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This paper will be exploring how a right of a child is being deprived and how their rights are being exploited. The child is the future of tomorrow. The main focus of this research paper would be on sexual exploitation. The law of the nation, India would be explored, critically analyzed and evaluated on their working of the law which governs the law. The status of child exploitation is given a brief description. This research paper will be outlining the new civil definition of sexual exploitation. In furtherance, the research will be stating the facts and figures of an international organization such as UDHR, UNDP etc.Child exploitation’s two main causes which are poverty and illiteracy is researched and an analysis is given for them respectively.

Human right is known to be the real gem of an individual’s life but do an individual gets their rights and can they express their rights. The child is considered to be the one of the most vulnerable class in society to be exploited, the innocence of their mind is pure and it is taken away by the burden of fulfilling different things for other people’s. Child abuse consists of all the factors like physical mistreatment, social mistreatment, mental mistreatment of a child, or neglecting a child, looking at the point of view of a relationship of responsibility which results in harm to the child. Neglect of a child could an be evidence for continues misconduct or a single incident or omission that declares, or should reasonably be expected to result in, serious physical or mental hurt or a substantial risk of death to the child. Neglect can consist of, but is not limited to, the failure to provide sufficient food, nutrition, clothing, shelter, supervision, and medicine. It could also comprise the failure to make a reasonable effort to provide protection to a child from abuse, exploitation or neglect by unknown.

Exploitation of a child refers to the use of the child in work or other activities for the benefit of others and to the detriment of the child’s physical or mental health, development, and education. Exploitation includes, but is not limited to, child labor and child prostitution. Both terms, however, indicate that advantage is being taken of the child’s lack of power and status. Status of sexual exploitation Child molestation is known as the common name for childhood sexual abuse, it is a kind of abuse in which someone uses a child for sexual pleasures.

DIfferent kind of child sexual abuse include engaging in sexual simulations with a child (whether by will or force, or by other means), appropriate exposure (of the genitals, female nipples, etc.), grooming children, or using a child to produce child pornography child exploitation have different settings, including houses, schools, or workplaces (when a child is employed as labour). Child marriage is the most common sexual abuse for children and it is still prevalent in countries such as India, UNICEF issued a statement that child marriage "represents perhaps the most prevalent form of sexual abuse and exploitation of girls". Effects of child sexual abuse can be devastating and it includes, chronic depression, traumatic, insomnia, early abortion, slow mental development of brain are the few to name, the spirit of a child is broken when they are exploited sexually.

A more common example which comes to mind in child sexual abuse is family relations, usually, the child is sexually exploited by their relatives and they are forced to perform various acts which are humiliating and unethical.The female child is more prone to sexual exploitation by their elder brothers or uncles and incest in performed. Explaining the factual side of the spectrum the global prevalence of child sexual abuse has been estimated at 19.7% for female and 7.9% for males. Most victims know their offenders already, approximately 30% are relatives of the child, most often brothers, fathers, uncles, or cousins; around 60% are other family relatives, such as family friend or neighbors, sexual exploitation by an unknown individual is in approximately 10% of child sexual abuse cases. Most child sexual abuse is committed by males, studies on female child molesters show that women commit 14% to 40% of offenses reported against boys and 6% of offenses reported against girls. A Pedophile is a person who is has a strong feeling to exploit a child sexually, young teenagers are exploited more often.Under the law, child sexual abuse is often used as an umbrella term describing criminal and civil offenses in which an adult engages in sexual activity with a minor or exploits a minor for the purpose of sexual gratification.

According to Indian law, a child is incapable of giving consent and if a sexual act is done with the consent of a child it will still amount to sexual exploitation of child, and condemns any such action by an adult: "An adult who engages in sexual activity with a child is performing a criminal and immoral act which never can be considered normal or socially acceptable behavior." Causes of sexual exploitation Poverty and widespread unawareness about the education of a child is the major cause of child exploitation. With the cases of other families in India, their livelihood depends on the earning of their children, usually economical weaker section sell their daughter to prostitution. Particularly when living in camp settings, these traditional wage earners are often unable to find relevant work in their new environment. Traditional wage earners’ decreased income often leads families to seek supplementary income from other members. At the same time, many children, particularly adolescents, have reached an age where they are physically able to perform the same work as adults. Many are asked to take on a greater responsibility for the economic survival of their family or asked to work for no pay within the home in order to enable other members to work. This work is often performed by girls, spending long hours doing housework and minding younger siblings, and is not only performed unnoticed but impacts their ability to attend school. Girls are deprived of their rights. Which children work, the kinds of work they do, and their working conditions will be affected by levels of poverty and social inequalities based on gender, ethnicity, age, class, and caste. As children and adolescents (and their families) make decisions concerning whether or not to forgo education in favor of work, they weigh the importance of earning extra income in the present in relation to the possibility of securing greater income in the future through education. The availability and relevance of school and vocational training to a child’s prospects of future work, therefore, affect this decision.

Lack of access to adequate education may be a contributing factor to why children work, but even if education is provided, it may not keep all children from working. In most situations, school terms and school times are not adjusted to fit in with the pattern of children’s work. Many children and adolescents are solely responsible for themselves and the economic welfare of their families. Where schooling is not free, some children may have to work in order to earn money for their school fees or expenses (e.g. books and uniforms). Poverty and lack of education are common reasons why children work, but this does not justify the condoning of labor that is harmful and exploitative.

Parents of working children are often unemployed or underemployed, yet their children are offered jobs because they accept less pay, are more malleable, and more easily exploited. Rights secured by various organization and international bodies Article 19 of the Convention on the Rights of the Child states that the child has right to be protected without discrimination, from abuse and neglect ,States parties shall take all proper legislative actions, administrative actions, social actions and educational actions to protect child from different kinds of physical , mental violence, injury , abuse, neglect, maltreatment or exploitation, including sexual abuse, while in the care of parents, legal guardians or any other person who has the duty and responsibility to take care of the child. In other words, the government is completely responsible for the child’s well being in every place of care such as homes, colleges. When such a government fails to perform its duty, it deprives the child of access to help, and it leads to the continuation of mistreatment for a long period of time.

Physical coercion against the child will lead to child abuse. According to, punitive corporal punishment, either within the family and schools is adverse with the child's right to physical forthrightness. According to article 37 “no one is allowed to punish children in a cruel and harmful way”, children who break the law should not be treated cruelly,they should not be put in prisoners with adults, should be able to keep contact with their families, or should not be sentenced to death or life imprisonment without possibility to realize. It was stated by a human right committee that coercion and undue influence should also be included and extends to phenomenal punishment. In respect to punishments in schools, CRC article 28(2) states that discipline in school should respect children's dignity. This includes article 19 which states that children have the right to be protected from being hurt and mistreated, physically or mentally. Common practices may need to be rechecked to notice whether they involve any kind of physical or mental violence. If these practices are beneficial, or harmless then communities should be a boost to continue them in such a way that they maintain their identity and preserving their culture. However some of the practices are harmful to the society, well being and development; most often, the female section are the ones which was mainly affected by harmful traditional practices. Basic examples of the practiced harmful tradition are Female Genital Mutilation and early Childhood marriage as per the concern of UNHCR. These practices are internationally condemned due to the grave health risks they may require as well as the human rights principles being violated.

The CRC requires. States to take all effective and appropriate ways to diminish old practices that put in danger the well being of a child (article 24(3)). It is the responsibility of the States to denounce violence against women and not invoke any custom, tradition or religious consideration to avoid their duties with respect to its abolishment. The group which mostly faces the abuse or are vulnerable to abuse are the Disabled children due to their difficulties in communication. The UN Standard Rules on the Equalization of Opportunities of 1994 noted that persons with disabilities are particularly vulnerable to abuse in the family, community, and institutions. The state has the duty to ensure that the child victims of armed conflicts, torture, maltreatment receive correct treatment for their physical and psychological recovery that fosters the health and respect of the child victim as per article 39 of CRC. Laws in India for child sexual exploitation India is a country with a dynamic and vivid culture but they have the problem of child trafficking, human exploitation, and other illegal works. In India laws governed which gives protection to child sexual exploitation and punishes the criminals are Goa Children's Act, 2003, is the only specific piece of child abuse legislation before the 2012 Act. Child sexual abuse was prosecuted under the following sections of INDIAN PENAL CODE:

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However, the IPC could not effectively protect the child due to various loopholes like IPC 375 do not protect male victims or anyone from sexual acts of penetration other than traditional vaginal intercourse.IPC 354 does not give meaning to the statutory definition of "modesty". It carries a weak punishment and is a compound offense. Also, it does not protect the modesty of a male child. In IPC 377, the term unnatural offenses are not defined. It only applies to victims penetrated by their attacker's sex act and is not designed to criminalize sexual abuse of children. Child exploitation is a major problem in India and it is still prevalent and needs a great awareness and strict government implementation of the law to bring an end to it. Children’s sexual exploitation has been a problem for India from the start.

Various researches over time have indicated that children under foster care are at a higher risk of undergoing mental health problems and emotional instability. The case in point is that of Jenni, a ten-year-old girl who has been in the foster care system since a very young age. When she was seven years old, she lost a foster carer to who she was very close. Following this, she lived with a number of different families before finally finding a permanent family who care for her. Although she seems to be comfortable with them at home, she is facing issues in school.

As Jenni is a 10-year-old girl who has spent most of her life in foster care she may exhibit behavioral and mental health problems or is at a very high risk of developing such issues. Various researches have established that children under foster care are more likely to suffer from anxiety, depression, ADD, ADHD, and/or some form of learning disability (REF). It is also seen that the majority of children placed under foster care have undergone some form of trauma. Moreover, being put in foster care itself is a traumatic experience for a child. These children are at a higher risk of undergoing abuse both sexual and physical. Neglect and separation are forms of emotional abuse which are predominantly present in such situations. Exposure to complex trauma at such a young age does not only interfere with the child’s capability to develop secure attachments but has other dire consequences as well. Loss of core capacities for self-regulation and interpersonal relatedness is a by-product of such trauma. The self-esteem of children brought up in foster homes are also threatened by the unfortunate events witnessed by them, lack of constant support, and the feeling of abandonment. Children like Jenni are at the risk of experiencing additional trauma and cumulative impairment.

A number of children, such as Jenni, enter foster care at a very young age when brain development and growth are most operational and active. If the child has undergone prolonged neglect and is continuously influenced by a negative environment, it may have various adverse effects. They may then suffer from emotional, social, and cognitive impairment and their brain development too can be impaired. Further, their learning and coping processes are also very negatively affected.

Apart from this, at the age of seven, she lost her foster carer who she was very close. The death of a caregiver is considered to be one of the most stressful events that a child can experience and causes an immense amount of grief. Exposure to such an incident results in hindrance in the child’s daily functioning and increased risk of PTSD and depression. it further leads to losses such as peers, home, emotional stability, and self-esteem. After the death of her caregiver, Jenni was placed in various families. Studies suggest that children who are placed in multiple foster families undergo difficulties not only in trusting adults and peers but also in forming attachments and adjusting with them.

As mentioned above, children who are placed in different foster homes and/ or lost a caregiver often find it very hard to form attachments with their peers. This is probably the reason why Jenni has trouble making friends and is often found eating lunch alone. Further, Jenni claims that other girls in school are mean to her. Bullying presents special risks for vulnerable children such as Jenni who have spent most of their lives in foster care and are low on self-esteem and peer acceptance. Bullying leaves children feeling threatened, afraid, and intimidated. Due to this, such children showcase chronic absenteeism, reluctance to go to school, loneliness, increased apprehension, and decreased academic performance.

It is seen that Jenni is not being able to keep up with her academics. Research suggests that children raised in the foster system are one of the most educationally vulnerable populations in a school setting. They often display difficulties in a number of cognitive and psychosocial domains. It is seen that frequent changing in schools, breakdown in communication among key people, and low self-esteem in turn has a negative impact on the child’s academics.

As discussed above, the client's concerns revolve around her traumatic experiences in the foster system, the grief from losing her foster carer at the age of seven, her low self-esteem, distorted body image, her academic decline, and her difficulty to adjust in school. Without proper care and attention given to these issues and early interventions, the impact of these concerns could be devastating for Jenni’s future development. The impacts of these concerns if not treated on time are explained in detail in the paragraphs below.

Childhood trauma is an unfortunate experience that involves maltreatment, abuse, and neglect. Children like Jenni have experienced traumatic events since a very young age and therefore have a continued and increased susceptibility for further wounds from unstable environments; Thus further increasing their vulnerability. Studies suggest that exposure to such traumatic events at a young age can often be associated with the development of mental disorders such as depression, anxiety, and posttraumatic stress disorder (PTSD). The decline in cognitive functioning and poor everyday and social functioning in adulthood is also a common outcome.

Several cross-sectional and longitudinal studies have established that adverse experiences during childhood such as loss, neglect, and/or abuse are associated with a dramatic increase in the risk to develop depression. Moreover, the loss of a parental figure or a caretaker during childhood as seen in Jenni’s case also increases the chances of depression in adulthood. In a study conducted on 8667 adult members of an HMO in the San Diego area, it was reported that there is a strong correlation between the number and the intensity of childhood adversities experienced and depression in adulthood. Depression is known to be one of the most disabling and debilitating mental conditions. When an individual is depressed he/she is not able to function in their full capacity, thus resulting in problems within their occupation and interpersonal relationships. Studies suggest that depression can have an insidious onset and can initiate and encourage subsequent life stresses.

As mentioned above, PTSD is a common outcome of childhood trauma. It has a grave effect on the individual as it causes reoccurring thoughts about the traumatic incident, flashbacks, nightmares, and chronic anxiety. It has a negative effect on the child’s ability to cope with new stressors and hinders their emotional and social development . The co-occurrence of childhood trauma and psychological disorders is associated with higher chances of suicide attempts and/or drug abuse.

Cognitive deterioration is very commonly found to be associated with anxiety and depression symptoms in a person. Moreover, poor cognitive functioning in specific domains such as verbal memory, attention, and working memory is found in adults who have undergone complex childhood trauma. Lower IQ scores, as well as sub-syndromal symptoms, are found to be associated with higher rates and severity of childhood trauma. This further has a negating effect on their further education and career.

Identity development is a continuous process that begins early in life. It highly depends on the individual's social environment which includes family member and peers along with the past events that he/she have experienced. Development of identity is gravely affected by one sudden separation from parents and the death of a parental figure as the child begins to feel abandoned and out of place. As Jenni has undergone her share of traumatic experiences since a very young age, her path to a healthy self-image can be threatened. According to Geiser, poor self-concept is a very common and widespread phenomenon among children in foster care.

Furthermore, Jenni seems to be conscious about her body as she is physically more developed than other children her age. This clearly has the potential to have a negative effect on her self-esteem. Such issues relating to body image can further lead to body image dissatisfaction and body dysmorphia. It is also seen that Jenni is bullied in school. Bullying is another major contributor to poor self-esteem and self-image. Low self-esteem can further lead to depression, anxiety, poor decision-making and coping skills, self-doubt, loneliness, and insecurity. Rosenberg suggested that an individual’s sense of self impacts their social interactions. How one perceives himself or herself is extended to the individual relationships they share with others.

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Children who have been neglected, abused, and/or been have been subjected to bullying are at serious risk of not being able to form healthy relationships. Such children often develop attachment disorders and are unable to foster love and trust. They end up venting their frustration, pain, and anger on society. When children outgrow the foster care system, they often find themselves with little or no financial, medical, and/or social support. They find it extremely challenging to function in their own capacity, productively and efficiently in society. Many of them end up feeling lonely and insecure as they grow up.

“I see the little innocents rudely dragged from bed to be pitched into factories at the early age of 3-4; I see them stunned, sickly, with sad eyes imploring mercy from their parents and masters in vain” a quote from Allan Clarks 1899 book “The effects of factory system”. What is child labour you ask? Child labour is where children (upto the age of 18) are cruelly sent by their parents or stolen from their families to work for little or no pay at all. They usually work in hazardous conditions, risking their life to make their masters money. They usually sleep in crammed huts with other children, they at least 12-16 hours a day and get no showers. Imagine sleeping in your own sweat and filth.

The heartless abuse of countless amounts of children comes in many forms: slavery, trafficking, soldiery and bondage. Children who are sold into slavery are forced to live in miniscule huts, up to 100 children are crammed in to these huts. Similar to slavery child trafficking involves the selling and smuggling of children to cruel “masters” and are treated as “goods”. Child soldiers are not bought but stolen from their families to fight for gangs and armies, Africa has over 40% of child soldier’s worldwide. Children are not bought but given to “masters” to pay off their family’s debt to others, this is called bondage. No child should have to go through this, yet people are getting away with it. Just imagine what it must be like working continuously every day of every week.

There are over 168 million children (5-17) who are involved in child labour. So what causes all these children to be used in child labour? Some of the main causes are like the ones from slavery 100 years ago. This includes poverty, limited access to education, repression of workers and limited prohibitions on child labour. Although with laws and standards to eliminate child labour, it is still happening all around the world. But YOU can help stop it by donating to charities, supporting families with children in child labour, report hazardous working conditions, help give them the education they deserve, report any child abuse (could be from their masters), help remove the children from hazardous working conditions and last of all report any word of child trafficking, slavery or soldiery.

While we are all sat nice and happy over here with our phones, video games, TV’s and proper food children in the likes of Africa and Asia are sat in their crammed huts with none of what we have. They are working 12-16 hours a day in hazardous conditions with barely a single break while we are sat getting the education we need to get the jobs we want. We get to decide what our futures will be like while they don’t. Not one of us would last a day doing what they have to do, but they have to prove to their masters they are not weak or they are kicked out on to the streets or even killed. Would you put your children through what they are going through? Didn’t think so, so why should they have to go through with it all? Yes, Unicef are trying to do something about and they have been for years and nothing has changed since. In my opinion there is only one way to deal with this and that is with force.

Have you ever thought about what it would be like to be in their situation? Here is the story of 15 year old Bithi who at 12 years old was sent to work in a crammed jeans factory by her own parents. Bithi works in a crammed factory with over 1000 other children making designer heading for Canadian stores. You could be wearing a pair right now that Bithi made with her own hands. Bithi sews 60 pockets an hour and helps make a minimum of 480 pairs of jeans a day. She earns just over $1 USD a day unlike over here were we make up to £6-£12 an hour. Bithi doesn’t complain but gets on with her work like the other 1000 children around her. She dreamed of being a doctor like her sister but they were shattered after being denied the education she needed.

Lots of big named brands use child labour like M&M, Nike and Marks and Spencer’s and even more. These are most people’s daily shops to buy clothes or food from. Next time you go to one of these shops think about what millions of children have gone through. “This is not just slavery, this is mass exploitation”.

I’m 15 and the most I have to do for work is help around the house and I still make twice as much as children in child labour do. I couldn’t imagine waking up in the morning at 5 am to work for 16 hours a day, I mean the most I have to worry about in the morning is making sure I’m ready for school. I get the education I need, the medication I need and were is all this for them, thrown in the bin? No child should have to go what they are going through its unacceptable, even adults don’t work for as long as they do a day and they make around £30-£50 a day. Something needs to be done and fast or the times of slavery will come back. The point I am trying to make is, children all around the world should not need to work for any one unless they want to, like maybe 8-10 hours a week for some extra money but not for 16 hours a day for little or no pay.

Table of contents

1. Introduction
2. Observational study
3. Reflection and Evaluation
4. Conclusion

Introduction

In this study the theory that is used with an experimental point of view was applied on a 24 months old child. It is an interpretation of a small part of Jean Piaget's work, involving the observation of sensorimotor period of a child. Research process will be carried out using the methodology that Piaget used to create his theory of intelligence.

Psychology is a very important field in general, and indispensable in the stage of Early Childhood growth. Many authors intend to understand the characteristic thought of these ages. It is necessary to study this area in order to understand the child and be able to offer him the adequate materials to enhance all his developments.

For only a few decades, the study of the cognitive capacity of babies has been very scarce and, through this research, I think it is a great opportunity to explore on this topic. One of these great authors dedicated to the study of human knowledge is Jean Piaget, a psychologist who based his cognitive theory on the genetic inheritance that characterizes every living being. Through this theory we can find out how the child begins to perceive the environment in which he is and the reality in which he lives; how he internalizes that reality in his mind and, in short, how the phenomenon of intelligence begins to occur.

During this period the child is able to perceive the reality in which he lives through the reflections. For the observations, the reflections of the child's suction, a type of biological and instinctive reflexes, will be taken as reference. However, we are going to look into the sixth age which has the characteristics of the child at the age of approximately two years.

Observational study

Observation 1:

The child is playing with three dolls introducing them in a box; but he loses one of them and starts calling him and looking for him around him. The child knows that this object is missing because they have it mentally assimilated. This assimilation is also appreciated when looking for it and not finding it (because that object already has its own characteristics and none of those that it sees resembles the one that visualizes mentally).

Observation 2:

I taught the child a giant puzzle of the parts of the plant. The puzzle is divided into stem, leaves and flower; and they should be placed on a mural that contains the silhouette of the plant. After showing him the place where each piece goes; he does it to herself perfectly. The next day, I return to show him the puzzle but, with a new difference, the visual support of the mural with the silhouette is not there. Without saying anything, the child takes each of the parts of the plant and places them on the wall where the mural was stuck the day before.

The child has visualized how he formed the plant the day before and the position of each one of the parts, in such a way that he has been able to place it perfectly without needing to be seeing the silhouette.

Observation 3:

I taught the child a game of a rectangular cork with holes. While looking at the cork, I put a pencil in one of the holes; being this one vertically on the ground. But the holes in the cork are designed so that the pencil can only be driven through the tip. The child seeing this fact, laughs and I propose that he continue playing with the cork. That's when the child starts to stick pencils in the cork, but does not enter it all. Some entered, but in a failed attempt to put them he begins to leave them apart and take new ones until they enter.

As you can see that not each one is still able to enter. He gets to use the ones that are already placed to put them in that hole. In such a way that he only begins to introduce the pencils in those holes in which he has been able to introduce one. Giving to understand that not all the holes are worth it to have a pencil inserted in them.

After several correct attempts to put the pencils in those holes, there is one that does not fit. Following his hypothesis that all the holes do not work, he begins to try to insert the pencil in all those he thinks fit, but without turning the position of the pencil; in such a way that in none of the holes that he thought the pencil could stick.

That's when he changes tactics and tries to introduce it in all possible ways (on the blunt side, with the pencil lying down, etc.). After many attempts exploring these possibilities with different pencils, one ends up realizing that the pencil is only stuck on the side of the tip. So, his first scheme in which not all the holes are of the same size, is lost by forming a new one: the pen only enters in a particular, possible way.

Observation 4:

I asked the child to play a game with me. In the game we place 3 toy glasses of the same size but different colors (yellow, red, green) in a row. I showed the child a plastic egg, and I kept it in one of the glasses and I asked him which one of the three I have introduced. He responds correctly to me in the 'red'. So, he mentally represents the egg in the red cup.

Then, I put the three glasses upside down and ask again where I put the egg; to which he replies again that the egg is in the 'red', which further strengthened his knowledge.

I change the position of the glasses upside down doing only two movements, and I ask the question again 'Where is the egg?' and the child without hesitation says again in the red glass.

With this fact it is demonstrated that the child knows where the egg is at all times even having hidden it and even having changed it. He is able to follow the steps, both visible and invisible, regardless of the color of the glass,

Later I decided to hide the egg in the yellow glass. I asked him the same questions as in the previous observation: 'Where is the egg?'. The child replied that the egg was in the 'yellow' glass, assimilating in this way a first mental representation. Moving the glasses again when I asked him again if he knew where the egg was; he answered me firmly that the egg was in the 'red' glass. Immediately, he pounced on the glass of that color to uncover it and see if indeed the egg was in it; but, to his surprise, he discovered that the red container was empty. I could sense how he was shocked to see that the glass was not in the same place. He did not mentally represent the egg in the correct glass but only noticed those visible movements that had been made, so he uncovered the glass that was in the same position where the egg disappeared.

He continued to uncover the next glass, the green glass; that it did not contain anything inside it either. Finally, he uncovered the last glass, the yellow glass, and inside it he found the egg that we had hidden.In this case the child still does not perceive the invisible movements that are made in the object, suggesting that he is still in a process of change between stage 5 and stage 6 of Piaget.

On this second attempt when I ask him where the egg is when he has hidden it, he does not answer me in a spoken way but he does it visually by pointing the object to me with his eyes. When I perform the movement of the vessels, he carefully unclogs the vessel that is in the position in which the vessel was last seen. Unlike the previous time in which the child would uncover the glass for being the last place where he saw him, here, the child stays a few seconds pensive until he decides to uncover it; trying to think about the movements of this one but without reaching its goal. During this observation, the child has the same reaction as last time.

It is appreciated how the child acquires a series of mental abilities in which he puts into play the 'possibilities of action' without having to resort to them, because they are in his brain.

Through these new situations, the child develops such a capacity to search for the solution. At first he tries to realize all the possibilities of an event in a mechanical way but, little by little, internalizes those possibilities without having to arrive at the action; it deduces them mentally. Thus, it can be verified that while the child has already established the permanence of the object, giving rise to the end of the sixth stage of Piaget.

Observation 5:

In this observation the child is sitting on the floor. In front of him I put a cushion that I will call 'A' and, followed by this, a second cushion identical to what I will call 'B'. Above 'B', and as far away as possible from the child, I place a plush toy of a rabbit. When he goes to catch the rabbit, sits in front of 'A.' After a few seconds, he reacts by suddenly removing 'A' and leaving the rabbit 'B' within reach. The child hesitates for a few seconds, then starts to crawl around 'B', finally being able to pick up the stuffed animal.

The same observation is made by Piaget (1952), and in it the following happens: the child is sitting before a large square cushion C, placed on the floor. Beyond the cushion there is a second pillow D, of identical aspect, in such a way that Lucienne has in front of it two successive cushions. I put my clock in D, the most far away from the child. The child looks at the clock, but does not try to catch it directly: he takes the cushion C and then separates it, then draws the cushion D towards herself and picks up the watch.

Observation 6:

I experimented with the child one of his favorite toys and see how I put it on a small table. He approaches to be able to take it but, after several attempts he verifies that it is impossible. At his side, there is a toy cube that he always uses to sit on it; so, he picks it up and climbs on it until he reaches the object. The child 'seeing an inaccessible bottle, but located on a lid within reach, immediately attracts the lid to catch the bottle' (Piaget, 1952, p.273). In both cases they know how to use the objects because they have already encountered similar situations with similar objects, and have ended up assimilating those actions.

Observation 7:

The child is located behind a railing formed by vertically placed bars. In front of him, and on the other side of the railing, I place a stick long enough so that it does not cross the bars when it is perpendicular to them. I put the stick on the floor parallel to the railing so that it is not so easy to transfer it. The child takes the stick through the bars and try to pass, but as much as he pulls it does not get pulled; since it is perpendicular to the bars. He keeps trying for several more times but in none of them he gets a good result; until, then, he begins to turn the stick until it is perpendicular to the ground and manages to pass the bars.

Observation 8:

I showed the child a marble and hide it in my hand. Afterwards, I put my hand under a rag and I leave the marble under it without the child being able to see it. I take my hand back with my fist closed and wait to see the reaction it has. The child stares at the hand and opens it. When he sees that the marble is not in his hand he is really disconcerted and stops looking for it. The child has not yet assimilated that there are movements outside the visible, that's why he cannot find the marble. The notion that has object is not fully developed, and he does not know how to find the object when it is hidden by a movement not visible.

During this stage children begin to make significant movements to get everything they want (like a stuffed animal, a stick, a book, etc.). They are focused on everything they have around them to reach their goal.

In this stage, the child does not have any problem when interacting with reality, but when this reality is hidden for him, the child only perceives the places where he has seen them for the last time, leaving aside all those invisible movements that are made.

Through this, we deduce that the child has a mere concept of the object, and that there are relations between objects with other elements of the environment; but it still does not assimilate it to the fact that the object is present if we do not see it, in this case, that object tends to disappear from reality.

Reflection and Evaluation

As I have been making the observations I have been able to realize all the aspects that characterize each stage of the sensorimotor period. For instance, the theory postulated by this author; as well as the common characteristics that can be found in all children according to the stage in which they are. Children may also be different in their mental approach. Although they are all children with similar abilities, it should not be forgotten that each child has a personality and an exclusive learning rhythm that makes us different from each other and, ultimately, unique.

Throughout this period there is gradually, an internalization of the environment in the child with the result of developing their intelligence and increasing it. It is through these reflections that they will provide the intelligence of this child. So, the genetics of the human species is a great trigger for all this development; but the environment also contributes in a very influential way.

These reflexes, through interaction with the environment, will go from being innate to becoming intentional acts. However, 'it must be clear that the appearance of each new stage does not in any way suppress the behaviors of the previous stages and that the new behaviors simply overlap with the old ones'. All these behaviors form a closed circle in which they develop more and more, without neglecting their initial basis; Its essence.

In all cases, the six stages of the sensorimotor period are produced, but not all children begin or end each of them at the same age. In this way, Piaget establihes a series of reference times to be able to situate each stage from a general point of view; times that are not always met, but used to form their cognitive theory.

Although the events that appear in the theory are established, after the observations we can say that, in relation to the object, the child of this age may have the following characteristics:

The child stops observing the objects to focus on their actions. The child is able to discover hidden objects but, unlike the previous stage, he looks for them where they were last seen.

Lastly, we can talk about the permanence of the object. The child is able to search for all kinds of hidden objects in which both visible and non-visible movements are used to hide them. All this process is due to the fact that the child is capable of generating 'possibilities' through mental representations.

Also, I think it is appropriate to highlight the importance of all the developments that intervene in the child (visual, motor, auditory, etc.) and that help him to know his reality when he is in contact with it. No less important are the senses, in which thanks to them the child knows a greater number of characteristics of the objects and is able to differentiate them from each other.

The study carried out for this has been difficult when it comes to putting it into practice. The fact of being able to find at least one boy that covered this 6th and last stage of the sensory-motor period at the age of 24 months has been a great barrier in the study because I hardly counted on the possibility of finding such small children. For these reasons the difficulty when finding subjects to be able to carry out my study for me has been a great challenge.

In relation to the ethical issues related to the study, systematic observation and the analysis of contexts have been fulfilled in a satisfactory manner. It was ensured that no activities were performed that could be against the ethical practices. Although the intimacy of the child at this age with his mother is an important aspect of development, it was intently left to maintain the ethical grounds.

Conclusion

The main purpose of this study was to be able to carry out experimentally part of the process by which Jean Piaget had to go through in order to achieve his theory of intellectual development. My intention was to be able to work each one of the stages that characterize the sensory-motor period of this theory in order to get to understand at first hand the origin of the permanence of the object that is produced in the child, the main origin of human knowledge.

This work has been a great personal and internal challenge for me while I have been giving shape to it. During these years of my education, this was a subject that fascinated me from the start. This is why I assumed that it would be a great job just to be able to see how far I can go and be able to do something, to expose myself to the limit; and with this work I have achieved it pleasantly.

It seems essential to know these issues more deeply because in these ages is where we started talking about 'intelligence'. Having these concepts well assimilated in our head, we can be able to find out if any of our students may have some kind of mental problem, to be able to help them in everything we can, since they are the most important thing in our profession.

In turn, throughout my life I have barely had contact with babies and it has been a unique and very enriching experience, both professionally and personally. This work has allowed me to have a deeper knowledge in this stage of Early Childhood development and to put to the test all the knowledge I have about it. At the beginning I always had fears when thinking if I would be able to master the situations with the children because I had not been barely with newborn babies, if I knew how to analyze the observations, if you could distinguish and interpret them, and ultimately; if I could get to do a good project that would be satisfactory.

I had a hard time interpreting the observations I was making little by little. It is difficult to interpret if the simple fact that the child throws a toy on the floor, may or may not mean that he is knowing the properties of this. It was really complex but all these complications were gone when I finished my work.

During this stage the children show enormous changes in a very short period of time. There is an evolution of the reflexes of children, going from being innate and hereditary to being a series of acts full of intentions and purposes.

But above all, it is thanks to these reflections how the child begins to realize the reality in which he lives. He realizes from the moment when, for the first time, his thumb meets his lips and ends up sucking him; He is aware of the action of sucking the finger but does not know what the object is that sucks. Little by little he will be aware that it is not always the same objects that he sucks; that each one is different and it has peculiar characteristics, that the breast of its mother is not the same as its own finger.

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He realizes that the objects are there and he does it through his senses: the smell, the touch, the sight, the smell. Of all these senses that will be sharpened as the child grows. The shaking of some keys, the discovery of the face through a mirror or the first discovery of an object hidden under a cloth as if it were a magic trick. This is the true importance of this study.

I have always had an interest in working in a child welfare system. This semester during my Social Work 340 for my field placement I knew right away I wanted to work in an elementary school setting. For my field placement I spend my day in a school Social Worker and the school counselor’s office. I enjoy interacting with the students and forming positive relationships with them. The counselor’s office effectively constructs empowering relationship with their clientele by arranging specific meeting times. During these times the student is allowed to freely express themselves and any concerns they may have. The counselor keeps in frequent weekly and in certain cases daily contact with her students’ guardians. I really admire how the agency has strong relationships with the clients.

Throughout my field placement I have also observed that the confidentiality of clients is extremely important in the agency. Each client has a specific folder which includes vital documents which is stored in a locked and fire-proof file cabinet. The client is aware that at any time during their visit they are able to view their records. The folder pertaining to each individual client is only accessible to the school counselor Social Worker and the legal guardians of the client. In certain severe cases involving a custody or child protection case it may be necessary to notify teachers and administrators if a particular client has certain accommodations which must be met such as psychiatric medications or restricting a certain individual from interacting at the school environment to ensure the students are protected from harm.

I enjoy how the confidentiality and safety of each individual student is a major priority. If it is suspected a breach in confidentially has occurred, the accused person is placed on academic leave and possible suspension or termination of employment including the revocation of state issued licenses. The school board and state of Minnesota investigate the accusations to see if the case needs more attention.

I realize that when I work in a public social service agency engagement will be extremely important when working with clients. In order to effectively work with people in a social service setting, a social worker must be my warm, empathic, and genuine and offer unconditional positive regard to clients. Seeking out assistance can be extremely nerve-wracking for some individuals and may even go against the cultural beliefs they were socialized to believe. The way staff at an agency setting treat clients can impact the entire worker-client relationship. If someone feels disengaged or rejected they may leave a social service agency and never seek valuable services again. This is why social workers must continually be engaged and attentive to the needs of clients and also aware of their various family dynamics.

As a social worker I will also be expected to use perception to look at clients with planned emptiness, which is, an open and unbiased view of a client’s situation. During the initial consultation a social worker also must attend to their client by listening not only to verbal, but also nonverbal cues. Being continually engaged also involves being self-aware and willing to examine hoe cultural elements can impact the working relationship between the client and the social worker. Also support and guidance are needed to engage the client to realize they have valuable strengths which can enable them to set and reach obtainable goals. Another important aspect of engagement is for the social worker to use discovery-orientated questions for clients to express their goals and helps the social worker put aside biases, prejudice and discrimination. It is important to remember that whatever method used to effectively communicate with clients, it is the social worker’s responsibility to ensure their clients are actively engaged and are not being harmed unintentionally through the counseling process.

I am committed to furthering my education in Social Work and discovering how to be more culturally competent. Although I have numerous years watching my niece and nephew I hope to continue to branch out and work in a social service setting so I gain valuable knowledge by working with a diverse population. I am interested to see how the social service agency works and how not only individuals, but also families can be helped through social services.

Since the 1990’s and early 2000’s and up until now, the childhood experience has changed drastically. Those growing up in the 90’s and early 2000’s, also known as millennials, can remember coming home after a day at school and hurriedly finishing up their nightly homework so that they could go out and play with their neighbor. They would play outside all night and return home just as the street lamps turned on. However, those raised in the 2010’s remember their childhood experiences as something quite different. They can recall coming home after school and submitting their online assignments as soon as possible, so that they could plug in their earbuds and enjoy their screen time before bed. Although the childhoods experienced by these different generations differ greatly in numerous ways due to the increase of technology in recent years, there are similarities that can also be seen such as the pains of learning and growth. These differences and similarities of childhood then vs now are discussed in this essay.

Generally speaking, children growing up nowadays are less creative in their ways of entertainment. For the majority of kids in today’s world, they have some type of personal electronic device that they always carry with them everyday to cure their boredom. This means that if a child is bored, he or she will simply pull out a phone and begin to play games to keep their minds busy. This can be seen with children as early as the young age of 2, all the way up to adolescence. It has become uncommon to find children of the current generation without an electronic device on them. However, in the rare instance that the child does not have one of the devices, they are made fun of and turned into outcasts as they are seen as poor. This was not the case for millenials. As kids, millennials often did not have access to this technology as it could be costly; therefore, they found their own ways to keep themselves entertained. They would often go outside with their friends and play all sorts of imaginative games, such as playing school or house with their friends. Millennials did not spend their free time on electronic devices, but learned to craft their own unique ways of keeping themselves amused.

Children of the 90’s and early 2000’s often developed better communication skills, growing up due to their upbringing. Children are no longer required by society to participate in conversations that are difficult or boring as they have the availability to pop earbuds in and ignore the world or they can simply text their way through a conversation. Firstly, their earbuds can cancel the outside world and welcome them into their own personal world of solitude. However, this can lead to isolation and poor communication skills due to the child does not have to put themselves out there and get involved in a conversation. Also, today’s youth no longer have to talk to their friends or family in person, as they are able to text them. This causes kids to struggle to carry on full conversations face-to-face simply because they feel that it is unnecessary. Since they can get a response from someone just as easily in a matter of seconds over text, they don’t converse in person with their friends to discuss things. This was not the case with millennials. Millennials were told to listen to whomever was talking to them and show respect by actively engaging in the conversation, which included focusing on the speaker and making eye contact. They also did not have the opportunity to cover their ears with headphones to avoid talking to someone. This helped them learn how to participate in a conversation, even if it was not one that they wanted to have. The fact that they knew how to converse was a skill that was beneficial in other areas of life. This skill could be transferred to areas such as the job field, where it is highly valued by employers. Ninety’s and 2000’s kids were also not able to text their friends all of the time, meaning they had to talk in person about any issues or to make plans, which in turn helped further their ability to communicate. Millennials had to talk to people, which prompted increased communication skills.

Although children of the 90’s and 2000’s may differ considerably from the kids of the 2010’s, these generations have one thing in common: kids will be kids. Regardless of whether kids were raised in the tech-savvy world of today or back in the 90’s, they will still be carefree and free spirited as they explore the world around them. As a child goes through childhood, he or she will make plenty of mistakes and learn from them as they go. Kids do not worry themselves over the consequences that result from their actions as they learn through their experiences. For example, in their childhood, millennials would go outside after a good rain to play in the mud and make mud pies. With this, they may have decided to eat one, since it was a pie after all. They learn from this that dirt is not a yummy snack and they don’t try to do it again. This shows that the two generations are quite similar in this matter as children will do this today. Even now, children will try to climb the fence and fall down in the process just to prove that they could do it, even if they get hurt in the process. Kids of today will make similar decisions to their millennial predecessors as they are young and their thought process is not fully developed. For instance, in the new world of electronics, another common place of mistakes for kids is online. Children do not think before they post something on their Instagram for the whole world to see. They may post something rude about a friend from school or a secret that was told to them because they do not think their actions through. Both 90’s kids and new age kids have gotten bumped, bruised, and scraped and laughed it off just to end up doing it again. It does not matter when the kid was raised as all kids learn what not to do by doing it once or twice and seeing the outcome, even if it means a few cuts and scars along the way.

Overall, the childhoods of nineties and early two thousands kids compared to those of today’s youth differed greatly, creating two unique sets of childhood experiences for the children of both generations. Nineties and early two thousands kids, millennials, did not have access to the abundant technology that today’s generation does. This caused them to learn how to communicate properly and it also helped them use their imagination to come up with new games to entertain themselves. The new era of kids do not have the skills of communication that the generation before them did as they have earbuds to block conversation and the ability to avoid in person conversations by texting. These kids also use less creativity in their daily lives as a premade app will keep their attention without making them use imaginative skills to create their own fun. Despite their plentiful differences, children of both generations have gotten hurt along their journey through childhood. Kids still make unwise decisions as they age and often suffer the consequences. Both generations of kids would make choices that were foolish, such as racing to the top of the stairs, tripping over a step, and go crashing down the staircase as the result of their choice. As can be seen, the millennials and today’s children were quite different, but both made decisions before thinking and had to learn the hard way not to repeat that action.

Works Cited

1. Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
2. Cashmore, E. (2013). Childhood as spectacle: Relays of cultural meaning and the construction of children's identities. In T. Skelton, B. Valentine, & S. Chambers (Eds.), The Routledge Handbook of Cultural Geography (pp. 382-394). Routledge.
3. Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. Basic Books.
4. Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Routledge.
5. Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., ... & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press.
6. Livingstone, S. (2018). Children and young people in a changing media environment. In The Routledge Handbook of Children, Adolescents and Media (pp. 1-16). Routledge.
7. McFarland, D. A., & Pals, H. M. (2005). Motivation and social movements: The role of proximity and distance in framing the mobilization of 1968. American Sociological Review, 70(1), 65-85.
8. Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. Penguin Books.
9. Twenge, J. M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Atria Books.
10. White, M. (2013). The rise of the children's culture wars: Why 1990s youth and young adult fiction matters to the modern world. Scarecrow Press.

Domicilium is a poem portraying Hardy’s idealistic view on nature through his description of his childhood home and the surrounding landscape. The poem is split up into two separated by a time shift; the first section is on the current state of the cottage and the wilderness enclosing it, while the second is a reflection on the beginnings of this cottage in the past. In this IOC, I will be focusing on the second part where Hardy describes his grandmother’s recollection nature’s dominance over the cottage and its surroundings when they first settled.

This poem also links to Beeney Cliff as it also illustrates Hardy’s admiration for nature, where he reflects on the role of nature on his marriage. In this extract, Hardy reflects on the perpetuity and dominance of nature both in the past and present; despite’s man’s interference, it transcends time. Hardy achieves this through the juxtaposition between nature’s permanence with change, the contrast between the fleeting character of man and the wild ubiquity of nature both in the past and present, and the harmonious coexistence between man and nature.

Firstly, Hardy explores the contrast between nature’s permanence and change, which epitomizes nature’s resilience and dominance over men and ability to transcend time. The title “domicilium” is in Latin, a traditional but obsolete language. The use of a dead language may imply that man doesn’t last forever, and may be forgotten. However, Latin is viewed as a classical language; the use of it evokes an air of romanticism, which could be a representation of Hardy’s nostalgia for the past. The beginning line “in days by gone, long gone” – emphasized by caesuras and dashes signals the time shift, slowing down the pace of the poem. This is further accentuated by the assonance of the long o sounds, which sounds drawn out.

Despite the passing of this length of time, there are similarities between the past and present – nature has remained constant. Nature still encloses the area – in the present the “tall firs and beeches” act as protections against outsiders – the ominous image, coupled with the word “tall” imply this, while in the past the ferns obscure the cottage from passerbys, accentuating the idea that nature is everlasting and resilient to time. Yet, Hardy claims “change has marked the face of all things.” This statement is laden with irony – it is implied that humans are proud and wish to delude themselves that they have power; in reality, the similarities in past/present refute that they don’t.

Furthermore, Hardy illustrates that within this time, generations of his family have passed, emphasizing the transient nature of men. The use of ‘my father’s mother’ rather than ‘my grandmother’ emphasizes the generations that have passed before Hardy, which contrasts the perpetuity of nature.

Hardy also highlights nature’s prevalence and power over time through the descriptions of nature as a ubiquitous, unrestricted force both in the past and in the present. The structure of Domicilium, unlike that of Hardy’s other poems, is in free verse. This reflects the pervasive, untamed quality of nature. It can also be deduced that this lack of structure, displayed by the lack of a rhyme scheme reflects his stream of conciousness.

Because the poem illustrates a vivid image of the surrounding nature, rather than describing the cottage itself, it is implied that he views nature to be omnipresent. reflecting his idealistic view on nature’s freedom and power. This is highlighted by the use of enjambment and caesura throughout the extract; aside from evoking nostalgia, they also exemplify the unrestricted character of nature. Furthermore, the repetition of “wild” in first stanza – wild honeysucks and “wild” at the last line of poem emphasizes this aspect of nature both in the past and present - nature has been untameable both times.

“Wild” connotes freedom and lack of restraint, which reflects the nature around the cottage, further emphasizing the inability of man and time to control nature. The words ‘overgrown’, ‘swarmed’ imply that nature is overwhelming, highlighting the ubiquity. the trio of ‘bramble bushes, furze and thorn’ further displays this — all three are connoted as unruly plants. this is delivered blow after blow, emphasizing the pervasiveness and power of nature Lastly, the abrupt end “here” to the poem is jarring, enhancing the idea of nature’s perpetuity and cannot be halted by man’s interference or time.

Nature’s perpetuity is also illustrated through man’s amiable coexistence with nature both in the present and in the past, accentuated by man’s seclusion and the resulting dependence on nature to remedy this. Rather than humans altering nature to suit their needs, they are inexplicably intertwined with nature and so gradually adapt to nature’s perpetuity. The first line on the last verse ‘house stood quite alone’ – emphasizes this seclusion; alone connotes solitude and isolation. However, the succeeding lines depicting the rather idealistic relationship between nature and man render this line ironic.

In ‘snakes and efts swarmed’, the use of alliteration and sibilance, coupled with the sentimental tone, evokes a sense of tranquility sibilance is soft, implying that these animals – snakes and lizards were welcomed. This serenity is further developed by the use of the word ‘summer’, which evokes atmospheres of warmth and idyll. This sharply contrasts the reaction of most people; most would cower in fear. The juxtaposition of this unusual reaction with terror-inducing imagery emphasizes the unusual coexistence present between man and nature and imply that Hardy and his family have adapted to nature. The succeeding use of animal imagery have the same effect; ‘bedroom’ hints at a sense of intimacy and security, suggesting that the invasion of nature was welcomed, and ‘only friends’ emphasizes man’s seclusion and soley relied on nature for social interactions.

In conclusion, Hardy exemplifies nature’s resilience and potency as it transcends through man’s intervention and time through the contrast between nature’s permanency and man’s transience, omnipresence of nature both in the past and present and the cohesion between man and nature as the poem shifts from present to past. Nature hasn’t changed within the passing of time; though it had been somewhat controlled in the first two stanzas, its dominance and perpetuity is still palpable. Hardy’s idealism of nature provokes today’s readers to reflect on the relationship between man and the environment, an issue pertinent in today’s world where we wreak havoc upon nature, thus endangering it, sharply contrasting Hardy’s romanticism of a utopia where man and nature live in harmony.

Table of contents

1. Introduction
2. Review of Literature
3. Critical Background
4. Content
5. Works Cited

Introduction

Introduction: Dissociative Identity Disorder (DID) is a serious mental disorder which can be diagnosed in a patient with at least two split and distinct personalities within him. The mental disorder has been known as hiddenness disease and its availability frequency is higher than other mental illnesses. Most patients with DID report experiencing physical and sexual abuse, during their childhood. A study have found that a single child who experienced such terrible childhood is more likely to be diagnosed with DID than a child with siblings. “Dissociative identity disorder is a rare diagnosis. Because of the rarity of the diagnosis, there is much misunderstanding and ignorance among lay people and mental health professionals. Special attention is given to the reality of coping with the difficulties that dissociative identity disorder create”.

Background: Manoj Nelliyattu Shyamalan aka M. Night is the producer and writer of the 2017 movie Split with An entertaining story of Kevin Windle Crumb, a serial killer suffering from DID, whose multiple personalities reached 23. Kevin is more than mentally ill as the 24th personality has superhuman strength making the plot switch from psychological thriller to supervillain origin story.

Evidence & citing: “Dissociative Identity Disorder have increased exponentially, currently recognized by the DSM-IV-TR as a true psychological disorder that emerges, most commonly, as a result of early childhood sexual abuse”. Thesis statement: This very research examines the reasons behind dissociative disorders with the traumatic stress experiences and considers problems associated with the patient. I will first provide an analysis of Kevin Windle Crumb the lead character from the movie Split played by the actor James McAvoy, all related to the different personalities he portrays within himself, and identify their resemblance and state of awareness, and relating his condition to the real DID symptoms. Second, I will discuss the reasons behind such forming of each prominent personality and the development they went through, as each distinct personality resembles a part of fear inside the patient. Third, I will address the treatment and salvation and the validity of health insurance coverage, keeping in mind the hypothesis of what if Kevin had the right treatment before it is too late?

Review of Literature

Topic sentence: “M. Night Shyamalan may be the most gifted director of the last 20 years to see his own name turn into a punchline.” Said Owen Gleiberman, that in the way his twist endings became a signature that devolved into a tic that began to inspire a collective eye roll. Shyamalan has never indulged in the luxury of directing a movie that wasn’t based on his (catchy) (gimmicky) concepts and (decent) (functional) dialogue. Yet his talent as a director is gold. In his best films, he displays the essential moviemaking gift that fuses rhythm, character, mood, and visual storytelling. He has the instinct for how to frame a shot so that it’s the cinematic equivalent of an enthralling sentence.

“Despite continuing research on the related concepts of trauma and dissociation, childhood DID itself appears to be an extremely rare phenomenon that few researchers have studied in depth. Nearly all of the research that does exist on childhood DID is from the 1980s and 1990s and does not resolve the ongoing controversies surrounding the disorder”.

There comes that seemingly inevitable moment in each of his films call it the Shyamalanian “click” when everything falls into place and the viewer realizes (or is made to realize through a series of flashbacks) that everything that had appeared coincidental or nonsensical wasn’t accidental or meaningless at all but rather directed by some controlling force. The most famous of these ironic realizations and arguably the most effective is of course the terrific moment in The Sixth Sense (1999) when both child psychologist Malcolm Crowe and the viewer realize simultaneously that Malcolm is dead, having been shot at the very start of the film.

Critical Background

Topic sentence: Kathryn observes that Dissociative Identity Disorder is the most complex dissociative disorder. It is also known as multiple personality disorder (MPD) which led some to see it as a personality disorder, although it is not. Evidence & citing: The defining feature is severe change in identity as in saying “I’d look in the mirror and it would be a different face. I was chaotic and unsettled.”. She adds that If someone experience DID, he may experience the shifts of identity as separate personalities. Each identity may be in control of your behaviour and thoughts at different times. (Livingston 6). Shirley J. addresses bullying and neglect by saying that it is important to remember that there is no right or wrong way to experience or express having endured trauma either as an adult or a child. We all respond differently to our circumstances. One person’s hang nail may be another person’s tragedy. That It is all up to our individual abilities to handle stressors in our world. According to The National Alliance for the Mentally Ill (NAMI) Evidence & citing: Dissociative Disorders: “are characterized by an involuntary escape from reality characterized by a disconnection between thoughts, identity, consciousness and memory. People from all age groups and racial, ethnic and socioeconomic backgrounds can experience a dissociative disorder.” The author says that it is important to note that all dissociative disorders have their common root cause in severe trauma.

Topic sentence: Editor Rafer Guzmán offers an explanation of the film “Split,” as a psychological thriller starring James McAvoy as a man with 23 personalities. M. Night Shyamalan, a writer-director whose movies range so widely in quality that he also might have multiple personalities. He has been the Hitchcockian mastermind who gave us “The Sixth Sense,” the creative comic-book geek behind “Unbreakable” and the dunderhead who stapled together “The Last Airbender.” The good news is that, for most of its nearly two-hour running time, “Split” is quite enjoyable, a clever one-up of “Psycho” with some interesting twists and several funny-creepy moments. In its final 20 seconds, however, “Split” suffers a kind of psychotic break and does something so dumb, so exasperating so Shyamalanian that it nearly wrecks everything. For the moment, let’s focus on the positive. “Split” makes the absolute most of its star, and vice versa. Evidence & citing: We first see McAvoy as Dennis, a stern handyman who kidnaps three teenagers: friendly Marcia (Jessica Sula), pampered Claire (Haley Lu Richardson) and the school outcast, Casey (Anya Taylor-Joy). Dennis soon gives way to matronly Patricia, outgoing Barry, 9-year-old Hedwig and even a few minor supporting roles. McAvoy shifts his speech, posture and facial expressions with ease, but even more impressive always shows us the crack in each facade. The film’s other major asset is Taylor-Joy. She’s a haunting presence as Casey, a black-haired, black-eyed misfit whose own troubled past, seen in flashbacks, gives her a unique empathy for her captor. Although “Split” repeatedly asks us to believe that the girls are too scared to fight back, grab weapons or flee through open doors, Taylor-Joy is so intriguing that we kind of want her to stick around. Shyamalan takes an inventive approach to the controversial theory of Dissociative Identity Disorder. Betty Buckley plays a renegade psychologist, Dr. Karen Fletcher, who believes each “alter” is a truly different person, even physically. When Dennis/Hedwig/Patricia talk of The Beast perhaps a 24th personality? You might feel a little shiver down your spine. As for the film’s ruinous final moment, involving a pointless reference to another Shyamalan movie and a celebrity cameo, it’s a real shame. Just when you were enjoying this clever, creative filmmaker, the dunderhead within takes over.

Content

Topic sentence: From the behavioral perspective it shows that Kevin the main character with the dissociative identity disorder has no recollection of what has happened while his other personalities were in action. Evidence & citing: He suffers from an extreme case of Dissociative Identity Disorder (DID), and has 23 separate personalities plus a final abnormal one. Commentary: His father Clarence Wendell Crumb left on a train and never came back, died in the Eastrail 177 train accident which is a Disaster that took place in 2000, as the Eastrail Train #177 derailed near Philadelphia due to mechanical failure that left only one surviving passenger, leaving left 3-year-old Kevin with his abusive, obsessive-compulsive mother who was supposed to be the protector of her child, but she is either so damaged herself that she could not do the job, greedy or villainous to the point that she never had any interest in doing it properly, including being emotionally, verbally, physically, or mentally abusive, or who neglectfully allow her child to be abused by others. Sometimes, the character manages to not grow up broken, bitter, and hateful, and instead a different and better person. Bear in mind that not everyone agrees on the line between actual abuse and merely heavy-handed parenting (or even normal parenting). Some include spanking as abuse; others think it's appropriate given certain guidelines. If a parent has just dumped the child, for whatever reason, that's Parental Abandonment; if they aren't paying attention, that's Parental Neglect. If the parents refuse to discipline their kids, they are Pushover Parents. Evidence & citing: “When a parent becomes maltreating, however, even an intensive program of home visitation by nurses in addition to standard treatment is not enough to prevent recidivism of physical abuse and neglect”. As Kevin being abused, he began to take refugee by developing multiple personalities as a defense mechanism, he retreated from reality and created these many other personalities to help protect him from her.

A second dominant personality is Dennis, the protector similar to Kevin's mother, has OCD with obsessive-compulsive cleaning habits, was a direct result of Kevin’s trauma. According to Dr. Fletcher's files briefly seen in 'Split,' One of the more disturbing personalities, Dennis is cold, temperamental, and manipulative, with a perverted liking for watching young girls dance naked, and for that reason, the other personalities try to keep him from emerging. He demonstrates a firm, sometimes violent, tendency towards order, showing himself capable of talking on pleasant terms despite his explosive temper. The main reason of his formation is because of the spiteful ways Kevin's mother punished him, and the only way to satisfy her was through keeping everything tidy and in order. Evidence & citing: “Lack of positive engagement during childhood and adolescence may contribute to a loss of the normal protection or resilience against traumatic stress”.

Topic sentence: A third personality is Patricia. A British orderly, sophisticated, educated and polite woman who has considerable command over some of the other personalities. She is revealed to be surprisingly dangerous in her own right that can be vicious when disobeyed. She is also a priestess who only seeks to please the final abnormal character. Along with Dennis, they take a lead role in controlling the group throughout most of the time. Evidence & citing: “Multifactorial models of child maltreatment in long-term care propose that risk and protective factors in multiple domains contribute to child abuse and neglect. They include factors associated with the perpetrator; the young person in care; the type of care setting”.

Topic sentence: Hedwig, the forth personality a nine-year-old boy with several compulsive behaviours, that loves to dance crazily, do drawings. He is disciplined by the other personalities tending to act like his parents. A rather gullible as a result of his innocence and naivety, easily baited. His desire is to not be dismissed and made fun of anymore. Hedwig attempts to dress as such in a sports outfit. He also has a habit of mentioning his sock colours randomly to show his childishness. In an attempt to blend in with their supposed age group, dressed in an exaggerated, stereotypical version of what the surrounding is wearing.

Barry as the fifth personality is a flamboyant fashion expert, working tirelessly with Dr. Fletcher to keep Kevin's more dangerous identities 'out of the light'. Barry is a key personality inside Kevin, as the dominant one. His singular focus is the protection of Kevin, always concerned about him more than the others. Barry qualifies as the most normal personality of Kevin's. Barry could determine what personality should come and at what time. This is the power he had until Patricia, Denisse and Hedwing seized Kevin’s mind. It is implied that he is a very commanding individual (described at one point as an extroverted leader).

The sixth and seventh personalities are is Orwell, the personality of an introverted and highly intelligent well educated, particularly about world history who appears in a video on Kevin's computer, and Jade a personality that we only see a couple of brief times in Split. She appears briefly in a video file like Orwell. She is diabetic, a medical oddity since none of Kevin's other personalities are. She appears to be a teen or a young adult with a foul mouth, though her exact age isn't clear. She is flirtatious and young, and has to take insulin injections for diabetes.

There are 16 other personalities that are not shown, but the names of which are seen on Kevin's computer. Topic sentence: The final and abnormal personality is called The Beast, is by far the most dangerous, hostile and terrifying of all the personalities. It is the 24th identity that resides in Kevin's mind. The Beast is a malevolent figure, idolized by Dennis, Patricia and Hedwig, who all awaited his arrival. The Beast is extremely violent to the point of savagery, having an unquenchable lust for human flesh, and an intense perspective that the rest of the world is impure because they haven't suffered like he has. The Beast possesses superhuman strength, speed, agility, stamina, invulnerability and pain tolerance. Finally, the Beast is incredibly hard to kill, since bullets are virtually ineffective against it and knives shatter against its skin. Making the whole film switch from psychological thriller to supervillain origin story. Despite its savagery, wants to protect Kevin from all who would do him harm no matter what. Kevin's body physically transforms to become more muscular and becomes violent personified and his freedom at the end of Split means that terrible things are likely to happen.

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Conclusion paragraph: In summary, the serotonin system and the genes regulating the serotonin system are influenced by early trauma. The field has not yet advanced, however, to the point where treatment can be tailored to an individual child. More work needs to be done on gene-gene interactions, possible epigenetic effects, trauma variables, and other factors, such as social supports, to achieve this aim”. “As with most traumatic events, children will exhibit symptoms such as regression, avoidance or reliving the event, hypervigilance, decreased concentration, sleep problems, and anger outbursts. However, most children will recover in a supportive environment” and poorer response to evidence-based treatments during adolescence. “Although the mental disorders found in maltreating parents and child victims are serious, they are amenable to prevention and treatment”.

Works Cited

1. Allen, Jon G. Coping With Trauma: Hope Through Understanding. 2nd ed., American Psychiatric Publishing, Inc, 2005.
2. Bellis, Michael D. De, and Abigail Zisk. “The Biological Effects of Childhood Trauma.” Child and Adolescent Psychiatric Clinics of North America, vol. 23, no. 2, 16 Feb. 2014, pp. 185–222., doi:10.1016/j.chc.2014.01.002.
3. Boysen, G. The Scientific Status of Childhood Dissociative Identity Disorder. vol. 80, 2011, pp. 329–334, The Scientific Status of Childhood Dissociative Identity Disorder.
4. Carr, Alan, et al. “A Systematic Review of the Outcome of Child Abuse in Long-Term Care.” Trauma, Violence, & Abuse, 22 July 2018, p. 1., doi:10.1177/1524838018789154.
5. Haddock, Deborah Bray. The Dissociative Identity Disorder Sourcebook. 1 edition ed., Contemporary Books, 2001.
6. Kopstein, Andrea. Trauma-Informed Care in Behavioral Health Services. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 2014.
7. Shyamalan, M. Night, director. Split. Universal Pictures, 2017.
8. Stickley, T., and R. Nickeas. “Becoming One Person: Living with Dissociative Identity Disorder.” Journal of Psychiatric and Mental Health Nursing, vol. 13, no. 2, 16 Mar. 2006, pp. 180–187., doi:10.1111/j.1365-2850.2006.00939.x.

Introduction

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Background

Provides a foundational overview, outlining the historical context and introducing keyinformation that will be further explored in the essay, setting the stage for the argument to follow.

Thesis statement

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

Topic sentence

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

Evidence & citing

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

Commentary

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Conclusion paragraph

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad aboutthe topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

In South Sudan, two long civil wars have absconded millions of dead, within banished individuals and immigrants. Children of Sudan, the prime preys of the encounter, have confronted severe penalties in education, health and wellbeing, poverty, etc. Its midst the scantiest countries in the biosphere with populace breathing underneath poverty line. Harsh climatic circumstances alongside deficiency of environmental alternatives are chiefly source of prevailing poverty robbing children’s childhood. It comprises despairing inadequacy of medical provisions and amenities, due to the vast numbers of children accessible amenities are deficient, most essentially infants who are travailing severe ailments, frequently instigated by malnutrition and dehydration. Infant mortality is one of the highest in South Sudan. South Sudan faces a considerable challenge when it comes to malnutrition.

Significant Health Issues Affecting Children In South Sudan

Transmissible diseases remain a foremost public health problem and are the prominent instigates of mortalities. Malaria, diarrhea and pneumonia comprise about 77% of the total OPD diagnoses for children below five. Additional reasons of indisposition and mortality incorporate maternal fatalities; severe critical malnutrition; TB/HIV where TB prevalence is at 146 per 100,000 and HIV/AIDS prevalence is estimated at 2.6%, hence catalogued as a universal prevalent. Supreme overlooked tropical syndromes (NTDs) are prevalent. South Sudan accounts for about 24% of global guinea-worm disease burden. Non-communicable diseases (NCDs) are on the upsurge, exclusively cardiovascular disorder and diabetes amid the prosperous (World Health Organisation,2018). Road traffic misfortunes are substantial, whilst psychological illnesses are also frequent, assumed the defenselessness to post-traumatic stress sicknesses after the elongated skirmishes in the republic. AIDS is additional health illness whose influence endures to propagate year over year. It is a predictable wide-reaching setback which slaughters heaps of individuals per year. Offspring are not invulnerable to its possessions since the infection abates them then craft them exceedingly susceptible.

Organization that support and help children in south Sudan are The United Nations International Children’s Emergency Fund (UNICEF) provisions people in requirement through “fundraising, advocacy, and education in the United States.”, World vision is the association certifies that fundamentals like food, shelter and sanitation are accessible to folks who requisite it , Save the children upkeeps malnourished adolescents by health and nutrition curriculums alongside stipulate immunization . there exist various organizations like Sudan Relief Fund, Water for South Sudan, Oxfam, etc. that postulate assistance for the rearing and protection of children living in republic.

Any dietary scarcity in which a person vacillate deficiency of nutrients is malnutrition. It signifies to deficiencies, excesses or imbalance in ingestion of nutrients. It is extremely communal and adverse in poor countries which can lead to feeble muscles and bones, poor injury curative, pathetic immune system, HIV (frequently allied with compact appetite and food ingestion), duodenal problems, diarrhea, respiratory problems, etc. Child malnutrition is the solitary prevalent provider to under-five mortality due to vaster liability to contagions and dawdling retrieval from virus.

Adolescents who do not stretch their optimal height or reliably experience excessive of weight loss throughout infanthood are ostentatious in the longstanding in abundant modes. Child malnutrition collisions on tutoring execution. The notch of perceptive destructions is unswervingly associated to the brutality of curbing and Iron Deficiency Anemia. Vitamin A scarcity shrinks resistance and upsurges the prevalence besides severity of contagious syndromes stemming in amplified school truancy. Moreover, Malnutrition comprises not only inadequate macronutrients such as protein, carbohydrates and fat, but also unsatisfactory micronutrients such as vitamins and minerals. Vitamin and mineral undernourishment can have an assortment of consequences, provisional on the exclusive micronutrient that is deficient in the regimen.

With beyond than one million adolescents predicted to be malnourished in South Sudan, approximately 300,000 of them anguishing from fatal acute malnutrition, South Sudan is enduring an extraordinary nourishment calamity (Unicef,2017). Unsympathetically undernourished kids with remedial obstacles are repeatedly indicated to the maintenance epicenter, which deals care free-of-charge to adolescents like one-year-old Naima. Naima’s grandmother carried her to the epicenter after Naima befell sick and undernourished from surviving on a inadequate regimen of milk and porridge—the solitary provisions the family might present given elevated food charges in resident bazaars (Reliefweb,2017).In the primary months of 2018, approximately 4.8 million people – more than half of the populace – confronted unadorned food insecurity, whilst partial of all South Sudanese adolescents below five presently experience shrewd malnutrition. South Sudanese noncombatants absconding viciousness has augmented the burden on adjoining republics to stipulate benevolent support, such as Uganda, the Democratic Republic of Congo, Sudan (Care,2017).

For above 38 years, FAO has been controlling across mutually benevolent and expansion provinces in the domains presently materializing South Sudan in direction to safeguard, except and reestablish livings, diminish sustenance diffidence and undernourishment, and recuperate the strength of livings and cultivated techniques. Expressly, FAO has been assisting agronomic manufacture for susceptible ménages through methodological sustenance plus proficiency, indorsing ecological estate administration rehearses and refining fabrication machineries and publicizing prospects. The above production will guarantee superior approach to amended and miscellaneous invention and machineries, which will escalation construction and efficiency, heighten time for other household activities, especially for children.

• Enhanced access to appropriate production, post-harvest and processing technologies.
• Enhanced skills and knowledge for gender and nutrition-sensitive food production.
• Strengthened information and analysis relating to agriculture, food and nutrition information.
• Agriculture and food information
• Capacity building, institutional and policy strengthening (FAO,2018)

this organization empowers entities existing in South Sudan to have fundamental provisions like food, shelter and sanitation. Freshly this association has merged with additional faith-based factions to act on drought affected extent to benefit the adolescents who are sternly undernourished. World vision staff hand out diet provisions to folks’ emigrant by tardiest wave of ferocity in South Sudan. Rendering to IPC there is upsurge of approximately 38% in the figure of offspring treated for malnourishment since World Vision has marched its site to stipulate benevolent aid in innumerable fragments of the nation.

- this is additional association that stipulate food and serious remedial liberation to those who entail consideration. Presently Care is accompanying pretentious populace with tragedy food assist, health maintenance and budding nonviolent co-existence in diverse expanses of the land. It is offering food bundles which comprises of sorghum, lentils and cooking oil along with harvest supplies, agronomic gears, plant and tree seeds and money coupons to skirmish the disturbed societies (Care,2017).

My observations took place at Forever Kids Montessori School that is located in Lima, Peru. It was a great experience to be able to meet the teachers and children in this wonderful school. This school is conveniently located in a suburban area, majority of parents live within three miles of the school. The school operates from March to December, the days and hours are Monday-Friday from 8:30 A.M. – 6:00 P.M. and is closed during holidays. The cost for this type of program start at $300 and can go up to $1300 depending on the extra services needed. Most of the teachers I was able to speak with at the school seem to be very happy and have been there for a minimum of four years. Activities include numerous things depending on the time of day. In the morning, as children arrive, they walk up to an apple shape board and find their names to place them on the apple to show they are present. Shortly after the do a circle time to greet the children and take advantage of this time to speak to the other teacher and assistants about the plans for the day and week.

During the day, the teachers give lessons individually based on the skill level each child, which is what makes the academics Montessori related. The afternoons consist of lunch, monitored nap time (depending on age), more work cycle separated by Pre-kindergarten & Kindergarten, snack, and physical play which mostly takes place outside.

Parents can visit at any time and there are no expectations for parent participation. Field trips are very voluntary, and parents are not required to attend them at all, though mostly choose to come or send their secondary caregiver. There are parent teacher meetings three times a year, at the beginning of the program, towards the middle, and before graduation. Parents are required to attend on behalf of their child/children.

The quality of child care stands out in this school. Caregivers are always happy, warm and friendly and ready to jump and assist children with anything they could need. A perfect example that i got to see was when a Micaela got very upset after Pedro took the toy she was playing with during circle time. Ms. Paula, without hesitation turned the situation around by directing Micaela towards the toy bin and picking out another toy. Using a distraction method, Micaela forgot what she was crying about and started playing with a stuffed animal. The teachers are very sweet and soothing but also have a firm attitude to be able to maintain a balanced learning environment.

For the evaluations, the teachers had the students do things – such as something the children are very skilled at and something that could use more work, like as sensorial work with blocks. I was also able to observe a child struggling as we was trying to separate his building blocks, Mrs. Ramirez noticed his struggle and kneeled next to him and told him what the best way to get those stuck blocks was to let them to separate.

All staff are First Aid and CPR certified and are also required to be immunized. The playgrounds are inspected monthly and provisions are made for the safety of the children. The Director checks the playground at least three times a week to make sure there are no holes or cracks in any of the children’s play structures. If there is, the structure is removed or fixed immediately and replaced with something. Teachers are always in ratio in according to the number of children and no matter where a child goes they are always supervised. Around the center is fenced and gated so there is no place that the children can run free.

During my observation period I had the time to witness the State Licensing come through the school and observe everything. The center passed the licensing and everything was in tip top shape. I observed all classes and while all the teachers displayed good handwashing techniques, I was most impressed with the toddlers. The toddlers learned how to get up on the sink (using a stool) by themselves and wash their hands to get ready for snack or lunch (all while being monitored by the teacher). Their diaper changing station was very clean with sanitizers and sprays within an arm reach to clean the station. All sanitizers are not in reach of children and are kept up high.

The environment is overall very neat and kept clean. Teachers have children help clean up their work and messes often, so they learn to clean up after themselves. All classrooms have heat and air condition and can be adjusted manually. The center was very big and had enough extra space for the children. The normal number of children in a room was around twenty-nine with three teachers although, this number changes to less children with a lower age group such as 1-2 year olds but still have the same amount of teachers. Every child had adequate space and their own person space known as a cubby. What I enjoyed most about this center was, the classrooms all had something known as a ‘Peace Corner.’ This is where children can go and be alone (while a teacher is in the room) and find their peace by reading a book, writing, or simply gazing at the fish tank.

During my time, I observed a child who was not making very good decisions with friends. This child separated himself from his friends and went into the peace corner with a book to find his peace and not get in anymore trouble. The classrooms had very strict but normal rules for the children to follow, one of them being to sit on the circle line quietly and patiently. Normal rules meaning to be quiet when in the line or when someone else is talking, using your words with friends instead of crying, and being honest with everyone. The children did this very well and waited for their turn with whatever the teacher was doing (example; games)

In the pre-kindergarten, kindergarten, and all toddler rooms, all activities and toys are age appropriate for their specific age range. In the toddler rooms the ages consist as young as twelve months and as old as two years old. In the pre-kindergarten and kindergarten rooms the ages are three-year-old to six-year-old. Each classroom has a very good mixture of toys and activities to keep their minds active and busy. Younger children also get the chance to try some of the older age activities. During my time here, I witnessed a six-year-old helping direct a three-year-old on how to count with the appropriate material. I noticed a lot of older children helping younger children and the teachers were very aware and stepped in when it was needed for them to do so. Activities included anything from practicing writing names and words to languages and pulling sounds together to make a new word. Children in the pre-primary classrooms start at the age two and a half and go up to age six. All these children (no matter the age) are required to try and practice writing their names. This helps teachers see where the child is academically and what they need practice on. Teachers also help with highlighting the name or sentences for children so the child can learn how to write in the lines properly.

Infants and younger toddlers have plenty of room to explore, crawl, and walk safely. All the materials and activities are spaced out nicely against the wall, leaving the whole center section of the room empty for children. All infant material and activities are meant to help their senses as well as to help them grow and acquire certain skills. Puzzles seem to be a major activity in these rooms and the infants seem to really enjoy trying to put them together. I observed two twelve-month-old working together on an animal farm puzzle as while they were laughing and having a good time.

The caregivers at the center support quality child care in a way that I have not seen before. I believe these teachers are unique in a way they show their passion for children. The teachers take the time to observe each child and figures out in what area they need help with and pushes them to do their best all while not being too forceful. I noticed a child that has sensory problems and he didn’t know how to express himself properly. The head teacher noticed his difficulties and gave him a hug and put him in something called the ‘peace corner’ and allowed him to separate from everyone to find his inner peace. When this child found their peace, he quietly walked to the circle and joined his friends for story time.

Since the school I observed is a Montessori School, the schools approach and discipline are based on Love and Logic. Love and Logic is the approach of choice among leading educators, parents, and other professionals worldwide. This approach is intended for parents and teachers to make learning and discipline fun and rewarding instead of stressful and chaotic. Misbehavior is usually handled with a distraction. The teachers don’t frown upon the children but instead make consequences for their behavior. For example, a child is being loud during story time, the teachers called the child by name and says, “Oh I guess I’ll have to take your job away for the week if you’re not quiet.” Or “I bet you can’t catch a bubble and sit quietly for me to finish. Let’s see!” Positive behavior is encouraged through a system called “Peace Hero” where children can collect heart stickers for good behavior and are rewarded with a poopsicle once a month.

As an assistant teacher myself, I really enjoyed observing a Montessori School. I really enjoyed learning about the love and logic approach. Another thing I love about the school is, the work and activities for the children are independent based and children have the freedom to choose what they would like to study that day (in moderation of course). One more thing really stuck me about these classrooms, the nature. All the classrooms are filled with flowers, plants, and pets. The nature in the room made the room so peaceful and really brightened it up.

Although I love the Montessori approach, I did have some concerns about a few things. My first concern was, there are so many children, sometimes one or two slips away into their own section and do what they like and eventually the teacher notices. If the child is doing what they want every day, how long does this go by before a teacher makes sure they are learning appropriately? Second, I felt as if there should be more teachers to cover breaks and sick days (expected and unexpected). There are only three substitute teachers on call/available when a teacher is away. It seemed very unorganized. I dislike the technology through the school as well and feel it can be updated. Majority of the businesses today have programs which allow employees to clock in and out or fix their times through a computer; this school still has a punch card for their employees and does not offer direct deposit which I feel is very outdated and inconvenient.

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I believe this program can improve in just having more available teachers and substitutes. The more teachers, I feel is better and can be very beneficial to a child’s education. More teachers mean more observers in the classroom work setting and allow children to have more support in their everyday learning. I also think it would be better to have a schedule for each child and everyday make sure they are learning a certain subject. For instance, one day they’re learning science and next they’re learning language. It is important to always keep track of what they are doing. I think if they did establish this schedule children would have more room to grow.

Works Cited

1. American Montessori Society. (n.d.). What Is Montessori Education? https://amshq.org/Montessori-Education/Introduction-to-Montessori
2. Fisher, C. (2020). Love and Logic: Discipline Techniques for the Montessori Classroom. American Montessori Society. https://amshq.org/Family-Resources/Resources-for-Teachers/Love-and-Logic
3. Lima Public Schools. (n.d.). Forever Kids Montessori School. https://www.limacityschools.org/ForeverKidsMontessoriSchool.aspx
4. Montessori, M. (1967). The Discovery of the Child. Random House.
5. Montessori Northwest. (n.d.). Montessori Education. https://montessori-nw.org/montessori-education/
6. National Association for the Education of Young Children. (n.d.). Developmentally Appropriate Practice. https://www.naeyc.org/resources/topics/dap
7. National Institute of Child Health and Human Development. (n.d.). Providing a Safe Environment Indoors and Outdoors. https://www.nichd.nih.gov/ncrmc/resource/healthandsafety/indoor-outdoor
8. Payne, K. (2008). Making Connections: The Importance of Relationships in Montessori Classrooms. Montessori Life, 20(1), 28-32.
9. The Montessori Foundation. (n.d.). Montessori Education for the Early Childhood Years. https://www.montessori.org/montessori-education-for-the-early-childhood-years/
10. The Montessori Method. (n.d.). FAQs. http://www.montessori.edu/FAQ.html