement and individual roles(warren at el 1974) were very evident in the practice of the resource center.Having discussed the theories of Community development projects, health need assessment and partnership with their application in practice, I would then discuss Health inequality, monitor and Evaluation.HEALTH INEQUALITYHealth inequality has been a universal problem though Darey Smith et al (2001a) described it as inequality in health experienced by black and minority ethnic gr oups. Health inequality has long been associated with ethnicity and socio -economic statue(Acheson 199811). . The international community emphasizes the importance of tackling inequalities as a matter of urgency (WHO, 2005)Baggort(2000) described health inequality as the inequity or the inequality that are seen as being unfair. Health inequality is a major issue for public health practitioner working at the community level and efforts are made to indentify what can be done at the local level. Arblaster et al(1996) and Gillies (1998a,b) commented on the effectiveness of inter-sectorial partnership as a way of tackling health inequality. public health practitioners can accelerate partnership with relevant agencies for specific health need of the people as well as advocate for those needs (Roberts 2000).Lobbying of policy makers at all levels to influence health policies has also been seen as way of tacking health inequalities (muir Gray 2001) and the use of media has been found very effective(Chapman 2001).Advocacy and Lobbying is one of the tools employed in the resource center for example through Advocacy the provides a phonate for Muslim women that contribute to the government consultations, policy, and Strategy in adult erudition issues. The advocacy programmes include professional advocacy, face to face with the service user and ongoing advocacy in family issues. Also through representations in the learning link Scotland policy and Executive committee, awareness is being drawn to the needs and issues affecting Muslim women access to learning and educationRoberts(2000) stated that involvement of the people of the community to identify their health need and taking action towards solution through development of healthy living projects help to tackle inequality as well as make people of the demoralize socio economic status and minority group have access to the health care. Patterson and Judge(2002) also suggested that referral systems in health care and ho me visiting are also very effective ways of reducing health inequality. In Practice, there are evidence of the huge effort made to prevent health inequality and increase the accessibility to health care by the ethnic minority especially the muslim women. Information, Advice-Free, confidential faith and culturally non judgmental information and advice on Domestic Abuse and family issues is provided primarily through drop in sessions and also by appointment. Service users initially receive assessment and help on their first visit and as encouraged by Patterson and Judge (2002) referrals are made with their agreement for other services in the main stream or elsewhere. The service is provided in the service user preferred language as most of the staff and volunteers are bilingual and interpreters are also available.The social model of health considers how wider determinants than the front or absence of disease have an impact on peoples health (Dahlgren Whitehead, 1991, CDHN, 2005, Gra ham, 2007) hence the provision of other services to help increase the quality of life of the women. Such services are Counseling provided by trained volunteer counselors and counseling approach is used with the service users to enable them make informed decision and choices. For many women this helps them to talk through personal issues while also receiving practical help, and for majority of the clients the find this approach very appropriate. noble counseling using person centered approach is also provided where necessary, supply of Helpline and Help mail service to offer information, advice and a listening ear in a faith and culturally sensitive way. The Helpline operators speak side of meat and also have available interpreters and they use various mediums to reach out to the most vulnerable and isolated Muslim women in Scotland to ensure equality in distribution of health care. They helpline staff continue to strive to work in partnership with both mainstream and private sect or organization to ensure that the Muslim women are able to engage and voice out their needs in the society. They Help mail is a dedicated confidential email address available for women who would prefer the mail .its receives over 200 mails and its increasing becoming popular with agencies seeking advice and information on issues concerning Muslim women. And the training of friends and support to isolated, lonely and abused Muslim women who lack confidence to do things alone. A huge effort is being made to ensure that health inequality is prevented.MONITORING AND EVALUATIONThe input in the PPP assure, the process, impact and outcome of the programmes of they project is monitored and evaluated most especially through the response of the people regarding all the activities, workshops and seminars. Monitoring and Evaluation was a continuous process relying to a great extent on feedback from questionnaires. The MWRC used these questionnaires to form a framework for monitoring and m ilitary rank. This rule of evaluation is qualitative and when compared to the LEAP (Learning, Evaluation and Planning, 2008) model led by need, pore on outcomes, participation, partnership building and knowledge enhancing, it has some similarities though does not follow it completely. This form of evaluation also help to conservatively monitor the projects progress while focusing on the relation between inputs, outputs and process (Hashagen and Susan,2007). This method acting of evaluation also enables the identification of additional outcomes as LEAP is a framework that is designed to enable positive think change to be made to the needs that have been identified. It is outcome focused because the primary purpose of community lead development is to make a real, and measurable difference to the quality of personal and community lives.In practice, planning for change in response to the identified need was done and an outcome focused evaluation carried out to assess the success of the action plan. A focus on outcomes is essentially a focus on results. As Stated by the Scottish Government (2010) for the purposes of reliable evaluation, the connection between the need identified, the action taken and the outcome achieved should always be clear.Project report is also indite and sent to the funders, and policy makers to show which aims and objectives that are achieved and the extent to which the achieved objectives lead to the desired outcome..A financial report is also written at the end of every year and sent to funders to show accountability and how cost effective the programmes were. Using the LEAP model of evaluation, indicators are used to measure whether outcomes were achieved and evidence collected as the project goes along and in comparison the MWRC evaluation ultimately followed similar guidelines . Also in comparison with the LEAP model Health risk assessment was done prior to the onset of the project to identify potential risks and hazards.Some of t he disadvantages of this method of evaluation is in the area of cost effectiveness which only incorporates QALYs as the health related outcome measure (Powell, 2007) and this as suggested by Powell(2007) could affect the sustainability of the project. With this method of evaluation the outcomes measured are individualistic and could be influenced by predetermine and memory and the individuals cannot show the impact of the project on the community especially in a short timescale(Hashagen and Paxton,2007)They major limitations or challenges encountered in the project are lack of Funding or funding ending and leading to end of a project, having to deal with immigration issues of most of the clients, languages barrier , and training of all the staff and volunteer but despite these challenges ,achievements were made over t

The Early Years Of Key Stage One

The proterozoic old get along Of Key face OneThis report porees on the principles underpinning archaean age base Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when funding sm both fryren in the tran beation from EYFS to KS1. This report entrust besides embarrass the similarities and the differences among the EYFS and KS1. The principal(prenominal) aim of this report is to demonstrate knowledge and understanding of scheme underpinning the exploitation of break detail 1.The archean geezerhood understructure Stage is non a class it is a frame bet. Sited in (DCSF 2008a, p.9) The EYFS document situateds the standards for peasantren from fork disc all over to 5 by meeting the diverse needs of each(prenominal) someone child this principle lies in the heart of the EYFS. All practitioners should deliver change wordment, c atomic number 18 and knowledge to bring forward and help children receive the best assertable mark in life-time . The overarching aim of the EYFS is to help children achieve the basketball team each infant Matters outcomes which atomic number 18Staying safeBeing healthyEnjoying and achievingMaking a po poseive contributionAchieving economic wellhead-being(DCSF 2008 a) notwithstanding the national curriculum sets out the stages and core subjects children will be able to be taught during their quantify at school. The national course as well as sets out the knowledge and skills that be important for children to become successful and confident learners.The curriculum as well sets out the achievement targets in each subject, teachers send packing use these to measure each childs hand and cast the next steps in their encyclopaedism. Schools are go off to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in move children and helping them achieve a wide range of o utcomes and fix the best possible improvement. (National program on filiation)However the EYFS framework provides assurance, it also states that all(prenominal) child deserves the best rifle in life. The aboriginal Years Foundation Stage sets standards for the development, learning and care of children from birth.The new unproblematic curriculum fly off the handles on the principles of the EYFS and encourages play-based learning. In the primeval stage the content of the curriculum is generic to the field of honor of learning. Rose, J. (2009)The principles which guide the work for all early social classs practitioners are grouped in to four physical compositions.The first theme is A Unique Child e rattling child is an maked learner from birth who can be flexible, confident and self confident more(prenominal) or less him or herself.The second theme is Positive Relationship children learn to be strong and in symbiotic from a base of loving and batten relationships with parents, families and carers.The third theme is Enabling surroundings The environment plays a identify employment in supporting and extending childrens development and learning,The fourth theme is attainment and Development children develop and learn in different ways and at different rates and all playing areas of Learning and Development are equally important and inter- yokeed.The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and puff how practitioners should support the development, learning and care for each individual child.(DCSF 2008a, p.9)Transition should be seen as a process not an event, transition is something that is continuous, and should be plotted for and discussed with children and their parents. Settings should communicate information which will secure perseveration of experience for the child between settings. Schools should use the summative ass essment of each child put down in the EYFS profile to support planning for learning in year 1. However teachers should also be old(prenominal) with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum.(DCSF 2008b, p.10)Moving into years 1 can be a coke to some children after the play freedom they had in nursery and reception, five year olds can often be turned off training by suddenly being made to sit still and list to their teachers.Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they venture in early childhood has become a major charge on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are informed that the big transition may be the lead from a rear end stage setting in to a key stage 1. The new-fashioned focus is on continuity and progression that can be offered to children at this point.Rose, J (2009) stated thatTransition from EYFS to master(a) school can be difficult for some childrenThis can be difficult for children because the children are more than(prenominal)(prenominal) familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the original curriculum is also being introduced, the main aims of the yeasty curriculum are to encourage and develop a more fruitful curriculum in establishation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences.Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. T his also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new point approach. They reported that the children were more excited virtually their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online)The Independent Review of the essential Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully weded the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because in that respect was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at t he start of the autumn term. However, cardinal in three of the schools taught a literacy hour or daily numeracy lesson in spite of appearance a few weeks of the start of the school year.In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it just aboutly helpful. The EYFS profile confused many teachers by including assessments beyond the train of the early learning goals, but not linked string outly to the level descriptors in the National Curriculum. However given the amount of time spend in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make break off use of it.However The Cambridge Primary Review is an independent enquiry into the antecedent and future of primary teaching method in England. It is based at the University of Cambridge, Alexander, R (2009).The Review proposes a de bate on if the age at which children affirm to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1.The main refer is not when children start school but what they do when they get there. With adequate resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out finished being kept at home until they are six.This would confirm that England has last accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has of late been proposed, sends a different view.Rose, J (2009) saysI hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning.The curriculum that primary children are offered must(prenominal) enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and subsequent life.Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot sink the quality of its teache rs. This is echoed by the Cambridge Primary Review, which states thatA curriculum is only as good as those who teach it. Rose, J. (2009)However (BBC news 2008 online) statesDo children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western sandwich European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven.This everyday question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children.The supposal that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report.However the Primary Review, taking an overvi ew of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7.The potent Provision of Pre-school teaching (EPPE) project investigated the set up of preschool education and care on childrens development for children aged 3-7 years old.This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important.The stiff Provision of Pre-school Education (EPPE) project explores th e impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004)However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26)I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of park values and purposes that underpin the school curriculum.Education is also a wa y to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment.At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and empty patterns and with the rapid development of communication technologies. National curriculum (online)The National Curriculum applies to pupils of compulsory school age in fellowship and foundation schools, including community special schools and foundation special schools, and voluntary aided schools.Getting child ren to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to olfactory perception involved in what is taking place and have a level of expectation about what will happen next.A creative curriculum is not solely about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to suppose out of the box for themselves. (Teaching expertise online)This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creati ve about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control.Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an fastener in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular objet dart they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective do (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26)The four main purposes of the National Curriculum areTo establish an entitlementTo establish standardsTo promote continuity and coherenceTo promote public understandingThose awarded Early Years superior Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others.The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online)Reference PageRose, J. (2009) Independent Review of the Primary Curriculum Final Report. Nottingham DCSF PublicationsMoyles, J. (2007) Early Years Foundations. Maidenhead Open University tugSylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effectiv e Provision of Pre-school Education (EPPE) project Final report DFESBertram, T., Pascal, C. (2002) Early years education An International Perspective. Birmingham QCABrown, J. (2009) Spring. plane section for children, Schools and families. P26-28Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. capital of the United Kingdom David Fulton PublishersBBC word of honor (2008) is five too soon to start school? News Channel EducationAvailable http//news.bbc.co.uk/1/hi/education/7234578.stmHaywood, J (2006) Early Years Professional Standards. Available http//www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=B121cf29d70ec8a3d54a33343010cc2Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham DCSF PublicationsDepartment for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham DCSF Publicati ons