Guidelines For Effective Communication Skills - 1867 Words

Apply Effective Communication Skills in Nursing Practice ESSAY Name: Maree Bolba D R A F T COMMUNICATION Define â€Å"Communication.† Communication is an interactive process where an individual transmits a message to another individual or a group. ‘Human communication is an ongoing dynamic series of events in which meaning is generated and transmitted.’ (Potter Perry, 2000 pp 271) In saying so there are two main factors when communicating, them being the verbal or non-verbal exchange of information between people. Although these two factors have many different ways of communicating the main feature that they both have in common would have to be ‘the process involves reciprocal sending and receiving of messages between two or more people; an individual transmits a message by encoding their thoughts feelings into words or gestures.’ (Riley Balzer,J.(2000). Communication in Nursing. (4th ed.). St Louis, Missouri: Mosby.pp ix) Basic Pathway of Communication: An individual who wants or needs to communicate, their thought is translated into a learned code e.g., verbal language (encoding) it is then transmitted using intended, unintended forms the individual receives the message, and the cognitive process begins as it tries to make sense of the information given decoding it and then it may encode a response. What variables affect effective communication? Everything that makes an individual different from the next person also affects the ability ofShow MoreRelatedProper Communication Between Physician And Patients Essay1276 Words   |  6 Pages According to google, the definition of communication is, â€Å"The imparting or exchanging of information or news.† In the medical field, that definition applies as well, but there are various ways of how that applies to physicians and patients. Some may not be aware, but patient and physician communication is an integral part of clinical practice, according to jaoa.org. Proper communication between physician and patients enhances skills that others lack on. The way that the information is givenRead MoreEffective Intervention For Children And Adolescents Possessing A Diagnosis Of An Autism Spectrum Disorder ( Asd )860 Words   |  4 Pagessocial, communication, behavior, and academic. Social functioning includes interaction with peers and others, engagement and appropriate participation in activities, while communication refers to goals of â€Å"effectively signaling information to a social partner† i.e. utilizing and recognizing aspects of communication such as requesting, labeling, expressive language, speech, pragmatics, etc. (Missouri Autism Guidelines Initiative, 2012). With respect to the behavioral domain of treatment, effective interventionRead MoreThe Self Assessment Test Assessment864 Words   |  4 Pagesstore manager, therefore I feel that this skill is a natural skill, that I embrace. Goal setting, is another skill that I feel confident in. Given my career as a manager, I have to set goals by the shift, and the day, as well as the week, and month.Planning, is another skill that I did well in, along with organization.The two go hand in hand in my daily activities, and you cant be an effective planner without being organized. The last of my top five skills would be, speaking.I am confident when IRead MoreUnderstanding Engineering And Leadership Skills1558 Words   |  7 Pagestransformation of one’s personality from student to a responsible employee and then to a leader driving a group. This course has taught me the basic structure of interpersonal skills that should be part of one’s repertoire to evolve in professional life. As the course draws to conclusion I am confident that the communication and leadership skills gained during this period have shaped me in to a better manager. Being a better manager will help me in efficiently handling the challenges posed by corporate worldRead MoreSummary With ever increasing pace of change and complexity within businesses, it is easy to900 Words   |  4 Pagesmanagement development are no longer producing the desired pace and quality of results. Typically the effective management aspects include problem solving, interpersonal communication, decision making, conflict management, negotiation, team building and motivation. To achieve these eminent skills with the accurate quality of management, an individual must begin with strengthening the skills that complement his/her best behaviour (Zenger 2009). Being self aware is highly important in today’sRead MoreEffective Communication and Police Officers1188 Words   |  5 PagesCommunication is a vital tool in our society today because police officers could not serve the public effectively without good communication skills. A lack of the ability to listen or to speak effectively could result in a misunderstanding. Communication plays a very important role in the lives and jobs of police officers. Communication allows officers the ability to better manage evidence by interrogating witnesses and suspects and gathering information. This allows them to make quick and informedRead More Work Environment Paper1015 Words   |  5 Pages Work Environment Paper Good communication skills are imperative for organizations to carry out in an attempt to maintain outstanding performance from employees and management. 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The issues plaguing the Electrimex plant include communication, production, engineering, quality assurance, maintenance, accounting, and relations issues. Some of the major communication issues are due to supervisors being unable to speak English. The supervisors have weak supervisory skills and it is difficult to equip them with proper skills due to the language barrier. Some of the production problems are due to the high employee turnover. CurrentlyRead MoreCommunication as Key to Success for the Client-Trainer Relationship1053 Words   |  5 PagesCommunication is an integral part of a client-trainer relationship. Successful fitness trainers not only help their clients achieve health and fitness goals, they are also supposed to possess great communication skills to be the person of trust and support most clients usually look for. 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Industrialization Of The Industrial Revolution - 1214 Words

â€Å"The 18th century saw the emergence of the ‘Industrial Revolution’, the great age of steam, canals and factories that changed the face of the British economy forever.† (White, M, The Industrial Revolution). The industrial revolution sparked the development of capitalist economies and as a consequence a division of labour was formed. Therefore the capitalist system is seen as a natural consequence of the industrial revolution. The industrial revolution was a period in which societies became industrial due to there being an increase in new manufacturing processes which transitioned from hand production methods to the development of machines and the rise of the factory system. The process of industrialisation largely affected the division of†¦show more content†¦Furthermore, Marx was interested in the work done by theorists such as Adam Smith, however Marx was more pessimistic about capitalism, and saw it as more problematic due to it leading to alienat ion and exploitation. Marx believed that capitalism alienated the worker from the product since the worker was paid low wages and lacked the capacity to consume. The division of labour was the repercussion of the development of capitalism, which alienated the worker from the complete process of production by forcing him to specialize. Campbell (1981, p.128) believed that â€Å"It is obvious that this economic system destroys the relationship of the individual producer to his individual product, for the commodities produced in factories are social products†. This idea links to Weber’s work of bureaucracy and specialization. Workers in a bureaucracy perform specialised tasks and are organised in a clear hierarchy where each worker has their own place within the structure. The bureaucracy is also characterised by the division of labour, which involves tasks being broken down so people can be set a separate part of the task. This structural theory links to Marx’s theory of the division of labour between the proletariat and the bourgeoisie and also the view of alienation within the work force due to workers being separated from the product. However Marx and Weber differed in their idea of what was the primary cause of alienation. Marx believed that class conflict wasShow MoreRelatedIndustrialization Of The Industrial Revolution886 Words   |  4 PagesO Sullivan HIS 1102 29 March 2015 Industrialization in Europe Industrialization is a noun given the definition of the large-scale introduction of manufacturing, advanced technical enterprises, and other productive economic activity into an area, society, country (Dictionary.com). Tools have been around forever, but until the industrialization they required human labor to use. Almost every aspect of life was changed during this time. The industrial revolution was first used to describe a new economyRead MoreIndustrialization Of The Industrial Revolution1588 Words   |  7 PagesThe Industrial Revolution is a technological phenomenon that still continues to this day, in the form of its fourth to fifth wave. Ever since the late 1700s, our society has evolved over nearly two and a half centuries, for better or for worse. However, most of the negatives then have disappeared into obscurity and the positives have only grown more and more. So while some might argue that Industrialization had primarily negative consequences for society because of chi ld workers and the poor conditionsRead MoreIndustrialization Of The Industrial Revolution Essay999 Words   |  4 PagesIndustrialization is the process by which an economy is transformed from primarily agricultural to one based on the manufacturing of goods. There were several people involved in the industrialization process, such as Cornelius Vanderbilt, Andrew Carnegie, John D. 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Industrialization marked a shift to powered special purpose machinery, factories and mass production. Yet at this time people feared for their jobs because the machinery resulted in often-grim employment opportunities many people argue that theRead MoreThe Industrialization Of The Industrial Revolution Essay2415 Words   |  10 Pages There are many identifying factors unique to Britain that were responsible for industrial innovation, change, growth and contraction during the period defined by the industrial revolution in Britain. By about 1750 Britain had become a world leader as a trading nation, with London becoming the warehouse of the world. London also had an efficient financial centre selling services such as insurance, including shipping insurance. 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Looking back on this time period, we can see how important all of these developments really were. Mechanization played a major role in the Industrial Revolution as people began to apply reason to manufacturing. Humans were flawed and such machineryRead MoreIndustrialization During The Industrial Revolution1577 Words   |  7 PagesIndustrialization – ever changing the face and heartbeat of our society and the world in which we live – since the Industrial Revolution began in Britain (from 1760 until sometime between 1820 and 1840). The improvement of business acquisitions and evolution of trade were essential to the Industrial Revolution. Most of the British population lived in the countryside, in small villages, and interacted closely within their family unit and work. Industrialization, however, drastically altered the

Cognitive development in Children-Free-Samples-Myassignmenthelp

Question: Discuss about the Mathematical and Cognitive development in Children. Answer: When a child is born, its ideas, concepts and thoughts are like a blank sheet, tabula rasa, termed by philosopher John Locke. Keen observation of the surroundings forms essential in terms of bestowing maturity upon the child. With the passage of time, the child develops in age and physical appearance (Saxe, 2015). The age of the child is directly correlated with the attainment of maturity. This assignment, through the theoretical approach sheds light on the cognitive development of a child from its birth to the primary level. Within this, the focus of the assignment is on mathematics, which enhances the preconceived knowledge of the child regarding numbers and their usage. Birth to Two Years Babies Babies develop thoughts and concepts through their self-performance. For a newborn baby, observing the events happening around them helps them to understand the relationship between cause and effect. Seeing the running water of the taps, they learn that it is the time for taking bath. Playing with the toys exposes them to different sounds (Bjorklund Causey, 2017). Playing with the same toys on a daily basis helps them to classify the sounds. This is also applicable for the mathematical development. Minute observation of the people around them supports their understanding regarding the relative size. This includes their self, their parents and others. It is at this stage, where they develop an understanding that they are small and the parents and the others are big. Babbling is the form of communication, which the child reveals. However, with the advent of maturity, communication takes a slow yet gradual progress. Herein lies the grasping of words, which includes quantities. Countering this, expressions through hand also makes the child acquainted with the numeric (Bjorklund, 2013). Toddlers Here, the child slowly and gradually learns to walk by holding the hands of the parents. Along with this, they learn to use fingers for projecting the numbers. Apart from this, the toddlers can recite the numbers; however, some goes missing, as their memory is not that active. One of the other skills, which the toddlers develop, is the understanding of the basic mathematical language. This is done by exposing the child to the different positions of the numbers, which helps the child to learn the words, under, behind among others (Chu Geary, 2015). Playing with the numbers and shapes enhance their clarity about their similarities and differences. This reflects their learning about the shapes and numbers. Filling the containers or emptying them supports the toddlers to learn about the quantities and measurements (Rouder Geary, 2014). Pre-schoolers Penetrating into the threshold of schools reflect the attainment of maturity at the lower level. Here, the children get to learn the numerical shapes as well as the other shapes, which are present in their surroundings. Doing the projects at this stage generates within them the capability to segregate the things according to their characteristics. This is also applicable for the numbers. Reciting the numbers like rhymes makes the pre-schoolers learn the numbers up to 20 (Demetriou, Shayer Efklides, 2016). Here also the hand expression proves beneficial in terms of enhancing the acquaintance of the pre-schoolers towards the names of numerical figures. Allowing the students to do the basic things by themselves enhances their awareness regarding cause and effect. However, supervision is of utmost importance in this case to safeguard the children from accidents. Two years is the foundational age for initiation of the learning process. This includes every subject including mathematics. According to the viewpoints of Purpura et al., (2015), a screener is important for preschool students in terms of testing their numerical skills. Diversified sample selection helps in measuring the progress of the preschool students in terms of the used pedagogies towards the basic and fundamental mathematics. According to the source, this screening is done through two stages. In the first stage, 393 students were selected for performing the instructed maths. Here, item response theory framework was used to detect the capability of the students. As a matter of specification, the items selected were 24 in number. After analysing the achieved results in the first stage, the researchers moved on the second stage, where 129 preschool students were asked to solve certain mathematical problems (Purpura et al., 2015). Mathematical learning is considered as the stepping-stone towards the decision-making of the children, especially the preschoolers. Provision of proper guidance through the means of skilled and experienced teachers provides the opportunity to attain an easy grasp over the fundamental mathematical solutions. Making effective and judicious use of the gained experience is of utmost importance for the teachers in terms of preparing the students towards their cognitive development. Herein lays the appropriateness of the word help as mentioned in the book, Helping children learn mathematics (Reys et al., 2014). Rational behaviour is expected from the teachers for levying proper mathematical learning to the children. Within this rationality, consciousness towards the needs, demands and requirements of the children, is one of the essential components in the behaviour of the teachers. Imparting the knowledge of the basic mathematical skills to the students in a play way method is the main proposition of the book, Play at the centre of curriculum. Maintaining consistency in the provision of this pedagogy makes the savior in the life of the children in terms of attaining proper mathematical and cognitive development. Viewing it from other perspective, inclusion of play-based learning within the curriculum helps the preschool authorities to achieve positive results in the form of better performance of the students (VanHoorn et al., 2014). Mathematical concept for birth to 2 years Shapes Learning experience I will cut the vegetables and fruits into different shapes and gives these to the child. Then I would talk about these shapes with the child. During the process, the children would learn about different shapes and colours. Teaching pedagogies I will make the children see the process of cutting out various shapes from the fruits and vegetables. This would generate interest within the children regarding copying me. They would pick up one shape and form certain concepts and ideas, through which they can compare the shapes. Methods of assessment I would jot down my performance as well as the grasping power of the children in response to the undertaken activities. Mathematical learning outcomes The children would learn the skills of organizing things and comparing them according to their characteristics. Two to Three Years Until the time of three years, the children acquire much of the skills. In terms of mathematics, a child of three years learns to count the numbers on the fingers. Here, consciousness regarding the counting of 6 on the second hand is on a higher level. This consciousness enables the child to easily identify the large and the small numbers (Iuculano et al., 2014). Drawing is one of the favourite hobbies of the children of this age, so if they are asked to draw the shown figures, they do it very easily. This is because of the liking and interest, which they develop towards drawing. One of an interesting fact here is the ability of the children to pick up the number, which relates with their age. Observation of the things in their surroundings helps three year old children to form certain concepts. This is also applicable for the numbers, with which they play. Regular acquaintance to the numbers and their names helps in memorizing them, which is an example of the mathematic and cognitiv e development (Cankaya LeFevre, 2016). In this age, the children can tell the sizes of the two objects placed side by side. This is by expressing the size through finger expression. Mathematical concepts for two to three years Drawing numbers Learning experience I will draw a number and ask the children to draw the same number on a paper. I would encourage their efforts. Next I would draw different animals out of the number. For this also, I would encourage the children to draw something creative out of the number. Teaching pedagogy While drawing the number, I would tell the students about the process of copying the number of shape, which they are being shown. Next I would encourage the children to follow the instructions and draw the same number. I would praise their drawings. As a sequential step, I would tell them the method of making something creative from the drawn numbers. I would first do it myself. I would encourage the children to pick different numbers and draw something creative. Methods of assessment I would take notes of my as well as the children approach towards the proposed activities. Mathematical learning outcomes These drawing activities would enhance the creativity of the children from the budding stage itself, sharpening their memory. Three to Five Years Expected cognitive and mathematical development in this stage By the fourth year, the children learn to speak the basic words like bigger, smaller, and heavier among others. Along with this, they learn the aspects of addition, subtraction, multiplication and division. This is mainly done through the means of objects. Regular practice helps the children to attain an easy grasp over these mathematical aspects. Viewing it from the other perspective, addition generates within them the concept of more and subtraction generates the feeling of less. Here, there are variations in the understanding power. Some of the children show more and less through the finger expression, while others use speech (Verdine et al., 2014). Showing the pictures of the times of the day, seasons and telling them the names enhances their learning in these aspects. However, regular practice yields best results. Regular observation of the patters and shapes around them enhances the capabilities to make the shape out of their memory. Energy and enthusiasm to explore enhances the creativity of the children at this stage. In terms of mathematics, if they are given an object, they can differentiate them from the other objects on the basis of colour, size, and shape among others. Out of this exploration, they learnt a lot. For example, if out of anger, the parents say a word, which the child fails to understand, they adopt many methods to find out the meaning of that word. This is also applicable for the mathematical calculations, shapes and patterns (Mix et al., 2016). In the process of exploration, they gain an understanding that this shape is like this and is different or similar to the others due to its characteristics. If graphs are shown to a four year old child, they relate the more and less effect with it. However, this is obviously with the help of the parents and the teachers. The bars in the graph help them to understand which factor is more and which is less. Mathematical concepts for three to five years Exploring numbers Learning experience I will take the children out and tell them about the plants, leaves and flowers. In this, I will teach them counting of the leaves, flowers and plants. After this, I would give them tasks regarding applying the counting in their surroundings. Teaching pedagogy I will count the number of trees, flowers and animals in the surroundings and tell the children to recite with me. This would generate an interest among them to apply this counting on the other items present in their surroundings. Method of assessment Observation would be the method of assessment here. Mathematical learning outcome Observation would help me to assess my performance in terms of the mathematical and cognitive development of the children. Primary (Foundation) Expected cognitive and mathematical development in this stage This includes mainly the play group children. Here, the children are provided with the foundational education, which prepares them to cope up with the initial school level education. The method of education here is play based learning, as the interest towards playing is more than studies. The students, through a play way method are exposed to the numbers, shapes, figures and the aspects of measurement along with comparison (Marle et al., 2014). Exposing the children to tests enhances their learning abilities in terms of numbers, their calculations, spotting the shape among others. Maintaining regularity in these tests provides shape to the formed concepts, ideas and thoughts of the children. Along with this, the children are given mathematical projects, which make them independent. The tests help the teachers to assess the learning capabilities of the children. This assessment results in need based teaching, which directly aligns with the development of the children. This assessment is very important as after this, the children would step into the threshold of school (Merkley Ansari, 2016). One wrong step would aggravate the complexities of the children in coping up with the school level studies. Herein lays the true essence of the word foundation. Exposing the children to the basic and elemental mathematics enhances their preconceived notions about numbers, figures, shapes and patterns. Practicing the learnt skills enriches their cognitive learning, leading them towards a proper development. Mathematical concepts for primary (foundation) Interplay with the numbers Learning experience I would take the numbers, jumble them up and then arrange them in ascending and descending order. Next, I would encourage the children to do the same. Teaching pedagogy First I would randomly pick the numbers and arrange them in order. After this, I would encourage the children to randomly pick the numbers. Otherwise they would be conscious regarding picking up the numbers. I would show the children how to arrange the numbers in ascending and descending order. Method of assessment Here also, observation method would be appropriate in terms of assessing their grasping power in terms of providing them with proper development and nourishment. Mathematical learning outcomes Interplay with the numbers would enhance the knowledge of the children regarding numbers. Primary (Stage 1) Expected cognitive and mathematical development in this stage Till this stage, the children are prepared for entering into the threshold of schools. In this stage, they can tell the basic numeric things like basic addition, subtraction and others. Here, the aspect of mental maths sharpens their memory. Regular practice fades away the concept of using fingers for calculation. One of the other aspects of this stage is the clarity in the expression of the numbers, which helps the students to portray the numbers clearly even in the blank page (Bailey et al., 2014). Children at this stage are expected to reveal matured behaviour in terms of doing calculations or spotting the differences between two objects. Along with this, the expectancy is even higher in terms of measurements. Typical evidence here is the capability in doing projects on filling the containers or emptying the contents of one container into the other and telling the outcomes. However, this is on a play way method and is devoid of any depth. Mathematical concepts for primary (stage 1) Mental maths Learning experience I would tell the children about the process of doing the calculations mentally. I would show them some examples and then tell them to do some themselves. Teaching pedagogy I would randomly pick certain numbers and show the students the method of subtracting, adding, multiplying or dividing them. After this, I would give them certain mathematical problems to solve. Method of assessment Here, testing the capability of the students to solve the given mathematical problems is the most appropriate in terms of assessing their grasping power. Mathematical learning outcome Testing the capability of the children regarding solving the problems helps me to assess their grasping power. This assessment would help me to provide them with the required lesson on mathematics. Conclusion This assignment emerges successful in providing an insight into the development of a child from its birth till the stage 1 of primary level. Out of all the diverse developmental aspects, the focus of the assignment is on mathematical development, which enhances the awareness of the children about numerical values, shapes and figures. Within this, play based learning generates the interest of the children towards studies, which varies from the birth year till the penetration into the first stage of the primary level. The school authorities need to take strict actions regarding the development of the children. References Bailey, D. H., Watts, T. W., Littlefield, A. K., Geary, D. C. (2014). State and trait effects on individual differences in childrens mathematical development.Psychological Science,25(11), 2017-2026. Bjorklund, D. F. (Ed.). (2013).Children's strategies: Contemporary views of cognitive development. Psychology Press. Bjorklund, D.F Causey, K.B., 2017.Children's thinking: Cognitive development and individual differences. SAGE Publications. Cankaya, O., LeFevre, J. A. (2016). The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Childrens Mathematical Skills?. InEarly Childhood Mathematics Skill Development in the Home Environment(pp. 87-104). Springer International Publishing. Chu, F. W., Geary, D. C. (2015). Early numerical foundations of young childrens mathematical development.Journal of Experimental Child Psychology,132, 205-212. De Smedt, B., Nol, M. P., Gilmore, C., Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behaviour.Trends in Neuroscience and Education,2(2), 48-55. Demetriou, A., Shayer, M., Efklides, A. (Eds.). (2016).Neo-Piagetian theories of cognitive development: Implications and applications for education. Routledge. Ginsburg, H. P. (2016). Helping early childhood educators to understand and assess young childrens mathematical minds.ZDM,48(7), 941-946. Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., ... Menon, V. (2014). Brain organization underlying superior mathematical abilities in children with autism.Biological Psychiatry,75(3), 223-230. Marle, K., Chu, F. W., Li, Y., Geary, D. C. (2014). Acuity of the approximate number system and preschoolers quantitative development.Developmental Science,17(4), 492-505. Merkley, R., Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: evidence from brain and behaviour.Current Opinion in Behavioural Sciences,10, 14-20. Miller, A. L., Barrett, J. E. (2016). Surveying Current Research on Young Children's Mathematical Learning: A Review of Reconceptualising Early Mathematics Learning. Mix, K. S., Levine, S. C., Cheng, Y. L., Young, C., Hambrick, D. Z., Ping, R., Konstantopoulos, S. (2016). Separate but correlated: The latent structure of space and mathematics across development.Journal of Experimental Psychology: General,145(9), 1206. Purpura, D. J., Reid, E. E., Eiland, M. D., Baroody, A. J. (2015). Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children with Mathematics Difficulties.School Psychology Review,44(1), 41-59. Reys, R. E., Lindquist, M., Lambdin, D. V., Smith, N. L. (2014).Helping children learn mathematics. John Wiley Sons. Rounder, J. N., Geary, D. C. (2014). Children's cognitive representation of the mathematical number line.Developmental Science,17(4), 525-536. Saxe, G. B. (2015).Culture and cognitive development: Studies in mathematical understanding. Psychology Press. VanHoorn, J., Nourot, P. M., Scales, B., Alward, K. R. (2014).Play at the center of the curriculum. Pearson Higher Ed. Verdine, B. N., Golinkoff, R. M., Hirsh?Pasek, K., Newcombe, N. S., Filipowicz, A. T., Chang, A. (2014). Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills.Child development,85(3), 1062-1076