President George Washington's Childhood Essay Example | Topics and Well Written Essays - 500 words

President George Washington's Childhood - Essay Example These critical years laid a foundation for the greater tasks that awaited him later. George Washington’s father, Augustine Washington, had high ambitions. He owned slaves, land, practiced tobacco farming, built mills and dealt with iron mines. He married George Washington’s mother, Mary Ball in 1731 after the death of his first wife, Jane Butler in 1729 who had left behind three children. George Washington was the first born of the six children born by Mary Ball. Their family was prosperous, and among the top middle class of Virginia (Freeman, Alexander & Ashworth, 2007). George Washington spent most of his youth on Ferry Farm on the Rappahannock River, Virginia. Little is known about his childhood. However, a widely held notion is that George Washington was home schooled between the ages five and fifteen, and attended sexton classes at a nearby church. Career wise, George Washington first worked as a teacher of Math, Geography, English, and Latin classics. This was important as it prepared him for future leadership roles. His interaction with supervisors in plantations and backwoodsmen made him more knowledgeable. He had learnt surveying, tobacco growing and stock rising by the time he was a teenager. At the age of eleven, he lost his father and so lived with Lawrence, his half-brother, who brought him up in a commendable way. Here, he received schooling in the colonial culture under the directions of Lawrence’s wife, Anne Fairfax. At the age of sixteen, George was part of a surveying group that plotted land in the Western territory of Virginia. In 1749, Lord Fairfax appointed George, to be the official surveyor of Culpeper, Augusta, and Frederick Counties. The two years’ experience as a surveyor made George a strong and resourceful man, both physically and psychologically. This also enhanced his interest in land buying, which prevailed for the rest of his life, as he bought large pieces of land and

Religion Is The Opium Of The People Philosophy Essay

Religion Is The Opium Of The People Philosophy Essay Religion is the opium of the people Karl Marx, Critique of Hegels Philosophy of Right, 1844 The construct of two uniquely different terms being used together often raises the eyes of persons who focus on strategies to influence the thinking and actions of many persons. In this case, religion represents those persons around the globe who hold strongly held beliefs. Opium, conversely, often represents an addictive substance that shifts the ability of individuals to maintain control of their own faculties, abilities, or behaviors. Each term provides numerous images in the minds of people who value either religion or the use of substances. In this case, however, the terms are used in a statement of emphasis that demands that one see the critical direction that Karl Marx was approaching in 1844. According to Oxford Dictionaries (2009), Religion is the belief in and worship of a superhuman controlling power, especially a personal God or gods. Opium is a reddish -brown heavy-scented addictive drug prepared from the juice of the opium poppy, used illicitly as a narcotic and occasionally in medicine as an analgesic. The opium of the people is a thought and action-reaction regarded as inducing a false and unrealistic sense of contentment among people. In this case, it is Religion, according to Marx. History reports that the majority of people believe that Marx criticizes religion as being a relief for the masses, in the way that it creates an illusory fantasy to the poor, assuring them that even if they are living in misery in this life, they will find true happiness in the afterlife, thus only masking the problem and not solving it. However, based on the sudden change in the 19th century (period in which Marx lived) of how opium is perceived, the quote can be assessed in two way s; positively and negatively. This makes it interesting for us to analyze it since history plays a big part on how it should be understood. Since prehistoric times, opium has been used worldwide. From Egypt to China, it was highly regarded and used for many things, such as to relieve pain, to bring courage and strength to soldiers, to reach a feeling of ecstasy or to get in touch with the divine. These practices continued and spread, until the 19th century, when its negative effects were being detected. At this point, opium was found to be addictive, sometimes lethal and had started to be regulated. The impact and harm that was done through the use of opium caused societies to consider changing the perspective held on the use of the drug. Eventually, the use of opium became illegal because its damage was significant to the members of every society where it was used. Parenthetically, it was and sometimes still is being used for medical experiments and pain-reduction, delusional practices to this day and remains the most efficient pain-killer. However, despite the illegalization of opium and its derivatives, it was and is still being used by a wide variety of people in all parts of the world, most commonly in the form of heroin, in order to achieve a feeling of pleasure and to escape from reality. In the 19th century, opium was responsible for two wars that took place between the United Kingdom and China. The Opium Wars occurred because China illegalized the drug though the United Kingdom continued to traffic it in China, through India. After having had an overview on the history of opium, we can now deduce the different possible meanings that Marx conveys in his quote. In a first perspective, Marx could imply that religion is the opium of the people in a positive manner. This being the case, Marx meant that opium provides comfort and relief. Since Marx was a big supporter of the proletarian movement, which in his time was working in horrible conditions and leading miserable lives in cities, Marx might have insinuated that religions purpose was to create illusory fantasies for the poor as opium did for drug abusers and addicts. Economic realities often prevented the poor and to a large extent, even the aristocrats, from finding true happiness in this life; so religion tells them that this is OK because through a belief in God, through accepting the power and authority of God; through dying and going to heaven, one will find true happiness in the next life. Additionally, religion might bring comfort to people in hard times, for example during times of war, when people would pray for God to protect them, or after the death of a loved one, thinking thi s person would go to heaven and be at peace. Another argument would be that religion and opium give courage to people. Christians and Muslims believe that God Allah is always with them, protecting them and loving them, which could boost their confidence and make them feel they can do anything with God on their side. Lastly, religion can give, for some, a purpose to life based on the principles and tenets of God suggesting that God has a plan for each human being. Moreover, it explains all that science is unable to explain, for example the creation of the Human race. Effectually, what is not scientific is created by faith often unchallengeable in the eyes of rational thought. To conclude, Marx could be stating by his quote that people are in distress and religion provides solace, just as people who are physically injured receive relief from opiate-based drugs. On the other hand, Marx could very well be criticizing religion. First of all, opiates do not fix a physical injury, they merely make you forget pain for a limited time; this is a good thing only if you work on solving the underlying roots of the pain. Equivalently, religion doesnt fix peoples pain, it simply conceals their reasons of suffering and causes them to look ahead to an illusory future when the pain will cease, instead of working on changing their present condition. In other words, Religion as opium creates an imaginary world that prevents people from being accountable for their own lives and their own futures since they believe their path is traced and controlled by a certain God. They are thus led to let things happen and not be responsible for the situation in which they are. Moreover, religion is used as a control mechanism that gives power and authority of some over the masses. The desire to create a collective unconscious that diminishes the power of man to an acquies cing to the power and authority of a higher power often unseen and unknown. Because of the unknown nature -there is a concern that the higher power is infinite; man is finite, and in that finite nature, man can never be in control of his own destiny. Thus, man must acquiesce to the power of the higher authority, and its emissary on earth the Church. However, the church is the work of man and is bound to be flawed. For example, regarding Christianity, Jesus advocated helping the poor, but the Christian church merged with the oppressive Roman state, taking part in the enslavement of people for centuries. In the Middle-Ages the Catholic Church preached about heaven, but acquired as much property and power as possible. Finally, religion, just like opium, is a cause of war. Opium was the cause of two wars between the United Kingdom and China in the 19th century. Similarly, religion was the cause of the crusades, a war between Christians and Muslims that lasted nearly two centuries. This could be one of the reasons why Marx associated the word opium with religion. The quote Religion is the opium of the people can apply to the two major religions: Christianity and Islam. Both religions believe in one God, and both believe in a final judgment, where a person is judged according to their actions on earth, and then sent to either Heaven, place of joy and bliss where they will be happy, either in Hell where they will spend an eternity of misery. On the other hand, other religions such as Hinduism and Buddhism believe in reincarnation of the spirit, which means the person might or might not be happy in his new life, and this excludes Marxs theory of religion being a comfort to the people.

Hamlet: Hamlet The Idealist :: Shakespeare Hamlet Essays

Hamlet: Hamlet The Idealist In Hamlet, Elsinore is a society which people are seen acting in a deceitful manner in order to gain personal measures and prestige. These people mask their true in intentions to acquire selfish desires. In doing so they develop a theme of the discrepancy between the way things appear and their true realities. Hamlet, on the other hand, is an honest, moral individual trapped in this deceitful society. Hamlet is faced with the dilemma to either lower himself to their level by utilizing deception, or leave wrongs unrighted by remaining true to himself. In Hamlet, the theme of appearance versus reality is prevalent in Hamlet's decision between his morals and his father as he decides to utilize the deceit of his society, starts recognizing it in others and finally in using it to avenge his father. When Hamlet is introduced he is seen acting as he feels and this is what prevents him from repaying in kind for his father's murder. Hamlet grieves over the loss of his father so long and intensely that no one understands, for Gertrude and Claudius tell him he needs to move on like they have done, yet Hamlet can't understand this. His actions are reflections of his true feelings while the rest of his peers seem to be ignoring their grief. When Hamlet finds out that he is supposed to kill Claudius for his father he becomes distraught. This is because Hamlet's morals won't allow him to kill even if it releases Old Hamlet from his purgatory. He later realizes that he must start appearing differently than usual in order to carry out his father's word. Hamlet decides to put on an "antic disposition" and in doing so has started becoming deceitful. He is trying to mask his true feelings in order to prepare himself for his dilemma. When Hamlet starts being deceitful he starts to recognize the deceit in others and how they make themselves appear differently from their realities. Hamlets decision to put on an "antic disposition" was not honest to himself but he felt that he must appear differently than he feels to fulfill his needs. Hamlet first recognizes the deceit in Claudius after his father visits. Claudius committed the sin of fratricide (especially horrendous in this Christian society); but was now enjoying the fruits of his sin at the cost of his community. He tricked Elsinore into thinking he was a good king who stepped in to save the kingdom, yet in reality he was the cause of all the trouble. Claudius knew he had done wrong, for he later laments his action, but was now

New Heritage Doll Essay

This paper summarizes recent studies in behavioral finance—particularly regarding market anomalies and investor behavior—that are not reconciled with the traditional finance paradigms. This paper differs from previous survey literature in several aspects. We introduce more recent papers in the field, more literature on behavioral corporate finance, and provide statistics on the recent trends that are explored in behavioral finance papers. We expand the research scope to studies on Korean financial markets, introduce specific funds using behavioral finance techniques, and discuss the challenges facing behavioral finance. Keywords: Behavioral finance, Market anomalies, Market efficiency, Survey of literature *  Hyoyoun Park: Credit Analyst, Euler Hermes Hong Kong Services Limited, Suites 403-11, 4/F Cityplaza 4, 12 Taikoo Wan Road, Taikoo Shing, Hong Kong; phone: +852-3665-8934; e-mail: karen.park@eulerhermes.com. **  Wook Sohn (Corresponding author): Professor, KDI School of Public Policy and Management, 87 Hoegiro, Seoul 130-868, Korea; phone: +82-2-3299-1062; e-mail: wooksohn@ kdischool.ac.kr. 4 Seoul Journal of Business INTRODUCTION Although Modern Portfolio Theory (MPT) and the Efficient Market Hypothesis (EMH), which represent standard finance, are successful, the alternative approach of behavioral finance includes psychological and sociological issues when investigating market anomalies and individual investor behavior. In the financial markets, we often observe some phenomena which cannot be explained rationally. For example, we do not have any logical evidences on random walk in the stock price movement while many fund managers use several behavioral concepts in their investment strategy. In corporate perspectives, company owners and managers do not rely only on logical elements to make critical decisions on mergers and acquisitions and new investment. Two of the key topics discussed in behavioral finance are the behavioral finance macro, which recognizes â€Å"anomalies† in the EMH that behavioral models can explain, and the behavioral finance micro, which recognizes individual investor behavior, or biases that are not explained by the traditional models incorporating rational behavior. In particular, we employ the behavioral finance micro because it explains a number of important financing and investment patterns by using a behavioral approach, which expands on the research in the behavioral corporate finance field. This paper summarizes these two major topics in behavioral finance, which include behavioral corporate finance, and introduces evidence that adopts behavioral concepts in the actual financial market. It also describes challenges to behavioral finance by reviewing recent studies and surveys. Recently acknowledged theories in academic finance are called standard or traditional finance theories. Based on the standard finance paradigm, scholars have sought to understand financial markets using models that presume that investors are rational. MPT and the EMH form the basis of traditional finance models1). How1) Harry Markowitz introduced MPT in 1952,  and he illustrated relationships between portfolio choices and beliefs in terms of the â€Å"expected returns–variance of returns† rule. Ricciardi and Simon (2000) defined MPT as an expected return, while standard deviations of particular securities or portfolios are correlated with the other securities or mutual funds held within one portfolio. Another major concept is known as the EMH, which states that investors cannot consistently  ever, if researchers only use the MPT and EMH, individual investor behavior is not easily understood. In contrast, behavioral finance is a relatively new concept in the financial markets, and is not employed within standard finance models; it replaces traditional finance models, and it offers a better model for human behavior. Although MPT and the EMH are considered as successful in financial market analysis, the behavioral finance model has been developed as one of the alternative theories for standard finance. Behavioral finance examines the impact of psychology on market participants’ behavior and the resulting outcomes in markets, focusing on how individual investors make decisions: in particular, how they interpret and act on specific information. Investors do not always have rational and predictable reactions when examined through the lens of quantitative models, which means that investors’ decision-making processes also include cognitive biases and affective (emotional) aspects. The behavioral finance model emphasizes investor behavior, leading to various market anomalies and inefficiencies. This new concept for finance explains individual behavior and group behavior by integrating the fields of sociology, psychology, and other behavioral sciences. It also predicts financial markets. Research in behavioral corporate finance studies highlights investors’ and managers’ irrationality, and shows nonstandard preferences, and judgmental biases in managerial decisions. Currently, many companies apply behavioral approaches to determine important finance and investment patterns. Several theories under the banner of traditional finance develop specific models by assuming the EMH and they explain  phenomena in markets; however, in the real financial market, many problems and cases cannot easily be explained via those standardized  models. In the cases involving managers or investors, unbiased forecasts about future events need to be developed and used to make decisions that best serve their own interests. In this type of situation, we need to entertain more realistic behavioral aspects, as there is evidence for irrational behavior patterns that cannot be explained by the traditional or standard financial theories. To be specific, Shefrin (2009) pointed out that the root cause of the global  achieve an excessive return over market returns on a risk-adjusted basis because all publicly available information is already reflected in a security’s market price, and the current security price is its fair value. Financial crisis of 2008 was a psychological, not fundamental phenomenon. Risk-seeking behaviors were evident in the loss-dominant markets, while excessive optimism and confirmation bias acted as driving factors behind the crisis, and not fundamental factors such as terrorism, skyrocketing oil prices, or disruptive changes in the weather. We can understand, identify, and address psychological distortions in judgments and decisions by considering behavioral concepts, and then we can integrate both traditional and behavioral factors to be better prepared for dealing with any psychological challenges. As mentioned, managerial decisions are strongly affected by cognitive biases and emotional aspects in real financial markets, as human beings are not machines. Additionally, evidence of  mispricing and market anomalies that cannot be fully explained by traditional models, is prevalent. Thus, we would like to propose behavioral finance in this paper to clearly explain a number of important financing and investment patterns, aiding  investors in understanding several abnormal phenomena by integrating behavioral concepts with existing. Ricciardi and Simon (2000) defined behavioral finance in the following manner: â€Å"Behavioral finance attempts to explain and increase understanding of the reasoning patterns of investors, including the emotional processes involved and the degree to which they influence the decision-making process. Essentially, behavioral finance attempts to explain the what, why, and how of finance and investment, from a human perspective† (Page 2) (See figure 1). Shefrin (2000), however, mentioned the difference between cognitive and affective (emotional) factors: â€Å"cognitive aspects concern the way people organize their information, while the emotional aspects deal with the way people feel as they register information† (Page 29). We understand that there are several survey literatures on behavioral finance. However, this paper differs from the literature in several aspects. We introduce more recent papers in the field and expand the research scope to studies on Korean financial markets. We introduce more literature on behavioral corporate finance, provide statistics on the recent trends that are evident in behavioral finance papers, introduce the specific funds that are using behavioral finance techniques, and discuss the challenges of the behavioral finance model. Source: Ricciardi and Simon (2000)  particularly regarding market anomalies and investor behavior, which cannot  be explained by traditional finance paradigms. In section 2, we introduce two topics in behavioral finance: cognitive biases and the limits of arbitrage. In section 3, we summarize the research on behavioral corporate finance. In section 4, we examine behavioral applications via two routes: evidence from real investments and specific evidence from the Korean financial market. In section 5, we analyze the recent developments in behavioral finance publications. Section 6 discusses several challenges to behavioral finance and ends with suggestions for future research. TWO TOPICS IN BEHAVIORAL FINANCE Behavioral finance is a study that combines psychology and economics, and it tries to explain various events that take place in financial markets. For example, from the behavioral finance  perspective, some individuals’ limitations and problems are shown in the expected utility theory and in arbitrage assumptions. In particular, there are two representative topics in behavioral finance: cognitive psychology and the limits of arbitrage.2) Cognitive Biases Under the traditional and standard financial theories, investors are viewed as being rational. Basically, a rational economic person is an individual who tries to achieve discretely specified goals in the most comprehensive and consistent way while minimizing any economic costs. A rational economic person’s choices are determined by his or her utility function.

Holistic Approaches to Development Essay

Introduction My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic  approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011.) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation & current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e.g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation & current initiatives pertinent to your chosen age range within the setting. Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting.  Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J ? author ?, 2013). Miller date ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦.an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦..† (Holistic Education, 2011).too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J ?, 2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg ? ) review she asserts that, â€Å"high quality early education and childcare  can have a positive long term impact on a child’s later learning and achievements.† Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature , while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning. Learning Outcome 3 – This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something  that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011.) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005.) A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here  Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism.’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ?), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over  finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph  Piaget, another theorist, (date, cited in?) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play.ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e.g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider  reading within and throughout the work. There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks Conclusion: Holistic approaches encompass, as the names suggests, a broad range of teaching goals and aspirations for children’s learning that extends well beyond academic learning into fields of social and emotional wellbeing. While this can at first seem overwhelming, teachers can find the small opportunities in their day to day practice to incorporate and extend ideas that promote connection, community and wellbeing. REF: Druce, J. (2013) Holistic education , MOD001262 Holistic Approaches to Development . [Print] Anglia Ruskin University , Unpublished 2012, Department for Education. (Foundations for Quality Nutbrown Review) [pdf] UK: Department for Education. Available at http://www.gov.uk [Accessed 06 December 2013]. Dame Clare Tickell (2011) The Early Years: Foundation for life, health and learning . London: Crown . Druce, J. (2013) Holism (Noun), Holistic Approach to Development . [Print] Anglia Ruskin University, Unpublished Holistic Education (2011) Glossary of Terms Commonly Used in Holistic Education [Online] Available at http://www.hent.org/glossary.htm [Accessed 15 December 2013] Natalie Higgins (2012) Exploring Holistic Approaches for Early Childhood Educators [Online] Available at http://www.raisinglearning.com.au [Accessed 12 December 2013] Ron Miller (2012) Holistic Education: A Brief Introduction [Online] Available at http://www.Pathsoflearning.net [Accessed 12 December 2013] Smidt, S (2011) Playing to Learn. UK: Routledge. Wood, E (2005) Play, Learning and the Early Childhood Curriculum . 2nd ed. London : Sage Publications .