Category: Children

In America and all over the world we are going through an epidemic of early divorces. Back in the day, everyone grew up with the thoughts of everlasting love and the big happy family. In recent years there has been a spike in divorces which most people would not think twice about how it is affecting the children of this generation. Everyone always thinks a child is happy and oblivious to the bad that goes on in the world and at home, but truth be told children are very intuitive. Children who come from a separated family no matter the age at which the separation occurred will have negative tolls. Children of divorce suffer from short-term and long-term emotional trauma as well as the toll the divorce puts on the child/parent relationship.

The first issue at hand is the short-term emotional trauma that these children go through because of being in the hostile environment of parents going through a divorce. In most cases, divorces are ugly and nasty for many reasons. Parents trying to keep the drama out of their children’s lives for as long as they think they can. What they are not seeing is that little Tommy knows mommy and Daddy are not happy anymore and will start to act out. Short-term emotional traumas these children experience are feeling abandoned, feeling like they are the reason mom and dad are not happy, and acting out for attention. When a child starts acting up at school and no one knows why, looking behind closed doors will tell you that it is because they do not know how to react to mommy and daddy fighting.

Now this child is all grown up and is still single, never to have been in a serious lasting relationship.” Difficulties in leaving home and starting school may continue as difficulties in interpersonal relationships at age 16 and as depression in young adulthood.” (Paloson)One will ask why that is, well is it one of the long-term effects divorce can have on children? Children of divorce who have grown up can show long-term emotional trauma such as thinking all relationships are meant to be doomed. Others follow in one of their parent’s footsteps and become chronic cheaters and think it is perfectly normal. Another effect that is seen is the child finds themselves in the exact kind of relationship mommy and daddy had and because they saw the divorce, refuse to let go of the toxic relationship and stay unhappy to be “happy”. It is quite ironic to watch a child grow up and follow the exact mistakes their parents made and expect a different outcome. Not all children handle the separation so well and take it out on themselves, whether it is with drugs, drinking, or even self-harm into adulthood those scars are always present and haunting. Depression and becoming suicidal is one of the extremely long-term effects that can hit very hard and most of the time everyone else is in the dark about it until it is too late and even then help will only help so much after the amount of damage that has been done, can not be undone.

With every major event in a child’s life, there always comes a psychological effect. “There are studies with larger and more representative samples that support the view that marital disruption has detrimental effects on young people that extend into adulthood.” (Zill) Mommy and daddy are distant, they have different houses and sometimes even new families; these children now start to self-blame. Many children will think a divorced and remarried parent no longer loves them or wants them in their life because of the big change in environment. One split parent starts a new family the child will drift towards the other parent not wanting the new and, in most cases, refusing to accept the unwanted change. Children of split custody situations usually become overly attached to one parent and completely distance themselves from the parent they believe is to blame for the separation. In most cases, a child will prefer mom to dad and blame dad for the break. Parents may think that the divorce will not affect their relationship with their child/children when their relationship will never be the same.

However, there are a few cases where the divorce is nice and clean, and the child completely understands and prospers from the separation. Some children like the fact that they get two Christmases’ and two birthdays due to separate households. Two houses, four parents, and new siblings are what make some children happy. Sometimes these children prosper more than children who have tier parents together because the separated parents overcompensate for splitting up. These parents will spoil a child rotten because they do not want to think they are bad parents There is the occasional child who is completely oblivious to the unhappy environment and grows up completely normal to have a happy and successful relationship. A child accepts daddy’s new wife and loves their new baby sister without any resentment whatsoever. Some divorces are completely mutual and there is no hostile environment to expose the child to. While it is not as common some children want the divorce more than their parents and could not be happier about the outcome.

On the whole, divorce is becoming a normal thing. The American dream of falling in love and having a huge happy family is coming to become a rarity. It is not like in the ’50s when people talked about knowing right away, that they were the love of their life, and now forty years later they are married still with children, grandchildren, and sometimes even great-grandchildren. Nope sorry kiddies the new world of marriage end is more divorce than not and, in some cases, even more than one divorce. While it is sad it is also the truth and with this growing trend comes the need for awareness. Awareness for the children who suffer in silence are afraid to ask for help and are afraid to talk about the changes at home that they think are their fault. Divorce creates a hostile environment for children to develop leading to short-term and long-term psychological effects, and the weakening of the relationship between child and parent.

Albert Einstein said, “Everybody is a genius, but if you judge a fish by its capability to climb a tree, it will live its whole life believing it is stupid.”

A quote that resonates with most of us, yet here we all are, regardless of our strengths and differences presenting a speech with a preselected topic all using the exact same marking rubric.

Every scientist will state that no two brains are the same and every teacher, parent, and Tumblr post will tell us that we are special, and unique and shouldn’t ever dream of trying to be like someone else. Then why are we all treated like a cookie-cutter frame and attend a one-size-fits-all schooling program? Imagine if a doctor prescribed the same medication for all of us, regardless of whether we had a stubbed toe or had leukemia. This simply stated is medical malpractice yet when it comes to school we have a teacher standing in front of 20 children all with different hopes, dreams, and aspirations having to learn the exact same content.

This isn’t a rant about your teacher session. I believe teachers have the most important job in the world. They are paving the way for a successful future. Teachers are heroes yet we are so quick to blame them. We often forget that they must stick to a curriculum set out by education officials many of whom haven’t even taught a day in their lives. To these officials we are just an examination number and for all they’re concerned, our intelligence is measured by our ability to climb this metaphorical tree regardless, of whether we’re monkeys or fish.

In a schooling system where marks presumably reflect our intelligence, we are now more focused on being able to effectively regurgitate facts on a test than we are to truly learn. If you disagree, rewind to grade 10 when we would all scramble for the previous year’s science tests. Not so that we could further our knowledge or test our understanding with past papers but rather so that we could parrot learn the tests with their memo answers in the hopes of an identical copy being handed to us the following day. Our marks are now prioritized over our morals, sleep, mental health, and overall general well-being.

However, when this is actually prioritized, it’s mind-boggling to think that our quality of learning would increase. Finland has been consistently ranked as the best schooling system in the world and that is because it has completely reformed its education system. Minimal homework, no standardized testing, a shorter school day, the classroom conditions are to promote a holistic, stress-free learning environment and their aim is for students to cooperate; not compete with one another which has ironically ranked their education system number one as a result. If these methods have been proven to be highly effective, why aren’t we following in Finland’s footsteps?

Please don’t interpret this speech as me being ungrateful for my education. I fully acknowledge that I am highly privileged to receive an education and such a spectacular one at that. Without my education, I wouldn’t even have the necessary skills to form an argument against the education system itself.

I can tell you about photosynthesis and igneous rocks and even imaginary numbers, but no… I don’t know how taxes work. No… I don’t know how to change the plug point nor do I know how to cook chicken nuggets without charring them. The schooling system is presumably preparing us for the future world yet remains stagnant in the educational sphere of the 19th century.

We can have personalized ringtones, number plates, and Instagram feeds and someday I dream of a personalized schooling system where fish aren’t expected to climb trees.

Divorce happens when two adults decide that they can no longer cohabitate together. What if these two have children together? What happens to them? What impact does it have on kids? Does it impact their schooling? School can be challenging enough for kids but when that kid has a family that is going through a divorce it can make it even more challenging. According to Sasson, unfortunately, “more than 40% of American children will experience the divorce of their parents, which can lead to the upheaval of their home lives and potentially their school work.” (2014)

There are many different statistics out there that support the adverse effects divorce has on children. Children whose parents are going through a divorce can experience lower psychological health and this then impacts their education. Children who come from a home of divorced parents are twice as likely to have to repeat a grade in school. In the early months after a divorce students are less imaginative than their peers.

Many different factors can play into this. Divorce itself can be the cause of the inability to achieve in school. But so can the fact that when parents separate they are just not effective parents. Parents may be less likely to give appropriate supervision or care about their child’s education during a divorce because they are preoccupied with what is happening in their life at the time.

Some of the reactions children display can range from irritability to anxiety, or depression. Each of these factors effect social relationships and school performance. Children of divorced parents may receive lower grades and are less likely to do well in school. Children may regress in school. They may be more non-compliant than normal which could also affect their social relationships with peers. If a child has a poor visitation schedule and a difficult transition between their parents this may prevent him from functioning well in school. If the child comes from a single parent there may be less time and attention given to the child. Discipline may also suffer since parents often attempt to win over their children with bribery or no discipline.

If the children come from a high-conflict family then the divorce could be seen as a relief for them and could have a positive impact. However, if the children’s family life was low-conflict then children may experience worse symptoms because this comes as a greater shock.

Students who have had to experience a parent go through repeated divorces will do much worse in school. These students are often seen by teachers as being less pleasant to be around. These students are less focused and have trouble concentrating on their schoolwork. More often than not, they blame themselves for their parents getting a divorce.

The most beneficial thing for a student who comes from a divorced house is when both parents continue to play a role in their child’s life. They need to set aside their negative feelings about each other and develop a business-like relationship for the sake of their children. If children can see the resolution of the problems among their parents they can learn important problem-solving skills. Parents should continue to communicate about their child’s needs, show respect, and try to provide the child with two sets of essentials so they are not carrying possessions from one house to another house if at all possible.

According to Emery, “children benefit from the same kind of parenting whether their parents live in one household or two, they benefit from warmth and structure.” (1999) A child’s relationship should be with both parents, be nurtured by both parents, but when it is from a divorce they should focus on sharing that parenting.

The better the home life the better the child will do in his or her education.

Every child goes though that phase where they want to be on top of the world. They think they can do what they want, when they want. But then comes the mighty parents, using discipline to ensure the problem child doesn’t do this heinous act ever again. It is the job of parents to make sure their child remains as behaved as possible, eventually making them into great people in our society. But when does it become too much? Sometimes children can act so bad that the parent feels to need to inflict pain on them to make sure they learned from their mistakes, but they don’t know the potential consequences of their actions not only on the child, but to the parents themselves in extreme cases. It is one thing to discipline your child, but it is also another to straight up hit them to scare them. It is wrong and should not have any place in this world. Corporal punishment should not be allowed because it causes mental problems for the child, it sets a bad example for them to follow, and it should be banned all over the globe.

The mental well-being for a child is very important. Parents really want their kids to grow up and become successful in their adulthood. However, inflicting military-like discipline can take a huge toll on their emotions. So much so that they start to become scared for their life. According to American Psychological Association, using physical discipline can be a good way to get a child to behave in the heat of the moment, but excessive usage of this type of punishment can lead to mental issues for the child later. It also doesn’t make the child learn from what they did wrong in the first place. Likewise, the American Academy of Child and Adolescent Psychiatry made a list of potential things that a child who has experienced corporal punishment can have. These include aggressive behavior, low self-esteem, and having the urge to hit people. Both articles state that physical discipline is only a short-term solution to a child acting up, and that later down the line it influences the kid. Some of the mental health issues can be very traumatizing to the victims. It can lead to a loss of trust in others, and the parent-child relationship between them and their parents will always be strained if there is a history of corporal discipline in the family.

It would be only a matter of time before the child starts to inflict this punishment onto others. The most common example of this is bullying in school. Bullying is usually a result of extremely bad parenting with corporal punishment. “Being on the receiving end, children may learn to associate violence with power or getting one’s own way,” says Emily Cuddy, a professor of the Brookings Institute. According to Cuddy, parents who constantly hit their child results in much worse behavior by the child. The AAP also agrees with this, saying that the more children get hit by their parents, the more they feel the urge to use violence when they feel the need to. Our children shouldn’t end up having aggressive behavior, because teaching them to use violence against people to get what they want can potentially put them into jail in their adulthood.

Although corporal punishment is a bad way to discipline our kids, most parents seem to think it is alright to use it. Southern Methodist University’s research shows that most parents believe that it is okay to spank, not hit, their child to get them to behave. It is still legally permitted in 19 states to use corporal punishment against your child. The Brookings Institution also claims that physical discipline is a culturally accepted way of punishing young children. The fact that it is this accepted in our society is terrible to think about. To think that a parent would even lay a hand on their child is sickening, let alone think it is actually alright and normal to do it. Research shows that most countries do no think it is right, and they outright ban this type of behavior by parents. The United States should follow this principle and start punishing parents who do use force to discipline their child, because they could be creating more criminals and they don’t know it yet.

There are plenty of ways to prevent such acts from happening in the household. There isn’t not a way to punish a child for misbehavior without using force. A good and popular example of this is taking away their privileges. Also known as grounding them. This method is popular among parents as it is effective in that the troubled child will learn from their actions and never do it again. Another way of preventing misbehavior is to try and be a role model for them. Try and teach them how to be respectful, responsible people. This can be very beneficial to them in the future, they can end up being great people and can be responsible. These children shouldn’t have to live their life in fear.

Corporal punishment is not an acceptable way of disciplining children. It isn’t even worth using in the first place, as it can lead to unexpected but terrible things. Children are influenced by their parents/guardians, and it should remain that way but not to the extent of violence. There needs to be a line that should never be crossed by the parents. That way, we can ensure the safety and the success of the up and coming generation. That way, they can live happy lives without fear.

In this modern era there are so many new disease and brain problem that every single one of them is literally impossible. You can know some of them for custom dissertation but knowing all of them is just not conceivable. We recommend that you should take help from our Custom Dissertation Writers UK. One of the most common and recently discovered mental disparity is DYSLEXIA. Firstly the problem is very widespread but only few know about it.

What is dyslexia?

Dyslexia is most usually linked with difficulty learning skilled to read. It disturbs a child’s capability to identify and manipulate the verbal in linguistic. Children with dyslexia have a tough time deciphering fresh words, or deciphering them down into practicable portions they can then express out. This reasons of struggle with interpretation, inscribing and spelling. They might pay compensation by learning terms, but they’ll have suffer recognizing new words and might be sluggish in salvaging even acquainted ones.

Dyslexia is not a thinking of a kid’s intellect but in reality it’s described as a breach between a student’s skill and accomplishment. Some kids with dyslexia are capable to hang onto up with their colleagues with additional energy at least for the leading few classes. But by the third class or so, once they must to be capable to speak speedily and effortlessly in instruction to retain up with their work, they proceed into some concern.

How Much Common It Is

It is assessed that as numerous as single in five children’s has dyslexia, and that 80-90 percent of children with studying conditions have it. Dr. Sally Shaywitz, observes that many kids go undiagnosed as scuffles in educational institute are mistakenly credited to intellect, amount of work or ecological features. It is also seen by professionals that dyslexia followed more habitually in males than in females, but some present investigation shows that it upsets boys and girls similarly.

Signs of Dyslexia

A child with dyslexia may show these certain symptoms

• Effort with remembering even modest rhymes
• Mostly have a speech interval
• Have distress comprehending guidelines
• Recurrence or neglectance of short words for example and, the, but
• Discover it problematic to express left or right direction

Conceivable Bases of Dyslexia

Investigators haven’t yet identified precisely what causes dyslexia. But they prepare tell that genetic factor and intelligence variances perform a huge character. Here are particular of the conceivable reasons of dyslexia:

Genes and inheritance: Dyslexia frequently competes in relatives. Around 40 percentage of brothers of individuals with dyslexia also tussle with interpreting. As numerous as 49 percentage of maternities of children with dyslexia have it, too. Experts have also learnt genes related to difficulties with reading and treating linguistic.

Brain composition and action: Brain imaging experiments have revealed brain alterations among individuals with and short of dyslexia. These dissimilarities occur in parts of the intelligence complex with important reading abilities. Those talents are expressive how appears are signified in words, and distinguishing what inscribed words look like.

How Is Dyslexia Treated?

Dyslexia is a life-long disorder. With appropriate aid, many individuals with dyslexia can study to recite and transcribe thoroughly. Early recognition and cure is the fundamental to aiding persons with dyslexia realize in education institute and in daily life. Most individuals with dyslexia require assistance from a instructor, tutor, or psychotherapist particularly qualified in operating a multisensory, controlled linguistic tactic. It is significant for these beings to be trained by a regular and obvious technique that includes a number of perceptions such as listening, viewing, touching at the similar time. Many persons with dyslexia require one-on-one assistance so that they can progress onward at their individual stride. Moreover, scholars with dyslexia frequently want an excessive agreement of designed rehearsal and instantaneous, remedial reaction to advance instinctive word distinguishing abilities. For chlidren with dyslexia, it is obliging if their external educational therapists effort thoroughly with classroom educators.

Educational Institutes can contrivance educational adjustments and adaptations to assist dyslexic learners get to the top. For instance, a student with dyslexia can be provided additional time to extreme tasks, assist with captivating comments, and work projects that are adapted suitably. Teachers can contribute recorded exams or permit dyslexic learners to use substitute methods of evaluation. Students can value from hearing to books and novels on tape, operating text interpretation computer systems, and as of lettering on computers. Learners may well likewise require aid with emotional concerns that from time to time be the result of as an aftermath of hurdles in educational institute. Psychological well-being authorities can benefit learners deal with their exertions

What Can Parents Do

Occupied with your kid to care their knowledge individually at school and at domestic can assist to step up their moods of self-worth and self-confidence. This can assist to them be acquainted with that they are cared for.

• Effort with your kid at their personal speed. Don’t position any weight on them, but contribute sufficiently of admiration and inspiration.
• While reading with your youngster, recollect that kids with dyslexia discover it tough to recite black font on a white background so expending colored layers positioned above the sheet can create it at ease for them to study.
• Perform with your kid to advance their writing, safeguarding it is linked.
• Rehearse spelling models and dodge educating your kid to indicate expressions by repetition as they won’t register them precisely.
• Use writing supplies for example big fountain pen, dyes, oil pastel and various colored paper for your kid to inscribe on.
• Do adequately amount of reading distinctly mutually.
• Inspire your youngster to cultivate a consciousness of period by consuming an egg timer.
• Multisensory education is very essential. If your kid scuffles with expressions, attempt using images, melody, animations, constructing a game or make use of art to progress a model.

Here is the detail of DYSLEXIA really is and how you help other suffering with problem. We suggest that if you kid is having a DYSLEXIA content a profession in order to the best solution possible. If you have Dyslexia then writing a dissertation can be huge problem for you. We highly recommend using our Custom Dissertation Writers UK. We have professional writer that experience and attested. You can see yourself the difference of quality in work. Just enter your dissertation detail and we will offer you an estimated price. If you agreed on the price give order to us. We will submit you plagiarism-free work on time. Furthermore you ask us to revise the work again if you aren’t satisfied. Remember to take care of yourself and never make a small problem let you hold back.

Dyslexia is a disability that affects a child reading, spelling and/ or speaking. The difficulty varies from person to person due to inherited differences in brain development, as well as the type of teaching the person receives. Because dyslexia is neurological it affect a person’s language skill. This language processing disorder can hinders reading, writing, and sometimes even speaking. This research provides Guyanese educators with basic information about dyslexia, dispel some of the myths and misconceptions surrounding it and serves as a mini resource guide that will help to increase their capacity of implementing the correct intervention strategies to ensure the success of this diverse group of learners in their classroom.

Guyanese educators embracing dyslexic learners by learning and gaining appropriate knowledge about dyslexia, the cause, effects, symptoms and interventions that can be used in classrooms in Guyana.

Dyslexia is a reading and learning disability caused as a result of a defect in the brain processing of graphic symbols, which alters the way brain processes written materials. It is associated with structure and function of the left hemisphere brain that involved in the reading and language networks (Peterson & Pennington, 2015). Children with this disability usually have difficulties in word recognition, spelling, decoding and reading comprehension (Vellutino, Fletcher, Snowling, & Scanlon, 2004). Dyslexia learners usually experiences difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their life. however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for students to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special accommodation, and/or extra support service from parents, teachers and other qualified personnel. Dyslexia hinders the capacity of a child to learn well. A learner having dyslexia doesn’t have an easy life because their entire day at school is being scolded by their teacher for not being able to read and, being bullied by peers because they think that they’re idiots. Learners with dyslexia really need someone who understand and can help them. with the outline given above of what is dyslexia and how it affects persons. Guyanese educators having the knowledge can be a driving force in the success of the diverse group of children they come into contact with on a daily basis.

According to Alsobhi, Khan, & Rahanu (2015) there are three types of dyslexia, namely; vision- spatial, speech sound and central or surface dyslexia. Each individual may experience literacy, numeracy, and memory deficits (Baker, 2006).

• a. Visio- spatial: Dyslexia children that are Visio- spatial are more likely to understand the ideas through their feelings and mental images compared to sounds or words (Yeo, 2008). This is due to the fact that children with this type of dyslexia find it hard to develop an adequate understanding of words and symbols, making the standard educational settings a disadvantages to them. this set of children prefer sensory over auditory learning experiences.
• b. Speech- sound: Children with speech- sound dyslexia tend to stutter in a stressful situation and may mispronounce multi- syllable words when speaking (Moreland, 2015). Therefore, they usually avoid task that involves explaining or discussing a topic. These children tend to work more efficiently in isolation or one- on- one setting (Alsoobhi et al.,2015). Another difficulty faced by children with this kind of dyslexia is the omission of double letters within the word.
• c. Central or surface: Central dyslexia is a reading difficulty that occurs in stages of the lexical and sub lexical routes. Children with surface dyslexia usually read aloud through grapheme- to phoneme conversations (Fawcett & Nicolson, 2017). These difficulties can cause several problems in reading, such as regularisation errors in reading irregular words such as “stomach” or “comb” that have silent letters.

It is crucial for teachers and care givers to recognise the signs and symptoms of dyslexia. The earlier a child is evaluated, the sooner he or she can obtain the appropriate instructions and accommodations he or she needs to succeed in school.

General problems/ symptoms experienced by people with dyslexia include the following:

• Learning to speak
• Learning letters and their sounds
• Organizing written and spoken language
• Memorizing number facts
• Reading quickly to comprehend
• Keeping up with comprehending longer reading assignments
• Spelling
• Learning a foreign language
• Correctly doing math operations

Some specific signs for elementary aged children may include:

• Difficulty with remembering simple sequence such as counting to 20, naming the days of the week, or reciting the alphabet
• Difficulty understanding the rhyming of words such as knowing that fat rhymes with cat
• Trouble recognising words that begin with the same sound (for example that bird, baby and big all start with b)
• Pronunciation difficulty
• Trouble easily clapping hands to the rhythm of a song
• Difficulty with word retrieval (frequently uses word like “stuff” and “that thing” rather than specific words
• Trouble remembering names of places and people
• Difficulty remembering spoken direction

It is important to note that not all students who have difficulties with these skills have dyslexia. Formal testing of reading, language and writing skills is the only way to confirm a diagnosis of suspected dyslexia.

Dyslexia is not a disease and, therefore, there is no cure. Research have shown that the exact causes of dyslexia are still not clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sound within a word and/ or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, students with dyslexia can learn successfully. The impact that dyslexia has is different for each individual and depends on the severity of the condition and the timeliness and effectiveness of the instruction and remediation. The main difficulty involves word recognition and reading fluency, spelling and writing.

Jerome J. Schultz’s informative IDA fact sheet “The Dyslexia- Stress- Anxiety Connection” is a must read for teachers who need guidance on understanding in relationship between dyslexia and emotional and social difficulties, as well as the implications for academic performance and social interactions. Dyslexia can also affect a person self- image. Students with dyslexia experience a great deal of stress due to poor academic performance on the other hand if students succeed in school, they will develop positive feelings

about themselves. Children with dyslexia also suffer from depression. Depressed children and adolescents often have different symptoms than depressed adults. The depressed child will not want to talk about his/ her feeling and often times choose to misbehave and to cover up his/ her painful feeling.

Above all, it is critical that teachers, parents and other professionals working with children with dyslexia communicate on an on- going basis to provide the support needed, so that these children ca become happy and successful and eventually become happy and successful adults.

Students vary significantly in their ability to respond in different modes for example, student vary in ability to give oral presentation; participate in discussion; in discussions; write letters and numbers; write paragraphs; draw objects; spell; work in noisy or clustered settings; and read, write. Or speak at fast pace. Moreover, students vary in their ability to process information presented in visual and auditory formats because of the facts mentioned above the following methods/ strategies can be implemented to help students become academically successful.

The following can be implemented by teachers:

• Have a structured approach which provides extensive practice using controlled text. This mean teaching thing in an order that builds on previously learned materials.
• Use multisensory methods to explicitly teach new content. This will help with letters, sounds, spelling patterns, grammar, even math. Some ideas to integrate multi senses into activity is colour coding & high lightening, using movement, using songs and music, textured writing and games.
• Encourage the use of graphic organizers: A graphic organizer involves organizing material into a visual format.
• Placed students close to the teacher: Students with attention problem can be seated close to teacher, chalkboard or work area and away from distracting sounds, materials, or objects.
• Uses cues to denote important items: Asterisks or bullets can denote questions or activity that count for heavily evaluation,
• Allow the use of instructional aids: Students can be provided with letters and number strips to help them write correctly. Number lines, counters, and other assistive technology can help student compute once the understand.
• Display work samples. Sample of completed assignments can be displayed to help students realize expectation and plan accordingly.
• Use peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, work on a given task/ activity, read aloud to each other, write stories, study for a test or conduct laboratory experiments.
• Use flexible work times. Students who work slowly can be given additional time to complete written work.
• Provide additional practice. Students required amount of practice to master skill or content.

This research seeks to highlights that dyslexia is a disability which can affect both children and adults. Studies shown that dyslexic children face many difficulties in their educational interaction and social surroundings. Also, they suffer from frustrations and low self –esteem because of lack of achievements, particularly in academic. Teachers awareness in Guyana about dyslexia and its impact on their learners is imperative in ensuring that they keep themselves abreast with new methods and strategies that would ensure sustainable development of their students. Thus teachers need to be made aware of their students conditions as early as possible so that appropriate intervention could be taken, for the wellbeing of both parties. In this paper I examined some intervention approaches teachers in Guyana can implement in the classroom to promote that support base for their students wellbeing and their academic achievement and success.

References

1. Accommodating students with dyslexia in all classroom settings Jan 2004
2. Alsobhi, A. Y., Khan, N. & Rahanu, H. (2015). Personalised learning materials based on dyslexia types. Ontological approach. Procedia Computer Science, 60, 113-121.
3. Baker, D.W. (2006). The meaning and measure of health literacy. Journal of general internal medicine,21 (8), 878
4. C Mercer https://dyslexiaida.org/testing-and-evaluation/ Mercer, C. (2004). Accommodating students with dyslexia in all classroom settings.
5. Moats Dyslexia basics, 1-3 Nov 2008/ Moats, L., & Dakin, K. (2008). Moats, L., & Dakin, K. (2008). Dyslexia basics, 1-3. Retrieved October 1, 2013, from IDA website, www.interdys.org.
6. Basic facts about dyslexia and other reading problems Jan 2008 L MoatsK Dakin/ Moats, L., & Dakin, K. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association.
7. Social and emotional problems related to dyslexia, 1-5 Oct 2004 M Ryan/ Ryan, M. (2004). Social and emotional problems related to dyslexia, 1-5. Retrieved October 1, 2013, from IDA website, www.interdys.org.
8. Peterson, R.L, & Pennington, B. F. (2015). Developmental dyslexia. Annual review of clinical psychology, 11, 283- 307
9. Shultz, J. (2013). The dyslexia-stress-anxiety connection, 1-4. Retrieved October 1, 2013, from IDA website, www.interdys.org.
10. The dyslexia-stress-anxiety connection 1-4 Oct 2013 J Shultz
11. https://www.understood.org/…/understanding-dyslexia
12. https://dyslexiaida.org/testing-and-evaluation
13. https://www.understood.org/…/child-learning-disabilities/dyslexia/understanding-dyslexi
14. Yeo, D. (2008). Dyslexia dyspraxia and mathematics: John Wiley & Sons.

“Discipline is helping a child solve a problem, Punishment is making a child suffer for having a problem. To raise problem solvers, focus on solutions, not retribution.”

– L. R. Knost

SCHOOL – The most primary and fundamental block of learning in a person’s life, are considered to be the most sacrosanct institution of our society. But there is a question that we need to ask ourselves – Does this sacrosanctity necessarily rests upon torture and torment of innocent buds of our society?

Committee on Rights of Child in the General Comment (No. 8) defines ‘corporal’ or ‘physical’ punishment as “any punishment in which physical force is used and intended to cause some degree of pain or discomfort”.[footnoteRef:1] A 2007 study titled “Child Abuse in India” conducted by Ministry of Women and Child Development concluded that every two out of three child going to school are victims of physical abuse.[footnoteRef:2] As we are very well aware of the fact that Teaching is a cognitive activity and that’s why the learning process of a child should be on the firm base of “EDUTAINMENT” (i.e. Education + Entertainment) not on the dreadful background of child harassment and the physical abuse in the form of Corporal punishment. [1: United Nations Committee on the Rights of the Child (CRC) General Comment No. 8, The Right of the Child to Protection from Corporal Punishment and Other Cruel or Degrading forms of Punishment, (U.N. CRC/C/GC/8) March 2, 2007.] [2: UNICEF, All You Want to Know About Corporal Punishment, UNICEF India, https://unicef.in/Story/197/All-You-Want-to-Know-About-Corporal-Punishment (last visited Nov. 13, 2019). ]

Looking at the instances of corporal punishment throughout the country – the results are appalling. Their skulls are smashed against the wall, they are beaten to black and blue with sticks, they are compelled to do 150+ sit-ups, they are slapped tight on their face forcefully and ruthlessly multiple times, they are made to stand in scorching sunlight for numerous hours till they faint and fall down, they are made “murga” for hours which generates intense pain in shoulder and leg muscles. They are also subjected to verbal abuses by speaking of ill remarks about their caste/religion, shaming, ridiculing, using sarcasm and derogatory remarks that lower their dignity and self-esteem, etc.[footnoteRef:3] Worst part here is that parents who are ideally expected to have utmost concern for their offspring are either indifferent to their agonies and tears or even support the act of perpetrator. [3: HRD Ministry, Government of India, Advisory under S.35 of RTE Act, 2009 for elimination of corporal punishment in schools, National Commission for Protection of Child Rights (Mar. 26, 2014), https://www.ncpcr.gov.in/showfile.php?lid=873.]

“Spare the rod and spoil the child” is what that animates such acts. Mindset of said persons are highly irrational and hence worrisome: Harass the laggards and Punish the Petulant, with the underlying concept of deterrence.

It is the darkest lacuna and ignominy upon the justice system of our country that till date we have no efficacious legislation for combating such menace. The so called “core children law”[footnoteRef:4] of our country, as per its Section 2(21) r/w Section 82 fails to cover prohibition of corporal punishments in schools as same does not falls within ambit of child care institution. The provisions of Right to Education Act, 2009 have no strong sanctions against such perpetrators other than “weak” disciplinary actions.[footnoteRef:5] Successive National Education Policies are not properly implemented. It is also quite ironically noteworthy that our law serves well-cooked defence[footnoteRef:6] to the perpetrators in the case at hand. But it also has a limit upto causing grievous hurt and the perpetrators usually transcend that limit too by their grotesque, diabolical and ghastly acts of so called “disciplinary punishments” against these naive lives. [4: The Juvenile Justice (Care and Protection of Children) Act, No. 2 of 2016.] [5: The Right of Children to Free & Compulsory Education Act, No. 35 of 2009, § 17.] [6: The Indian Penal Code, No. 45 of 1860, § 89.]

Teachers, Parents claim their intense bona fide intention beyond such acts without even making an attempt to look into the other side and the sufferer is an innocent life, who faces long term impacts of it – destructive behaviour, vandalism, pessimism, school phobia, avoidance, anxiety, and the worst one, self-killing.

At the flag end, it is germane to pen down few suggestions and at such backdrop if we really care for ultimate bright future of these seeds of nation and do not desire to see them either as an unemployed or as a criminal, then our ideologies need renovation or in the simpler terms reconditioning. Shift has to be brought from “rod” to “understanding and discussion”. Further, the direction of aforementioned “deterrence” has to be reversed from children to perpetrators by active role of judiciary because from aforesaid discussion it is evident that legislature and executive have certainly failed.

At the conclusion, golden words of Dr. Dan Siegel may be remembered – “Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.”

Over time, research has been conducted both in laboratories and classrooms to investigate how learners learn, which in turn can be considered to establish effective teaching approaches. However, these are variable and can shift as we learn more about theories and research into how learning takes place (Pritchard, 2013).

For this assignment, the practitioner observed a child examine how they acquire knowledge in different educational environments while linking to learning theories. Observations are one of the ways to conduct primary research as the data collected is first-hand. Some of the most influential scientific discoveries have been found using this method, for example, Charles Darwin observed animal and marine life in the Galapagos Islands to formulate his Theory of Evolution. The advantages of observations are that the information gathered is up-to-date and the data is unique. However, this can be time-consuming, and personal bias can affect results. It is important to understand the difference between observation and interpretation to avoid bias (Lowe and Pavel Zemliansky, 2011).

Before the observations were carried out, the practitioner gained consent from the Headteacher and the child’s parents (appendix). Ethical guidelines must always be adhered to when observing, balancing the aims of research carefully with the safety and well-being of the participant (NSPCC Learning, 2020). The policies and procedures of the school setting must also be followed. Observation notes were unnamed and stored in line with GDPR guidelines. For anonymity, the child observed is referred to as child X.

There are many different methods of observation. For this assignment, the observation was unstructured, with the practitioner being a participant so that all behavior could be recorded and minimize the Hawthorne Effect. This is where the behavior of the individual tends to change when being observed (Payne and Payne, 2009). However, there is doubt whether the Hawthorne Effect exists in children aged 8-15 years. Also, Thorndike proposed that the effect declines over time (Bauernfeind and Olson, 1973).

Child X is in year three of a mixed year three and four class of thirty children. Child X is on the SEN register for moderate learning difficulties and often requires support with their learning. Child X is currently waiting for a diagnosis of ADHD because they struggle to stay focused and listen, makes unconscious noises, and is easily distracted.

Strategies are in place to help child X, such as ignoring minor misbehavior, using a short target sheet, and participating in movement breaks (Cowley, 2006). Studies have found links between ADHD and lower academic attainment. Specific learning problems such as dyslexia and poorer cognitive ability are known to be associated with ADHD and can affect learning. While ADHD is considered a neurological condition that a person is born with, environmental conditions also play a part. Similarly, genetic and environmental pathways are both thought to play a role in the association between ADHD and the impact of educational attainment (Sellers et al., 2019).

The first observation was during a guided reading lesson in the classroom. Child X is sat at the front so that they can concentrate. At the beginning of the lesson, child X said, ‘I’m hungry.’ The teacher suggested they had a fruit snack while the previous chapter was recapped. This identifies with Maslow’s Hierarchy of Needs Theory, where the teacher ensures that the child’s physiological needs are met. This need is at the bottom of the hierarchy and is thought to be the most important and must be met to progress to the next level (Petty, 2014).

The teacher paired weaker readers with stronger readers, a Vygotskian approach which is also one of the advantages of mixed year classes. Vygotsky stated that for learning to occur, the child should be in the Zone of Proximal Development (ZPD). They can move through this, completing tasks they cannot do independently with the help of a capable peer. Child X expressed that they were disappointed to be paired with this student, but the teacher insisted. Social interaction is fundamental to Vygotsky’s Sociocultural Theory (Bekiryaz, 2015).

Child X started well and was focused, following the book with the peer. However, after nine minutes, child X started rocking on the chair, making squeaking noises and tapping the table. This could be because the learning was teacher-led. The teacher was reading to the class, resulting in a lack of engagement from child X. Constructivists believe learning is not something that can be delivered to students passively listening to a teacher (Aubrey and Riley, 2019).

The teacher halted and praised the children for demonstrating good listening. Child X stopped and pulled the chair in. The teacher praised Child X for refocusing. The impact of behaviorist, Skinner’s positive reinforcement can be seen here. Through operant conditioning, behavior that is reinforced is likely to be repeated (Aubrey and Riley, 2019). The hidden curriculum could also be recognized, where the teacher promoted the expected behavior for it to improve. These routines and behaviors should be explicitly taught in the classroom so that students know their expectations, otherwise, they could become at a disadvantage (Alsubaie, 2015).

Bandura’s Social Learning Theory was also evident. A good role model sat with child X so good behavior could be imitated (Pritchard, 2013). However, this could work the other way too, with the undesired behavior being imitated, hence careful thought is needed when pairing.

These approaches were successful for Child X. By the end of the lesson, child X and their partner had analyzed the chapter collaboratively. They also agreed to play at break time, which resulted in a positive social identity (Burke, 2018). This is particularly important for SEN children, who can sometimes be seen as ‘low status’ and not part of the ‘in-group’ (Hornsey, 2008).

The second observation was during a Maths lesson in a small side room. The group included five children working below the expected standard, so the year two curriculum was followed. This relates to Piaget’s theory which focuses on stages of cognitive development, stating that children should not be taught content until they are ready (Bates, 2019). However, this is not always realistic in schools where resources are sparse.

Evidence of Tajfel’s Social Identity Theory (Tajfel, 1974) was also seen here. This group works together for Maths three times a week. Child X was visibly excited about the lesson, which demonstrated his sense of belonging in the group and helped build self-esteem. With similar levels of attainment, the group has formed strong friendships and regularly chooses to play and work together.

Further evidence of Piaget’s Theory of Cognitive Development was observed. Children use practical resources to help them understand more abstract ideas, which add to or modify their schemas (Blake and Pope, 2008). Zoltan Dienes built upon Piaget’s idea and developed dienes. These are blocks used as concrete manipulatives to learn complex mathematical concepts (Moyer, 2001). Child X used dienes repeatedly to learn subtraction when crossing ten and completed a worksheet. Through hands-on, visual learning, child X grasped this new concept which built confidence and increased motivation.

In contrast to the lesson in the classroom, child X contributed ideas and was focused throughout. Students have a desire to learn when the learning is interesting and useful to them and activities are fun. Also, success increases self-belief and in turn motivates (Petty, 2014). Dweck states that praising effort rather than ability increases motivation and develops a growth mindset (Aubrey and Riley, 2019). Child X was praised for using dienes to work independently.

The final observation took place on a school trip to Avebury. On arrival, the children were given a picture sheet with stones to find. Child X said, ‘Wow, I love being outside!’ This links to Dewey’s Theory of Experiential Learning, where knowledge is socially constructed and based on experiences. He believed schools should prepare students for the ‘real world’ (Arthur, 2009). Dewey also believed in outdoor education with the experience linking the doing to construct meaning (Ord and Leather, 2011).

Child X’s focus and listening were far better in the outdoor environment than in the classroom and the smaller Maths group. As the teacher talked about the history, child X leaned against the stones and touched and stroked them, while listening intently, and answering questions.

Howard Gardner’s Theory of Multiple Intelligences states there are eight types of intelligence. Using this, child X would be seen to have strengths in spatial, kinesthetic, and naturalistic intelligence. Though critics point out, there is no empirical evidence to validate this theory (Pritchard, 2013).

In conclusion, the outdoor environment appeared to be the most successful learning environment for child X in terms of engagement and focus, followed by the smaller Maths group. Child X would be an ideal candidate for the forest school held at the school for small groups. While child X benefits from the small Maths group, it is not possible to offer this for more lessons due to a lack of resources, most notably staff to take them.

Child X found learning harder in the classroom, possibly because of distractions and low confidence. Experiential learning had a greater impact, which was proven when Child X answered questions correctly during formative assessments after these activities. This relates to Dewey’s Educational Theory and Kinesthetic Learning and appeals to child X’s natural inclination to be moving and have something in their hands.

Many learning theories have been identified during the observations and different approaches were used according to the learning environments to help child X learn. Unfortunately, while schools can differentiate to support those with learning difficulties, they are unable to offer individualized education. There is no one size fits all but offering varied opportunities in different learning environments can only enhance learning and child development. Future learning for child X should continue to offer these so that they receive support where needed while also continuing to become an independent learner. A future diagnosis may help meet the needs of child X so that more focused strategies could be put in place to help them further.

Bibliography

1. Alsubaie, M. (2015). Hidden Curriculum as One of Current Issues of Curriculum. Journal of Education and Practice, [online] 6(33). Available at: https:files.eric.ed.govfulltextEJ1083566.pdf.
2. Arthur, J. (2009). Learning to teach in the primary school.: Routledge.
3. Aubrey, K. and Riley, A. (2019). Understanding and Using Educational Theories. 2nd ed. Los Angeles; New Delhi; Singapore; Washington Dc; Melbourne: Sage.
4. Bates, B. (2019). Learning Theories Simplified: … and How to Apply Them to Teaching. 2nd ed. Los Angeles, Sage.
5. Bauernfeind, R.H. and Olson, C.J. (1973). Is the Hawthorne Effect in Educational Experiments a Chimera? The Phi Delta Kappan, [online] 55(4), pp.271-273. Available at: https:www.jstor.orgstable20297533 [Accessed 20 Dec. 2021].
6. Bekiryaz, M. (2015). Teaching Mixed-Level Classes with a Vygotskian Perspective. Procedia – Social and Behavioral Sciences, 186, pp.913-917.
7. Blake, B. and Pope, T. (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, [online] 1(1), pp.59-67. Available at: https:www.people.wm.edu~mxtschTeachingJCPEVolume1JCPE_2008-01-09.pdf.
8. Burke, P.J. (2018). Contemporary social psychological theories. Stanford, California: Stanford University Press.
9. Cowley, S. (2006). Getting the buggers to behave.: Continuum.
10. Hornsey, M.J. (2008). Social Identity Theory and Self-categorization Theory: A Historical Review. Social and Personality Psychology Compass, 2(1), pp.204-222.
11. Lowe, C. and Pavel Zemliansky (2011). Writing spaces: readings on writing. Volume 2. Anderson, South Carolina.: Parlor Press.
12. Moyer, P.S. (2001). Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics. Educational Studies in Mathematics, 47(2), pp.175-197.
13. NSPCC Learning (2020). Research with children: ethics, Safety and Avoiding Harm. [online] NSPCC Learning. Available at: https:learning.nspcc.org.ukresearch-resourcesbriefingsresearch-with-children-ethics-safety-avoiding-harm.
14. Payne, G. and Payne, J. (2009). Key concepts in social research. Sage.
15. Petty, G. (2014). Teaching today: a practical guide. 5th ed. Oxford, Oxford University Press.

The third outcome is that the overall adoption of technology will increase in elementary schools. This will be due to the activity suggested which is that teachers will use classroom technology more often. The output for this will be the number of assignments that are given to students that include the use of technology.

Research Design

The goal of this study is to understand and measure the learning ability and skill development of children with the help of technology. The children are placed in two groups. One group will learn in a traditional classroom setting, while the other group is taught in a technology adopted one.

The research design method that will be used will be a mixed-method approach. The reason for this is because the things being measured include not only quantitative data such as numbers and averages but also qualitative data when finding students’ opinions and behavior.

The standardized tests that will be used are considered to be quantitative. These tests measure the skills, abilities and help compare students’ knowledge as well as find learning gaps. This type of test allows for data that are valid and reliable. The standardized tests will be given to both groups which include the traditional classroom and the non-traditional classroom.

The observation checklist that will be used is considered qualitative because it is not using any numbers it is simply based on the researcher looking into behavior. It allows the researcher to look into the “why” of the research. Questions such as “why is this student learning this and why is this student not?”

The last data collection tool that will be used will be structured interviews. These interviews will be considered quantitative because they can be easily replicated, and should be asked in the exact same way every single time.

These tools will aid in answering the research questions and testable hypotheses because by using the structured interview you can understand how and why a child might learn differently in a traditional classroom as opposed to a technology adopted one. The questions are aimed at understanding the overall comprehension levels, and the way that the children learn, as well as what they retain.

The second research question will be answered by using a standardized test. The children will be given a standardized test and will have their average scores calculated. The scores will determine the number of skills that were learned. This will answer the question of how technology affects the children’s skill set.

The last question that will be answered includes finding whether or not children will be able to feel as if they learned and retained the information that they were meant to. This will come from the interviews as well as the observations. While the observations are going on the researcher has the freedom to write down any side notes. This can include any type of behavior that stands out, or frequently asked questions.

The testable hypothesis is that there will be an increase in skills and grade averages for students who have the technology implemented in their classrooms.

Measurement

Instruments

The instruments that will be used to gather data will be standardized tests, performance checklists, and structured interviews.

The standardized tests will be used to collect data on children and how well they have learned the material that is taught to them. The test will test the effectiveness of technology integration in the classroom compared to the traditional classroom. This instrument will be used by requiring the test takers to answer all the same questions or a selected amount of them. The test is scored in the same way or in a “standard” consistent manner. This allows the tests to be compared based on the performance of an individual. These results from the test will be gathered and compared to further understand how effective integration of technology affects a child’s early cognitive development.

A checklist will be used as another method of data collection. This checklist will include whether the child was in a technology adopted classroom or if he/she was in a traditional one. While the researcher is observing, they will make a checklist to include the classroom atmosphere, the engagement level, and the level of participation. Once the classroom observation is completed the checklists will be compared for both types of classrooms.

Checklists are a part of the observation data collection method. In this particular study, the researcher will not be involved in the activities, a non-participant observation will be conducted, they will simply watch and write down what they see.

The last method that is going to be used will be structured interviews. The reason structured interviews will be used is because this specific study requires a set written list of questions. These questions must be predetermined and agreed upon before they are presented to the students. All questions must be asked in the exact same way to both groups of students. This will allow the researchers to have uniform information from both groups, and the results will not vary based on the level of expertise of the person conducting the interview. The interview will include questions directed to the students and learning that takes place. Questions about the children’s feelings, thoughts, and possible concerns will be asked. These questions will focus on both types of classrooms.

The structured interviews are a type of quantitative research. They are easy to quantify because they are easy to replicate. They are also easy to test for reliability due to them being easy to replicate. The research is focused on the overall performance of the student.

Sampling

The population of interest is children in elementary schools. The sampling strategy that will be used will be stratified random sampling. The reason is that the sample population will be divided into strata of technology adopted groups and traditional classrooms. From those two groups, a random sample will be taken and there will be a mixture of both sets of students. There need to be prior considerations when doing this, and parents must be notified about their child taking part in the research study. There should be a specified date and time that is set by the researcher to begin the study.

Data Collection

There will be primary and secondary data collected. This means that a mixed-methods approach will be used. After collecting data from primary sources (standardized tests, observations, and interviews) as well as secondary data (peer-reviewed articles), the data will be analyzed and used to find the answers to the research questions previously stated.

It will be implemented by first using observation in the classrooms. The researcher will conduct a non-participant observation and will do this after a specified number of weeks. The observation will take place with the sample population in both groups. The two groups will be separated and the observation will take place.

The second method to be used is the structured interviews. After a couple of assignments, the researchers will interview each student individually, a parent or guardian will be allowed to listen but will not be allowed to be inside the interviewing room. This will be true for both groups and all students.

The last method will be standardized tests. These tests will be given to students right before the study is over. The researchers will administer the exams, and both groups will be placed together for this specific part of the research. The reason is to avoid any external factors to affect the children taking the exams. When placed in different classrooms or different areas an external factor can affect one group and not the other. Placing both groups in the same room, at the same time, under the same circumstances, will allow all children to be able to take the exams without any distractions. This will also make sure that results are accurate, and that the sample population is tested fairly.

Analysis

The data collection methods that were chosen were the methods that were decided to be the most efficient for this particular study. Therefore, the data that is collected from these should be analyzed without a problem. The data that is collected from both groups is to be compared and it will allow for the identification of positive and negative change.

Ethical Considerations

The ethical considerations that come with this research study include the confidentiality of the children and their information. Looking into private information of children can create ethical issues if not handled with care. The responses given when they are interviewed must be kept confidential.

There also needs to be professional competence coming from the researcher. There needs to be objectivity when conducting the observation because the researcher needs to avoid bias. The research must remain objective to maintain the study results valid.

Limitations

The limitations of this study include the sample size being children. The reason this is a limitation is that children are sometimes not able to give thorough answers to questions. This will cause a limitation when the interviews are performed. The questions will most likely not be answered as effectively. The questions could be too broad or too specific and since the study includes a structured interview, it would be very hard to change the questions or try to ask them a different way.

Another limitation can include the Hawthorne effect. This effect is defined as, “the tendency of people to work harder and perform better when they are participants in an experiment” (Cherry, 2018). Children are more likely to be distracted by a new person or an adult being in the room. They will most likely act differently or be afraid to participate in the way they usually do.

Another limitation is the sample size. There will only be two groups of students that are used as part of the research. This sample size might not be sufficient when drawing a conclusion.

Children’s learning style can also be a limitation because not every kid learns the same way and at the same rate. The limitation can also tie in with the way the teacher is teaching her students, and how efficiently.

The last limitation is the standardized test. The limitation can be the test not measuring what it is supposed to measure. The test might be given and it can provide reliable results but does not mean it will also be valid. If this test does not measure what it is intended to measure then it will not be valid and the results may not be accurate.

Sample Instrument

A sample of the potential interview questions will be explained and provided. The interviews will be structured as mentioned above. These will be set and they will not be changed, they will be asked how they are written to every student.

1. Did you enjoy learning today, and why? * Open-ended answer*
2. Did you understand what was taught in class? * Open-ended answer*
3. What information did you retain from today’s class? * Open-ended answer*
4. Do you think you can teach me what was taught to you? * Open-ended answer*
5. What did you think helped you learn the most? * Open-ended answer*

The questions will all be asked in English because this study is taking place within the U.S and it is a known language for most participants. The data collected will be used to understand the sample of children better.

Conclusion

Overall, this study shows the benefits of technology use in early childhood. This study is focused on understanding the need for technology adoption throughout the United States and the world. After the study is completed, the researcher will be able to identify if technology integration and adoption allowed the children’s skill development.

However, there are various procedures and policies that must be followed when conducting this research and when trying to persuade overall adoption. The adoption has to be accepted by all, there has to be a big enough budget, and there has to be a will to adopt. If there is a will, then there should also be limitations and precautions that need to be taken when introducing children to technology. The implementation needs to be impeccable, to provide a sense of security to those parents who are not completely convinced that technology can provide benefits to their child’s development.

Introduction

In the twenty-first century, video games have become an important part of many people’s childhoods. It’s been a part of approximately 64 million boys’ and girl’s childhoods in America, a study conducted in 2011 by the NPD Group found that 91% of children, play video games. For tens of millions of children and teens, video games have become a popular pastime, As shown in a McAfee study, children spend an average of 2.13 hours each day playing video games, As a result, parents may view video games as merely a way to waste time, causing their children to study less and as a result receive poor marks, hence, the raising concern because video games are only going to get more popular and have a wider reach among children as time goes on. In this essay, I will go over all the statistical data, as well as the opinions and beliefs of those who believe video games have an impact on children’s behavior and mental health, as well as those who do not, and then I will discuss the potential positive and negative effects that video games might have on you in general. In addition, I will express my thoughts on the subject.

Violence

To begin, If there is a direct causal link between violence shown in video games and users becoming more violent in their daily lives, we would expect to see increases in violence spurred on by some of the most popular violent video games in history, and there are certainly some very early video games that fit this description.

If we want to talk about realistic video game violence becoming popular in the mainstream, we’d have to go back to the early 1990s and games like Mortal Kombat and Wolfenstein 3D which were released in 1992 and 1993. Since then, we’ve seen plenty of other violent video games get bad press, such as the Grand Theft Auto series, Call of Duty series, battlefield, and so on, but for the most part, the availability of violent video games has remained relatively constant.

According to a graph that ‘Medium'(The incomplete history of video game sales) shows how the gaming industry grew in terms of both the number of copies sold per year and the number of titles released per year, and according to the graph, the number of video games sold and released began to rise in the mid 1990s with the release of consoles such as the PlayStation and Nintendo 64, peaked in the 2000s, and then began to fall in the mid-2010s, then If video games are a direct cause of violent crimes committed by minors, then the increase in video game sales, which include violent video games, occurred between the mid-1990s and the mid-2010s, then a youth crime statistic will show an increase in the number of crimes committed by people aged 12 to 17, but in a graph done by Statistia(U.S. – number of serious violent crimes by youth 1980-2018) shows that the number of crimes committed by people aged 12 to 17 peaked in the early 1990s and then dropped by 90% from the mid-1990s to the mid-2010s Even though crimes aren’t committed as frequently as they once were, the news and social media will portray it as the worst it’s ever been, even Donald Trump the 45th president of the United States Of America stated that ‘Video games am hearing more and more people saying that the level of violence in video games is really shaping people’s thoughts’ in a white house briefing on CNN the problem is less because the number of crime committed is increasing but mass shootings are becoming more bigger and more frequent in the media.

Mass Shooting

Let’s start with a definition of a mass shooting. A mass shooting is defined as an incident in which at least four people are killed by a firearm. According to a study conducted by the Harvard School of Public Health(Yes, Mass Shootings Are Occurring More Often), there were 1.6 mass shootings per year from 1982 to 2006, and from 2007 to 2019 it increased to 5.4 per year. On the other hand, according to a graph created by the FBI (The U.S. Murder Rate Is Up But Still Far Below Its 1980 Peak), 73 percent of all murders are committed with a firearm, which is an all-time high. So, rather than asking if video games affect every person who plays them, we should ask if they are affecting select individuals to become more violent and commit mass shootings.

First , we must consider the role of video games in the lives of young mass shooters. Let’s start with the two shooters at Columbine. They were both fans of ‘Doom,’ and Adam Lanza, the person responsible for the Sandy Hook Elementary School shooting was a fan of ‘Left for Dead,’ ‘Grand Theft Auto,’ and ‘Call of Duty,’ according to the State of Connecticut Division of Criminal Justice(Report of the State’s Attorney for the Judicial District of Danbury on the Shootings at Sandy Hook Elementary School and 36 Yogananda Street, Newtown, Connecticut on December 14, 2012, p.25) While it is true that some mass shooters are video game fans, you cannot draw a causal link between violence and video games because I can think of a lot of mass shooters who aren’t video game fans.

in-fact a report made in 2004 by the secret service(THE FINAL REPORT AND FINDINGS OF THE SAFE SCHOOL INITIATIVE)(p.22) only 12% of school shooters had any interest in video games. However, because the majority of school shootings are committed by young men, and 72% of men under the age of 30 play video games (Pew Research Center – 5 Facts About Americans And Video Games) You could make a case that it’s a statistical coincidence, so it wouldn’t surprise you if I told you that young men who do wrong have the same habits as young men who don’t, but there is one piece of evidence that convinces me that video games do not cause violence.

the most powerful study on this topic comes from The Supreme Court The Supreme Court noted that ‘Psychological studies purporting to show a connection between exposure to violent video games and harmful effects on children do not prove that such exposure causes minors to act aggressively. Any demonstrated effects are both small and indistinguishable from effects pro- duced by other media.’ (Brown, Governor of California, ET AL. v. Entertainment Merchant Association ET AL, p.2) and ruled a law prohibiting the sale of certain video games to children is unlawful

The Real Cause

America is not unique in its video game industry growth, but it is clearly different in its gun violence. When compared to other countries with large video game industries, the United States ranks first in terms of money spent on video game development, followed by China, Japan, Korea, Italy, Germany, and Canada. (NewZoo – Top 10 CountriesMarkets by Game Revenues) According to GunPolicy(Global Impact of Gun Violence), China does not release gun statistics, whereas the rest of the list Japan and Korea have a score of 0.00, France has a score of 0.12, Italy has a score of 0.97, and Spain has a score of 0.58. Germany has 1.01, has 0.17, and the United States has 12.09. The United States has more gun deaths than all of them put together. These countries are unable to prevent gun violence, even though their gun deaths are significantly lower than in the United States, but why is it that video games are solely to blame for youth gun violence in the United States?

The Limitation of Research Against Video Games

There is a lot of research on the connection between video games and violence, and there are a few that show a link between video games and aggression. However, the issue is that the majority of news outlets will report on a study on violence resulting from video games, but they don’t understand it or understand the limitations of the study, such as how can you test Violence? You can’t give a minor a first-person shooter game and then give him a gun to act it out in real life. Signs of violence would be things like giving someone hot sauce as a level booster, for example, and its not a good indicator. I’m not saying these studies aren’t valid, but comparing giving someone a hot sauce to killing someone is a huge leap. I’m okay with considering that video games have an increase in violence. Since the American Academy of Pediatrics (Virtual Violence) issued a statement condemning violent video games.