In David Dodds’, article Beautiful Teenage Brains (2011) he explains how teenagers are more willing to take risks than adults because unlike adults, they value reward more heavily. He provides evidence of researchers like psychologist Laurence Steinberg and his findings at Temple University. Where Steinberg observed adolescents and adults separately play a video game and recorded the difference in their actions with and without an audience. He also uses information obtained by Casey a neuroscientist at the Weill Cornel Medical College. The author's purpose for writing this article is so adults especially parents can gain some knowledge of what it is that’s going on in teenager’s brains to be more aware along with the teenagers themselves.
In the autobiography The Push, Tommy Caldwell describes his journey as a rock climber and the risks he had to take to get to where he is now. Paul Roberts, in his article Risk, addresses why people take major risks and the addictive factors that are involved, even when they are faced with intense fear. In the Journal of Health Psychology article, Extreme Sports Are Good For Your Health, Eric Brymer and Robert Schweitzer hint on risk and discuss fear as an experience and the relationship that people have with it.
In an article Nilsen references, children’s play is described as, “furnishing a delightful way to say “Bang”; it is not recognized as a deadly weapon with any sense of reality” (Hartley 123). Nilsen uses this point to create a stronger argument and remind us that kids will be kids, innocent and
The article also states that, “Dr. Brymer said that the participants while unable to control nature, were educated about conditions, and were very careful to minimize potential risks.” Saying that player does everything in their power to not get hurt or injured. While people would consider them dangerous in reality extreme sports is a stress reliever for some. Back to London 's quote he says he won 't waste his days. The player enjoys the “extreme” part of the sport as he/
According to the world health organisation 50 percent of mental illnesses begin by the age of 14, that’s why there are organisation such as the kids helpline dedicated to helping and counselling young people(Kids Helpline, 2016). The Kids Helpline is a free, 24 hour counselling service for young individuals between the age the 5-25, within this organisation 's kids are able to talk to experienced and trained counsellors who offer sessions though the phone, email and over the web (Kids Helpline, 2016) (appendix 1). These experienced counsellors all together respond to 4,500 calls a day, in regards to a range of issues that young people are having (kids helpline, 2016). The organisation 's main aim is to “empower young people by assisting them to develop and create positive relationships” they have helped millions of children and is a critical organisation in relation to kids physical, mental and social well being (Kids Helpline, 2016).
Students in a classroom need to have a set time to be able to go outdoors. As a future teacher, I plan to incorporate nature inside and outside the classroom. For example; in the classroom one can accomplish the walls to have trees, and the ceiling as the sky, and the floor as the ground. There are many ways to include nature inside the classroom for students to be able to learn and to communicate. In the book, “Last Child in the Woods” talks about researches “demonstrating on children how they have the ability to selected where they want to play through natural settings” (Louv, 89).
If a child or young person alleges harm or abuse, it is important to be aware of the school procedures to be followed for reporting concerns about that particular child. Teacher should also know how to respond if a child discloses anything serious to them. • Listen carefully- If a child talks to me about a concern, or if the child tells me about their abuse I will listen carefully and compassionately to what they tell me. • Stay Calm-It is important to stay calm and not show any extreme reaction to what the child is saying.
Summarise the Forest School approach to learning Forest school is a learner/participant led approach to being in the outdoors in a natural (preferably woodland) environment. It allows the participants to experience a more elemental connection with wild spaces which are unlike the play spaces most often experienced. In order to reap the benefits Forest School is not a one-off experience in nature but a repeated and on-going process.
Forest schools can help the practitioner to support the children both with their health and physical development. (Meggitt, 2015, Page 70) It allows the children to go outdoors, into the forest with wide open spaces, allowing the children to run about and exercise. They will also be using nature to build things with the instructors, which will help them use their energy, therefore will be sleeping better at nap times and at night. The Forest schools can benefit their health, as the children are will be outside in fresh air for long periods of time. This will help to keep
The excerpt entitled, “Can Self-Control Be Taught” discusses childhood play in a positive light. It discusses how letting children engage in play is the best way for them to learn the basic elements of academic success and in fact, they learn these elements better while playing rather than in a regular classroom with the normal curriculum being taught. Playing allows children to learn abstract thinking, self-reflection, impulse control, and motivation. Abstract thinking is learned from different play scenarios, for example their desk and chairs could be seen as a fire engine. Self-reflection is encouraged by doing things while talking aloud first and eventually the kids are left silently mouthing the words.
This creates the aspect of risk that children need to learn about danger, but can also be a weakness of this environment. “Many playgrounds lack the challenge of wildness and freedom” (The outdoor classroom second addition 2017). The lack of freedom makes the child ’s play very narrow minded in order to protect and they don’t often learn the real dangers of the world. This can damage the child’s physical and mental development.
Question 2 2.1 Bullying-is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, overtime. Both kids who are bullied and who bully others may have serious, lasting, problems. 2.1.1 What influences bullying • Peer-groups-the influence of peer-groups can also contribute a lot in bullying.
Successful home-school-community partnerships involve all stakeholders and give them an equal voice in the decision-making process. The compare and contrast of Head Start and Reggio Emilia approaches from Task 3 & 4. COMPARE Task 3: List the ways families can become involved in school.
5.2 Analyse the role of play in enabling children to learn to manage risk for themselves and others Although we want children to take risks and challenge themselves we also need to manage these risks to ensure the children are safe. Talking to the children about the various risks they could come across whilst playing let’s children make their own choices and decide how they can avoid these
It only diminishes when we resist adulthood and confuse our development with the increase in seriousness instead of the increase in dimensions of play’ (p-15, 2008). Dr. Ellis, Founder of the Play Research Lab, considered play as a behavior by an individual that is not motivated by the end product of the behavior; it is assumed to be free. A player needs to step out of the ordinary life and a player is always aware of the border between ‘reality’ and activities in the world of play or the ‘only pretending’ mode of behavior (Zimna, 2010). The most forms of play are recognizable if it has the message ‘this is play’ (Bateson, 1974; Stewart, 1999). Susanna Millar, a former Oxford University Research Lecturer, Director of Psychological studies and author of the book ‘Psychology of Play’ suggests that ‘perhaps play is best used as an adverb, not as a name of a class of activities, nor as distinguished by the accompanying mood, but to describe how and under what conditions an action is performed’ (1968, p. 21).
