Adapting Communication for Age of Pupils Essay Example for Free

Adapting Communication for Age of Pupils Essay When working with children each age group requires a different level of support and also a best way to communicate, communication doesn’t just change on the age of the child but also the child themselves. When working with children in the foundation stage F-1 it is appropriate to speak to children n there level whenever possible this helps the child to feel more comfortable as they haven’t got someone towering over them, also for the adult it helps them to hear the child correctly as younger children are likely to not be as loudly spoken and may lack in confidence. Also another non verbal communication in this age is to use lots of facial expression as children will pick up the meaning of a word or what context it is meant in by facial expression as well as tone of voice. Younger children also benefit from the use of actions to go with words such as having a hand action for hello waving etc. this makes language more remember able to them and easier for them to use. The verbal communication for this age needs to be simple, using words which the child will understand both the meaning of the word and the context it is meant in for example clear instructions are helpful such as â€Å" go and get your coats on, its cold today, they need to be done up, and then line up please† a opposed to â€Å" coats on† the children will not know to do up or line up. Clear tone of voice I also needed and children quickly respond to this if a member of staff has a calm happy tone of voice and changes to a stern tone the pupils are likely to recognise she is upset about something as her tone of voice has dramatically changed. Where as if a member of staff always had a flat tone of voice which doesn’t change children are likely to be less aware or able to pick up on the contexts things are meant as they are unable to relate to the changing of tone. See more:  Mark Twains Humorous Satire in Running for Governor Essay In KS-1 pupils have much better language skills and can use more complex words, Verbally I can use more complex words such as time words, and more complex description words when communicating with them light humour is also appropriate as they will be able to understand it. In KS-1 pupils are likely to find it a little unnerving If I were to always speak to them on their level as they are older and may see this as been spoken to like a baby, however eye contact is still important when speaking to them. Hand actions will no longer be needed at this stage, also facial expression is still important but needn’t be as exadrated. As children get older depending on their development they are likely to be able to communicate on a more adult level, exploring language and understanding its context and meaning, using humour and asking questions if unsure of how something is meant. The context of the communication. How I communicate with the CYPs in the settiing will be adapted also to the context in which I am talking for example when in the classroom working with a pupil on a task I will speak in a calm relaxed tone of voice, encouraging them while they do the task, if a pupil had been struggling I may change my tone of voice to a more enthusiastic pitch recognising their achievements. When in a classroom and a pupil might talk whilst the teacher is talking either to myself or another pupil usually saying their name in a stern tone and unsmiling face is enough to get them to correct their behaviour. Whilst in the playground speaking to a pupil on a social subject I can relax use light humour, be interested in what they are saying without asking inappropriate questions. I can use hand gestures and have a more relaxed pose. Communication differences. Pupils depending on their individual needs, preferences may need different communication from their peers for example is a pupil is quiet shy and quietly spoken they may feel more comfortable with the adult to speaking to them in a calm quiet manner whereas a adult being load and confident may make them feel very nervous etc. Pupils who have SEN. may need communication to be different to suit their needs for example if they have additional learning needs they may have difficulty understanding language as well as there peers and need simple language with actions and facial expressions to help them. Pupils with sight difficulties may need more physical communication such as leading around the room by hand or being allowed to explore activity’s by touch. Pupils with a hearing difficulties may benefit from visual aids around the classroom such as school rules such as no running. They may also need adults to repeat things to them if they are unsure and also for adults to always face them when talking to them to enable them to lip read, and speak in a clear load voice. TDA 3.1( 2.3) The differences between communicating with adults, children and young people. The way I communicate with adults and pupils varies depending on the context, however in a professional situation a lot of the communication is the same such as using a calm happy tone of voice, good eye contact and open body language. Some things which are different which may be appropriate for a child but not for a adult such as using a stern tone of voice to discipline a child, wouldn’t be suitable for use on a adult as they are adults and this would cause conflict as it isn’t my place to get them to correct their behaviour, Adults don’t need me to speak to them on their level although in some situations this may be useful for example in a noisy pace to bend down to talk to another adult who is seated. Depending on the age of the child humour used may not be appropriate although as with children as any humour used is likely to be hear by children it will remain light and clear so no one misunderstands its context and also humour must never hurt someone else’s feelings. Hand actions and exadirated facial expressions aren’t needed with adults as they might be benifitual to communicating with children. How to adapt my communication with adults to meet adults individual communication needs. Adults within the setting like children too will have their own needs, preferences when communicating Also their communication preferences may change depending on the situation/ environment they are in for example if a member of staff is outside in a busy playground supervising, they have to supervise the pupils so are unlikely to maintain full eye contact which in some situations may be seen as having bad communication however in this situation the child is paramount and they are putt ing the child’s safety first. Also in a noisy environment they are likely to need me to speak louder and clearly. In a situation where the member of staff may be doing some written work I will approach them quietly so not to disturb them as the written word may be important. Adults may also have a disability or need such as a hearing impairment which will mean I will need to make sure my face is visible when talking to them so that they can lip read, also I would never talk to them across the room but make sure I am stood in front of them when communicating with them, I will also speak in a clear load voice. Managing disagreements with CYP. If I were to become in a situation where myself and a child came into a disagreement I would firstly make sure the child has understood something I said probably by repeating myself and use simpler words. It may be that I may have misunderstood the meaning of something a child said so to confirm I will ask questions to make sure I am clear on the context they meant It in. It may be a achedemic disagreement for example a child telling me they have already read a certain book, I would refer to their home/ school book to check as all books children read are written down. Most disagreements via myself and a child can easily be resolved either by clarifying meaning, they might not have meant what they said in that manner , or if its about their school work I can check with the teacher or through any written records the school has that are relevant. In my setting I will have to maintain professional communication even if I disagree or experience any conflict with another adult. I would keep this unobvious to the pupils within the room instead dealing with the issue outside of the classroom at a appropriate time i.e. in the staffroom at a designated break time. I feel that in most instances I would be able to solve the issue with a verbal open conversation with the other adult explaining to them what I am unhappy about and why. However if the incidence was serious where the other member of staff showed a misconduct of practise i.e. racism poor health and safety etc. I may feel it appropriate to consult the head teacher of what has happen/what I have witnessed. I will refrain from criticizing the member of staff myself. In a more serious event I may be asked to write down what I have encountered if the head teacher needs to seek advice take the incident to the school governors or local authority. TDA 3.1 (3.2) An explanation of the importance of reassuring CYP and adults of the confidentiality of shared information and the limits of this. As part of safeguarding I in some cases am required to break any confidentiality if the information may mean a child is in potential harm or at risk from harm. Any disclosures from children concerning adults both within and outside of the school setting have to be reported to help risk to be assessed and prevented. In the case of adults it may be they a adult has concerns over another adults practise maybe due to a action taken by the adult , their mental health at a certain time or something a child has informed them off. When hearing any concerning information I will always firstly reassure the information giver that they have done the correct thing, I will them tell them that I cannot keep it to myself but will have to tell a appropriate person however it wont be told to anyone just the people who need to know. It is important that I tell them this so they don’t think of me a misusing their trust, or doing something to upset them, they need to know that the children’s safety comes first and any information that is passed on is done so only to protect them and only the relevant people will be told about it.

Cognitive Development Theories

Cognitive Development Theories Cognitive development refers to the development of the ability to think and reason. It is the transformation of the childs undifferentiated, unspecialized cognitive abilities into the adults conceptual competence and problem-solving skills (Driscoll, 2005). For many psychologists, cognitive development answers the questions about how children moves toward reaching the endpoint of gaining the adults skills, what stages they are pass through and how do changes in their thinking occur and what role dose learning play? Among many theories that are introduced to explain the children cognitive and knowledge development, Jean Piaget and Lev Vygotsky proposed the most influential theories that contributes to this component of psychology. Their theories underlined that the way the children learn and mentally grow has a critical role in their learning progress and abilities development. Piaget and Vygotsky were considered as constructivists who believed that learning occurs as a result of mental construction and by fitting the new information into the cognitive structure (scheme) that the learners already have (Driscoll, 2005). Constructivism approach also suggests that learning is affected by the context in which knowledge transfer occurs and by learners beliefs and attitudes . Piaget and Vygotsky also agreed on the societal influences in cognitive growth; however, they differ in the learning progression process. Piaget believed that children learn by interacting with their surroundings but with no impo rtance for the input from others and that learning occurs after development; Vygotsky, on the other hand, held the idea that learning happens before development and that children learn through history and symbolism and they value the input from their surroundings (Slavin, 2003). Further, it is imperative for teachers to understand the progression of cognitive development and the constructs of the major theories in the field in order to be able to attend the unique needs of each child and to develop the learning program, instructions plans and classroom activities in a developmentally appropriate approach. Kindergarten program is an example of these learning programs that is of particular interest because it influences children in very young age and shapes their cognitive development journey. Kindergarten learning programs should be designed on the natural approach for children learning as suggested by the cognitive development theories. The natural approach suggests that the physical, socio-emotional and cognitive development of children depends on activity and interactions with others (Driscoll, 2005). This means tha play is a key aspect of the Kindergarten learning programs and that is seen as phenomenon of thoughts and activity growth (Piaget, 1951). Play consists of activities performed for self-amusement that have behavioral, social, and psychomotor rewards. Play is directed towards the child, and the rewards come from within the individual child; it is enjoyable and spontaneous (Healthline.com). Play consists of different types that could be utilized to serve different needs of children in different situations and settings. Types of play range from physical play which involves jumping, running and other physical activities to the surrogate play at which ill children watch others play on their behalf. They also range from inactive observation play at which children prefer to stay away and watch to active associative at which children engage in group play that requires planning and co operation (Healthline.com). Play types also include expressive play which involves playing with materials (such as clay, play dough,à ¢Ã¢â€š ¬Ã‚ ¦) and the manipulative play that gives children the measure of control over others and their environm ent (for example, to throw a toy out of a cot, watch a parent pick it up, and then throw it out again). Symbolic play (also be referred to as dramatic play) is another important type of play at which children enact scenes where they substitute one object for another (for example, a child will use a stick to represent a spoon or a hair brush to represent a microphone). This kind of pretend play takes on various forms: The child may pretend to play using an object to represent other objects, playing without any objects and pretending that they are indeed present. Or the child may pretend to be someone else and imitate adults and experiment what it means to be an adult in a role they are exposed to in their surrounding environment (for example, mother, father, care-giver, doctor and so on). They may also pretend through other inanimate objects (e.g. a toy horse kicks another toy horse). Symbolic play in children can usually be observed during the beginning of the second year of life an d it has been linked through the studies and experiments to the cognitive problem solving skills, creative abilities, and emotional well-being. In the following sections of this paper, the major constructs and ideas proposed by Piaget and Vygotsky theories will be examined in relation to symbolic play for cognitive and knowledge development of children; and the implications of each theory for instruction and practice in Kindergarten educational settings. Theories of Cognitive Development: Piaget and Vygotsky It is a fact that most of the methods and approaches for teaching are driven from Piaget and Vygotsky research studies. They both offer teachers good proposals on how to teach certain learning materials in appropriate approach that matches the child developmentally conditions. Piaget (1896-1980) believed that children progress through an invariant sequence of four stages. Theses stages are not arbitrary but are assumed to reflect qualitative differences in children cognitive abilities (Driscoll, 2005, p.149). He proposed that each stage must represent a significant qualitative and quantitative change in children cognitive and that children progress through these stages in a culturally invariant sequence. Each stage will include the cognitive structures and abilities (schemes) of the previous stages (constructivism) which all will act as an integrated cognitive structure (accumulated knowledge) at that given stage (Driscoll, 2005). These knowledge structures (schemes) can be prepared, changed, add to or developed through two processes of assimilation and accommodation. Assimilation occurs when a child perceives new objects or events in term of existing scheme (Driscoll, 2005); in other words, within information the child already knows. Accommodation occurs when existing schemes are modified to adopt (or fit in) a new experience or information. If the new information doesnt fit or it conflicts with the existing scheme then the disequilibrium occurs. Equilibrium, however, is the master developmental process which encompasses both assimilation and accommodation and prepares for the child transaction from one state of the development to the next (Driscoll, 2005). Piaget stages of development are: sensorimotor, preoperational, concrete operations and formal operations. Sensorimotor stage is over the period between the birth to two years. During this stage, the child experiences the world around him through the senses and movement. The child develops object permanence which refers to the ability to understand an object exist even if it is not in field of vision (Woolfolk, 2004). Toward the end of this period, children begin to mentally represent object and events but to that point they only can act and during the transaction to the mental representation, they may use simple motor indicators as symbols for other events (Driscoll, 2005). They also begin to understand that their actions could cause another actions developing a goal-director behavior; for an example, throwing a toy from the cot to make parents pick the toy and pressing the doll button to make the sound and so on (kind of the manipulative play). Preoperational stage extends from the child second year to seventh year. According to Piaget, children have not yet mastered the ability of mental operation or to think through the actions (Woolfolk, 2004) but they acquire the semiotic function early in this period. This means that they are able to mentally represent the objects and events, as evidenced in their imitation of some activities long after it occurred (Driscoll, 2005). Hence, pretending, or symbolic play, is highly characteristic stage and the language acquisitions. One more interesting idea proposed by Piaget is that during this stage children are considered to be egocentric assuming that others share their points of view and which makes them engage in self monologue with no interacting with others (Woolfolk, 2004). Concrete operations period that is from seventh year to eleventh, is characteristic to be the hands-on period at which children overcome the limitation of egocentrism and learn through discovery learning while working (operating) with real tangible objects (Woolfolk, 2004). They become more internalized and able to create logical-mathematical knowledge resulting in operations (Driscoll, 2005). Formal operation occurs from eleventh year to adulthood and at which propositional logic is developed. Reaching this stage, children (who become adult) should be able to not only to think hypothetically but to plan systematic approaches to solve problems (Driscoll, 2005). The acquisition of the met-cognitive (thinking about thinking) is also an important characteristic of the formal operations. Piaget also believed in the active role of the child during development. He proposed that children act on their own environment and cognitive is rooted in the action (Driscoll, 2005). He acknowledged the social interaction aspect of the children development but only to move the child away from egocentrism to develop the social knowledge that can be learned only from other people (language, moral rules, values..). Although, Piaget theory of cognitive development proposed an integrated and beneficial framework for children learning that can be utilized by educators and parents to influence and enrich the learning process of the children; the theory has faced serious challenges and especially in the recent years with the contemporary research add to this filed. For an example, Piaget believed that all children, regardless of the culture, progress through four stages and once particular stage is reached, the regression to earlier stage cant occur. Replications of Piagets experiments have shown that children in different cultures do not pass through the same types of reasoning suggested in Piaget stages (Driscoll, 2005). Moreover, there are people, in any culture, who fail to reason at the formal operation level; we experience interacting with these people in our day-to-day life in personal and professional levels. Also, Piaget claimed that there must be a qualitative discontinues change in cognit ive from stage to stage; this has been questioned with the ability to accelerate development and the studies and experiments showed that that children can learn more than Piaget thought they could (Siegler Svetina 2002 as cited in Driscoll, 2005). One more is that children dont exhibit the characteristics of each stage; for example, children are sometimes egocentric beyond the proportional stage and the preoperational children are not egocentric all the time (Driscoll, 2005). However and despite these challenges, understanding Piagets proposed stages and development sequence suggests useful and effective certain learning and teaching strategies at each level. Example of these strategies as implications of Piaget theory will be discussed in the next section. Vygotsky (1896 -1943) proposed an alternative to the Piaget stages of cognitive development, he stated that children learn mainly by social interactions and their culture plays a major role to shape their cognitive (woolfolk, 2004). He believed that individual development could not be understood without reference to the social and cultural context within which such development is embedded (Driscoll, 2005, p.250). His theory suggests a co -constructed process of social interactions at which through children move toward individualized thinking. When a child receives a help through social interaction , the child then develops enhanced strategy to solve a similar problem if encountered in future. This co-constructed channel of communications between the child and his culture will lead to internalization and eventually to independent thinking (Woolfolk, 2004). A good example to understand social dialogue and internalization is what introduced by Vygotsky himself and cited in Driscoll (200 5) One a child stretching out her hand for an object she cant quite reach, an adult interprets the gesture of pointing and responds accordingly. Until the adult responds, the child is simply grasping for an object out of reach, however, the situation change with the adult respond to be a social exchange and the act of grasping takes on a shared meaning of pointing. When a child internalizes the meaning and uses the gesture as pointing, the interpersonal activity has been transferred into intrapersonal one. (p.252). The zone of proximate development is another principle introduced by Vygotsky. He agreed with Piaget that there is knowledge and skills associated with the child developmentally range of understanding, but he believed that with given help and support, children can perform problems that Piaget would consider out of their staged mental capabilities (Woolfolk, 2004). Scaffolding is the technique proposed by Vygotsky to support the discovery learning through social interaction and in the zone of approximate development. Scaffolding entails providing the child with a hint or clue to solve the problem. This encourages the child critical thinking and enhances his/her problem solving approach. Further, Vygotsky highlighted the importance of the mediation cultural tools to support learning and higher-level processing in children. These cultural signs and tools involve technological, symbolic and any available resource that aids in social communication (language, signs, symbols, media television, computer, booksà ¢Ã¢â€š ¬Ã‚ ¦). Although the tools at hand may include sophisticated toys, children are successful at creating imaginary situations with sticks and other common objects in their environment. This leads into the symbolic play as a strategy for children teaching. Driscoll (2005) noted that in play, Vygotsky argued, children stretch their conceptual abilities and begin to develop a capacity for abstract thought; the signs they establish in their imaginations, in other word, can make up a very complex symbol system, which they communicate through verbal and nonverbal gestures(P.259). The development of language is another major principle that is proposed by Vygotsky s theory. Althoug didnt address specific implications for instruction of language, he believed that language constitutes the most important sign-using behavior to occur during the cognitive development and this is because it frees children from the constraints of their immediate environment. The language of a certain group of people reflects their own cultural beliefs and value system and children initially associate the words meaning to their contexts and life aspects till they learn to abstract the word from a particular concrete context (decontextualization). This process of decontextualization must occur with any symbol system if it is to serve higher mental functions such as reasoning (Driscoll, 2005, p. 259-260). Once again, Vygotsky suggested that symbolic play is important for language learning in young children. He also emphasized the importance of the private speech as a self-directed regula tion and communication with the self to guide actions and aid in thinking; this is in contrast to Piaget who viewed privative speech as egocentric (or immature) (Woolfolk, 2004). Undoubtedly, Piaget and Vygotsky introduced important views and suggestions on the cognitive development in children. Piaget suggested that the children progress through maturation stages and discovery learning with minimal social impact. Vygotsky, from other hand, stressed the importance of the cultural context and language on cognitive development. The following will browse, in general, some implications of the both theories for instructions in different educational settings then more specific for symbolic play in kindergarten. Implications for Instructions of Piaget and Vygotsky Educators and school systems have been applying the cognitive development theories of Piaget and Vygotsky in classrooms teaching for some time. The most important implications of the both theories are that the learning environment should support the discovery-learning and that child should be effectively involved in the learning process. They stressed the role of peer interaction and the symbolic play. Both also agreed that development may be triggered by cognitive conflict; this entails adopting instructional strategies that make children aware of conflicts and inconsistencies in their thinking (Driscoll, 2005). A good example of this would be the Socratic Dialogs which fosters the critical thinking through a series of questions and answers that enable learner to develop the understanding of the learning materials. However, Piaget and Vygotsky differ in the ways of guiding the discovery learning in children. Piaget recommended a very little teacher interference while Vygotsky prompted the teacher to guide the discovery learning offering questions to students and having them discover the answer by testing different options (Scaffolding). According to Piaget, teachers dealing with children in preoperational stage (like in kindergarten) are encouraged to incorporate the play as a pedagogic strategy; in play children are engaged in active self-discovery activities employing concrete object or symbolically. It also helps to understand that and since the children in this stage have not yet mastered the mental operations, the teacher should not only use action and verbal short instructions but also to demonstrate these instructions. Using visual aid is very important in this stage to create attractive and discovery-oriented learning environment (Driscoll, 2005). Moreover, is to pay attention to the egocentrism as a character of this stage, teachers are encouraged to be sensitive that children dont understand that not everyone else has their view or can understand the words they come up with (Woolfolk, 2004). It is important to in the stage to provide the children with a range of experiences and knowledge to build the found ation (basic scheme) for concept learning and languages those children are expected to master in coming stages. Teaching children in the concrete operation stage should involve hands-on learning at which children have the opportunity to test and manipulate objects, perform experiments and solve problems in order to develop logical and analogical thinking skills. Teacher should consider using familiar examples to explain the complex ideas and this is by linking to the existing knowledge of the learners (scheme). While teaching the students in formal operations stage requires teachers to offer student open-ended projects that enhance their advanced problem solving and reasoning skills. It is critical in this stage for the teachers to help learners understanding of the broad concepts and their applications in the real life. The teachers applying Vygotsky teaching methods would be very active player in their students education. The most popular technique to be utilized is the scaffolding at which teachers will provide assistance and the feedback as the knowledge source to support learning of new information. The teachers then will not present information in one sided way but will provide the guidance and assistance required for learners to bridge the gap between their skills level and the desired skills; when they are able to complete tasks on their own, the guidance and support will be withdrawn (Greenfield, 1984 cited in Driscoll 2005). Also teachers applying Vygotsky theory utilized the meditation tools and teach students how to use these tools in their learning (computers, books,à ¢Ã¢â€š ¬Ã‚ ¦). Vygotsky emphasized the language and other sign systems (such as symbolic playing) as important tools for children learning. Language is the cultural communication tool that transmits history and cultural va lues between individuals and from parents and teachers toward children. Most importantly, is incorporating the group or peer learning as an important source of cognitive development. A good application of Vygotsky principles of social learning and the zone of approximate development zone is the strategy at which teachers encourage children with varying level of knowledge to help each other by allowing the child who master the skill to teach and guide his or her peer who still trying to master this skill. It is evident to be an effective learning strategy not only in children learning but also in adult learning. Piaget also believed that peer interactions are essential in helping children move beyond the egocentric and that children are more effective to provide information and feedback to other children about the validity of their logical constructions (Driscoll, 2005); hence the instructional strategies are favored that encourage peer teaching and social negotiation. Applying Piaget or Vygotsky, the teachers main goal should be to support learners and to provide the assistance plan that fulfill the learner needs and promote his thinking skills and cognitive development. Teachers should also prepare the learning environment that attracts children attention and encourages their self-discovery. The instruction plan should be designed on the premises that classrooms have students with different cultural, linguistic and knowledge backgrounds. In preparing learning activities, teachers should be able to get children to play and learn collaboratively and enhance their understanding through teacher feedback, peer feedback and social negotiation. Symbolic Play: Cognitive and Language Development As introduced, the cognitive development theories encourage play and symbolic play-in particular- as a pedagogic strategy for active self learning and language development. In play, the children initiate and take control of their activity (Driscoll, 2005); and this very nature of play along with other criteria are what distinguish play from other behaviors: play is essentially motivated with self-imposed goals, play is activity of spontaneous and pleasure, play is free from imposed rules, player is an active participants in the play; play focuses on means rather than ends, play is characteristics by the as if dimension that encourages children to use objects and gestures as if they were something else ( Hymans, 1991 ; Fein Rivikin as cited in Yan, Yuejuan Hongfen, 2005; Piaget, 1951; Rubin, Waston Jambor, 1978). In symbolic play that starts in second year of life, children use tools of objects, actions, language, signs and roles to represent something from their real or imagined world of experiences. It enables the children to build and express their understanding of either individual or social experience (Driscoll, 2005; Hymans, 1991; Lenningar, n.d; Lyytinen, Poikkeus Laakso, 1997; Piaget, 1951; Woolfolk, 2004). Symbolic play indicates that the child developed the two main cognitive operations: reversibility and decentralization; reversibility refers to the child awareness that he or she can come from the pretended role to the real world at any time while decentralization refers to the child understanding that the child in the play is still him/her at the same time with the person he/she is imitating (Rubin 1980 as cited in Marjanovic Lesnic, 2001). The next intellectual skill noticeable in the symbolic play is conservation which refers to the child ability to preserve the imaginary iden tity of the play materials despite the fact they are perceptually and could be functionally inadequate (Marjanovic Umek Lesnic Musek, 2001). The social element of the symbolic play is also a very important aspect to be considered for the cognitive development in the children. According to Vygotsky, children learn to use the tools and skills they practice with social parents; he also emphasized that learning occurs in social interactions and it is affected cultural context it occurs at. He further proposed that social interaction could lead to developmental delays or abnormal development as well as to normal or accelerated development (Driscoll, 2005). Piaget also highlighted the importance of social interaction for the children to develop beyond the egocentrism that is a characteristic of pre operational stage. The impact of symbolic play in this dimension is supported by Smilansky (1968) studies at which she proposed that social activities influence the development of the childs cognitive and social skills. When children are engaged in a role performance; they have to reach a agreement about the play idea, the course of actions and the transformation of roles and play materials and this can only be achieved when individuals come over their egocentrism and develop the ability to communicate and empathize (cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky then developed the Scale for Evaluation of Dramatic and Socio-Dramatic Play; the scale tracks the progressive development in the use of the objects in the symbolic play over five stages. The first stage includes simple manipulation followed by the stage of imitating the adults activities of adults by using the model of the object as adult do (as using the hair brush as a microphone). In the third stage, the object becomes an instrument for enacting certain roles while in the forth stage the use of object/toy goes together with the speech and gestures. The final stage focuses in the speech without using objects or gestures (Smilansky 1968; Smilansky Shefatya, 1990 as cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky scale supported also the role of symbolic play in the language development that was firstly proposed by Vygotsky and this language-play relation has been investigated all the way since then. The research studies discussed the component of the language in the context of symbolic play and mainly in the role playing part of it. In role playing, children engage in a communication dialogue with their playing parties. It is evident that the role playing and object transformations enable the childe to use lexicographic meanings and clear speech (Pellegrini Galda as cited in Marjanovic Umek Lesnic Musek, 2001). According to Lyytinen, Poikkeus and Lassko (1997); their study to observe and examine the relationship between language and play among 110 18-month-old children showed that early talkers of these children displayed significant more symbolic play than the late talkers ; a significant connection was found between the language comprehensive and percentage of symbolic play. Th is is supported by the study conducted by Marjanovic Umek and Lesnic Musek (2001) at which they compared three age groups of children in preschool settings with different level of play using Smilanskys Scale for the Evaluation of Dramatic and Socio-dramatic Play; the observations and results proved stronger use of the language in the function of defining roles, scenes and materials that are required for the play context. More interesting studies looked into the implications of symbolic play for the education of children with special needs and disorders such as Down syndrome and Autism. Example of these studies is the study conducted Stanley and Kinstantareas (2006) who investigated the relationship between symbolic play and other domains such as nonverbal cognitive abilities, receptive language, expressive language and social development among 131 children diagnosed with Autism Spectrum Disorder (ASD). The result indicates a significant positive relation between symbolic play and development of these domains in children with (ASD). The study also stressed that training in symbolic play will help to improve these children skills in other domains (Stanley Kinstantareas , 2006). Another recent study conducted by Venuti, Falco, Giusti and Bronstein (2008) to investigate the impact of mother-child interaction in the play on the cogitative functions of children with Down Syndrome concluded that such inter action leads to enhanced cognitive functioning (Venuti, Falco, Giusti Bronstein , 2008). Symbolic play, then, inked through the literature to the development of cognitive problem solving skills, linguistic transformation and creative abilities. It also supports the emotional and social development. Role playing is seen to be a way at which children escape from the real world conflicts into fantasy more comfortable world. From different aspect, it enhances the child self awareness and self directed through the positive feedback the child receives from parents and/or play mates. In term of social development, the children enjoy playful interactions with others starting with parents through whom they learn their culture values and aspects. An interaction with other children helps them to grasp the concepts of boundaries, taking turns, teamwork, competition, social negotiation, sharing, patience and the ability to deal with winning and losing emotions. Also, place assist the children physical and moral development. Physical play enhances the children motor skills as they run, jump and repeat more of pleasure full body movements. In the moral aspect, during the play with parents and other children, children begin to learn that cheating is not accepted and how they should respect others feeling and more of boundaries between the acceptable and unacceptable behaviors. Therefore, models of children learning and preschool education in professional settings are mainly driven from different understanding and implications of symbolic play which are in turn based on the premises of different cognitive development theories. Play and Learning: Educational Framework in Kindergarten Settings Children learn through play is the golden rule that any educational frameworks in the preschool (Kindergarten) settings should revolve around. According to the theories and studies discussed in this paper, the natural approach for children learning is dependent upon activities and discovery. Through touching, exploring, manipulating testing, imitating, and symbolic playing, children learn about their world. While through social interaction with other children and adults, they develop the language skills and learn about their culture, values, history, themselves and their relationships to others. The goal of the Kindergarten learning program is to help children to achieve a degree of self-confidence, to acquire social skills and to participate in activities that enable significant development in knowledge and language. The Kindergarten learning program then should engage children in different types of play that covers the range of physical, inactive, associative, solitary, parallel, surrogate (onlooker) and definitely the symbolic play. It is important to be sensitive to the developmentally characteristic of this stage of age and give the children the space for self-discovery and when instructed, instructions should visual, clear and short. The learning program should consider the stages of complexity of play in link to Scale for the Evaluation of Dramatic and Socio-dramatic Play in moving from simple touching and manipulation into object-free role playing. Teachers should be sensitive to the children differences and to the egocentrism characteristic of this age and encourage children gradually to engage in more collaborative kind of playing. For an example, the teacher can int

General Will and Rousseaus Social Contract :: Papers Politics Rousseau

When Jean Jacques Rousseau wrote the Social Contract, the concepts of liberty and freedom were not new ideas. Many political theorists such as Thomas Hobbes and John Locke had already developed their own interpretations of liberty, and in fact Locke had already published his views on the social contract. What Rousseau did was to revolutionize the concepts encompassed by such weighty words, and introduce us to another approach to the social contract dilemma. What would bring man to leave the state of nature, and enter into an organized society? Liberals believed it was the guarantee of protection - liberty to them signified being free from harm towards one’s property. Rousseau’s notion of freedom was completely different than that of traditional liberals. To him, liberty meant a voice, and participation. It wasn’t enough to be simply protected under the shield of a sovereign, Rousseau believed that to elevate ourselves out of the state of nature, man must particip ate in the process of being the sovereign that provided the protection. The differences between Rousseau’s theories and those of the liberals of his time, begin with different interpretations of the state of nature. Thomas Hobbes described the state of nature as an unsafe place, where the threat of harm to one’s property was always present. He felt that man could have no liberty in such a setting, as fear of persecution and enslavement would control his every action. From this dismal setting, Hobbes proposed that man would necessarily rise and enter into a social contract. By submitting himself to the power of a sovereign, man would be protected by that same power, thereby gaining his liberty. Rousseau’s version of the state of nature differs greatly. He makes no mention of the constant fear which Hobbes believed would control man’s life in the state of nature, rather he describes the setting as pleasant and peaceful. He described the people in this primi tive state as living free, healthy, honest and happy lives, and felt that man was timid, and would always avoid conflict, rather than seek it out. Building from this favorable description of the state of nature, why would man want to enter into a social contract of any kind? If Rousseau was so fond of the state of nature, why would he be advocating any form of social organization? The answer is two fold. Firstly, Rousseau recognized that 18th century Europe was indeed very civilized, and that it would be impossible for man to shake off these chains and return to a state of nature.

One Flew Over The Cuckoos Nest :: essays research papers

"Ting. Tingle, tingle, tremble toes, she’s a good fisherman, catches hens, puts ‘em inna pens†¦wire blier, limber lock, three geese inna flock†¦one flew east, one flew west, on flew over the cuckoo’s nest†¦O-U-T spells out†¦goose swoops down and plucks you out."The book "One Flew Over the Cuckoo’s Nest" is about a man, Randle Patrick Mc Murphy who is a rough-and-tumble, fun-loving guy who comes into the mental ward in Oregon and challenges the authoritarian nurse, Ms. Ratched. As the struggle between them goes on, Mc Murphy starts to show the other men of the ward how to loosen up and that they do not have to always listen to the nurse. Eventually, Mc Murphy is defeated when Ms. Ratched makes him get a lobotomy. When you first pick up the book, you will first notice that the story is told by one of the men who live in the ward. This is Chief Bromden; a half-Indian who is one of the long time committed men. In my eyes, the Bromden is a key character in the whole book. The Chief, in reality, is 6 foot 7 inches tall, but in his mind he sees himself as a man only two or three feet tall. This is because he has received over 200 electro-shock treatments and has been physiologically beaten to think that he is an inferior being to all others but he is not alone. All of the patients in the ward have had this done to them, some more than others. Another thing that sets the Chief apart is the fact that he has led everyone to think he is deaf and mute. This has enabled him to hear some of the secrets of the ward because everyone thought it was safe to talk around him. The Chief has also been in the army and in WWII. He claims to hear and see machinery in the walls of the ward that track and monitor all action that goes on in and around the hospital. With his experiences in war and with what he has gone through in the ward, he often loses himself in a "fog". He creates this "fog" in his mind so that he can numb the reality of where he is. Because of how he acts when in this fog, he has remained distant from all other patients in the ward. At least he was until he met McMurphy.

History Cw Investigation

Had Hitler not have used coercion in this example then it could have been possible that the â€Å"radical ambitions of the AS, who kept longing for a real social revolution. â€Å"6 May have had enough trench to remove Hitler from power and begin a revolution of their own; therefore in this case coercion proved to be important to him and his challenge of maintaining power. Hitler also created a secret police called the Gestapo, which included many members from the AS. The Gestapo was created as an â€Å"organization to hunt down ‘enemies of the state. 7 And were responsible for placing these ‘enemies of the state' into concentration camps. The Gestapo portrayed forms of psychological coercion more than it did physical relying more on threats than actual violence. Hitler grew to rely on he Gestapo and their work as the idea of being sent to these concentration camps â€Å"enforced the message that an individual should be totally loyal to the state. â€Å"8 The sheer f ear factor of the Gestapo lead to many German people becoming ‘informers' and giving up information on people in the area who were against Nazi ideology.In fact, â€Å"the Gestapo relied on the active cooperation of the German people. â€Å"9 Because despite â€Å"Its fearsome reputation, the Gestapo was not particularly large. â€Å"l O With â€Å"major areas such as Frankfurt, Hannover and Bremen having under 50 officers each† 1 1 This suggests that psychological coercion was key in helping Hitler maintain power, as Hitler and the Nazi party were able to control the German citizens as they had installed so much fear into them that they were tricked into believing the Gestapo were everywhere.However it could be argued that the German citizens may have had more of an idea that so little Gestapo were really in their towns than first believed which means that rather than spilling information on local ‘enemies of the state' due to fear they did it as they were in support of Nazi ideology and rather it was their ideology that proved to be he key factor in Hitler maintaining power, not coercion. Hitler furthered his coercion tactics during his reign as chancellor creating concentration camps in which Hitler disposed enemies of the state. Here they were â€Å"consigned to an uncertain fate. 1 2 Hitler presented these camps as â€Å"educative institutions that provided a correction and a warning†1 3 The camps were used as a tactic to scare German civilians into complying with the Nazis rule they were undoubtedly ‘successful' in removing any enemies that Hitler believed posed a threat to his party with â€Å"Jews, trade union leaders, socialists and unionists†14 all given a â€Å"promise of savage brutality. â€Å"1 5 With any political opposition unable to gather enough support, due to the majority of them being hidden away in these camps, Hitler never had to worry that he may be voted out of power by the German public.Wi th little opposition, particularly politically, the people of Germany would have become ‘use' to this way of living, fearing that if they did speak out against the regime they would be sent to these camps where they would be â€Å"beaten, tortured, starved and often murdered† 16 This use of terror, a tactic which he himself admitted was â€Å"the cost effective instrument†17 was a clear example of coercion and without it Hitter's position as chancellor may not have been as stable as it showed to be during his time in power.

The Application of Vygotsky’s Theory to the Design

2. Why does learning require disequilibrium according to Piaget? Provide an example of how teachers can create discrepant events. 3. What is the Zone of Proximal Development in Vygotsky’s thought? Do you think it is a good model of learning? Why or why not? The Application of Vgotsky’s Social Development Theory to the Designing of a School Curriculum Christina Nardone: 102150672 Educational Psychology 02-46-324-01 Assignment A: Conceptual Comment University of Windsor Instructor: Anoop Gupta October 1st, 2012Lev Vgotsky’s theories have become central to understanding cognitive development and have influenced many research initiatives in the past couple years. Social interaction and culture are thought to be the back bone of learning in his theory of social development, where he argues that social learning tends to occur before development (McLeod, 2007). This theory is one of the foundations for Constructivism, which can be defined as an active learning process, in which new knowledge is built on previous knowledge (Hoover, 1996).An important component of social development theory is the Zone of Proximal Development (ZPD). It has been defined as â€Å"the distance between the actual developmental level as determined by independent problem solving, and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Vygotsky, 1978, p. 90). According to Vygotsky, learning occurs in this zone.Scaffolding is a technique related to the ZDP in that the adult or peer adjusts their level of help to the learner depending on their performance in the task. (Young, 1993). These components of social development theory would be useful in designing an educational curriculum. Schools should retire the instructional approach to teaching and adopt a more interactive approach so that students can be actively involved in their learning. Incorporating scaffolding techniques to th eir lectures would be beneficial as well as adding some collaborative learning tasks with their peers.The focus of learning should be on how well students have developed their problem solving skills, not just how much information they have learned. Also, testing and assessment should take into account the zone of proximal development; two children could have the same actual levels of development but different potential levels of development, which one child could be more capable than another child in completing many more complicated tasks. Works Cited Hoover, W. A. (1996, August 3rd). The Practice Implications of Constructivism.Retrieved September 30th, 2012, from SEDL: Southwest Educational Development Laboratory: http://www. sedl. org/pubs/sedletter/v09n03/practice. html McLeod, S. (2007). Lev Vgotsky. Retrieved september 30th, 2012, from Simply Psychology: http://www. simplypsychology. org Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Ca mbridge: Harvard University Press. Young, M. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41 (1).

Descriptive Essay - Original Writing - 979 Words

Envision a young, obsequious girl; she’s just 10 years old. She has dazzling blue eyes and wispy white blonde hair, and she is carefree. She is a big sister to her little brother, and she is unsuspecting. I am this girl. I am the girl who for ten years thought of herself as the only big sister. I was wrong. I can recollect sitting in my dad’s old gray work truck while he was under the hood. I was always prying into things that were none of my concern; that warm spring day was no different. As I was nosing around I found a photograph of a girl, older than me, but not by much, she was riding a horse. I was perplexed. The girl in the photograph looked so much like me. She had the same hair and eye color, but I wasn’t as old as her, nor could I recall ever getting on a horse. I could feel the burden of tears behind my eyes as I slowly exited the truck to ask my dad who the girl was in the photograph. On that day my whole world changed. My dad explained to me (afte r reprimanding me for plundering through his things) that before he met my mother, he dated a girl named Susan when he lived in Michigan. Susan became pregnant, but he was unaware of this until after he and his family moved to South Carolina. Finding out I had an older sister was a profound experience because I felt like I finally had someone to talk to, I had my eyes open to a secret side of my family, and my sister became someone who I admire deeply. I finally had someone I could talk with and relate to. I canShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. I was being chased by what looked like a person but in no way acted like one. Just as it was about to appearRead MoreDescriptive Essay - Original Writing1102 Words   |  5 PagesIt is on days like this when we stop to think about our life. Small drops of rain begin to dapple the cobblestone pavement as people whip out their umbrellas for cover. I continue sauntering down the busy street, relishing the feeling of a light shower. M oving with the mass of pedestrians, I stop at a crosswalk where I wait for the stoplight to turn green. A flower shop employee across the street scurries to bring in the numerous bouquets and close the doors as rain starts rolling down the displayRead MoreDescriptive Essay - Original Writing914 Words   |  4 PagesDreamy I thought. Standing on the corner is a young guy with a smile. I see him here almost every day, so I linger for a while. He tells me his name, and I tell him mine. I m Ester, what s your name? I enquired. My names David .,He replied. We end up talking for a while and I asked him if he had ever left this city. He tells me of all these stories of the places where he s been, the distant lakes and mountains, and in valleys oh so green. I can see it in his eyes, he really has beenRead MoreDescriptive Essay - Original Writing974 Words   |  4 Pages I was used to moving round, having a mother who liked to travel more than making roots was something I had gotten used to. Still, I had never gotten used to the loneliness of an empty house when she was out exploring, or the feeling of leaving behind someone who could have meant something to me. Our most recent move was Oregon. It was pretty, and I didn’t mind it, but it was much different than Florida. Not only was it opposite sides of the country, it felt as if it were opposite worlds. 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You must have had fathomed that some degree of formality had seeped between us. Born of habit, formulaic greetings had become a routine. You presume that I’m a close friendRead MoreDescriptive Essay - Original Writing1387 Words   |  6 PagesI was wearing a beautiful blue dress with sapphire gems all around the chest area as I entered the ball with Ciel and Sebastian. I took a good look around here, the hallway was lined with gold. There was a servant ready to escort us to the ball room. Hello, come this way. He said, walking forward. Wow, this place is so fancy! I exclaimed, looking around. It s fake gold. Ciel bluntly replied, bringing my hopes down. I sighed. Ciel sounded like he wasn t in a very good mood. Ciel, lightenRead MoreDescriptive Essay - Original Writing1287 Words   |  6 Pages In the morning, Caireann woke me up. She stood above my bed, shaking my shoulder. I opened my eyes, looking at her. Then I looked across the room to her empty bed. Andy s empty bed sat in the corner. I swallowed, climbing out of bed. Sleep well? Caireann asked me, starting out the door. Yeah, I said, going over to our small dresser. I had the bottom two drawers. Andy had the middle two, and Caireann had the top. I pulled open the drawers, pulling on a colorful tank top and a grayRead MoreDescriptive Essay - Original Writing1345 Words   |  6 PagesLater that night, I was behind the wheel of my G-Wagon with Melissa in the passenger seat. She didn’t feel like driving since she was on the road all day and I understood so I didn’t mind when she asked me to. I had been tight-lipped. She kept eyeballing me as if she detected that something was bothering me but I just kept singing to my India Arie as if I was carefree. â€Å"So are you going to tell me what’s going on or no† Melissa said disrupting my own personal concert. I stopped singing and tookRead MoreDescriptive Essay - Original Writing1085 Words   |  5 PagesI WAS SITTING IN a taxi, wondering if I had overdressed for the evening, when I looked out the window and saw Mom rooting through a Dumpster. It was just after dark. A blustery March wind whipped the steam coming out of the manholes, and people hurried along the sidewalks with their collars turned up. I was stuck in traffic two blocks from the party where I was heading. Mom stood fifteen feet away. She had tied rags around her shoulders to keep out the spring chill and was picking through the trash

Human Trafficking A Modern Day Form Of Slavery - 1232 Words

Human trafficking is a worldwide issue that continues to pose problems to many countries including the United States of America. As technology continue to improve, it is very easy for a pimp or trafficker to sit in one state and connect with a victim in another state. People are been trafficked for many reasons, one of which is sex. As victims of sex trafficking suffers with emotional, physical, sexual and psychological abuse and manipulation, they are often afraid to report their traffickers or pimps to law enforcement. This is because of the lack of trust and fear of prosecution. Despite numerous laws that have been put in place to help victims of human trafficking reintegrate into the society, law enforcement agencies continue to treat human trafficking victims as criminals rather than identifying and helping these victims. What is Human Trafficking? The Department of Homeland Security defines human trafficking as a â€Å"modern-day form of slavery involving the illegal trade of people for exploitation or commercial gain† (Alvarez, 2016). In the sex trafficking trade, women are usually pulled in through many forms – pimps, spouses, significant others and even parents. While it is difficult to identify these traffickers, focus should be on them rather than the victims. To win the fight on human trafficking, law enforcement agencies should focus on identifying rather than criminalizing its victims. Local police have to accept the fact thatShow MoreRelatedHuman Trafficking : Modern Day Form Of Slavery Essay1698 Words   |  7 PagesHuman Trafficking: The Modern-Day Form of Slavery Laura Gomez Case Western Reserve University On October 6, 2016, the CEO of the Backpage.com was arrested in Texas on allegations of sex trafficking and pimping involving underage victims (Fernandez, 2016). In Los Angeles, 153 prostitution-related arrests were made along with the rescue of 10 victims forced into the sex trade (Evans, 2016). A human trafficking sting in Texas, headed by McLennan County Sherriff s Office and the Homeland SecurityRead MoreHuman Trafficking Is A Modern Day Form Of Slavery1393 Words   |  6 PagesDo you know what human trafficking is? Well, human trafficking is just another name for modern slavery.   Different medias, like television shows and movies, make it look like human trafficking only happens in foreign countries or to foreign citizens.   That however, is dangerously untrue.   It is one of the biggest crime industries in America, behind drug and arms dealing.   It’s happening right in our backyard, human trafficking is extremely prevalent in big American cities and states w ith internationalRead MoreHuman Trafficking : A Modern Day Form Of Slavery1591 Words   |  7 PagesHuman trafficking is a billion dollar industry and is arguably the fastest growing criminal enterprise in the world. It exists in every country. It’s victims are both old and young, black and white, and spans every socioeconomic bracket. The Department of Homeland Security defines human trafficking as, ‘a modern-day form of slavery involving the illegal trade of people for exploitation or commercial gain’ (What Is Human Trafficking?). While people are trafficked for a majority of reasons, the mostRead MoreHuman Trafficking And Trafficking : A Modern Day Form Of Slavery Essay1068 Words   |  5 PagesHuman smuggling and trafficking: Did you know that women make up 66% of the worldwide trafficking victims? The victim is usually aged 8-18, and some are as young as 4 or 5. Human trafficking and smuggling is becoming the world’s largest crime in the world. People that are caught up in these horrible crimes either end up in jail if caught, or dead. Trafficking is a compared to a modern-day form of slavery as it involves the exploitation of unwilling people through force. Karla Jacinto was one ofRead MoreHuman Trafficking Is A Form Of Modern Day Slavery1147 Words   |  5 Pages Human trafficking is a form of modern day slavery that involves the buying and selling of human beings. Although human trafficking is highly illegal The United Nations estimate that 2.5 people are trafficked every year (2008). Most victims of human trafficking are from Asia, Slavic European nations and Central America (Thio Taylor 2011).These victims may be tricked into leaving their countries with false promises of a better life. Once imprisoned the victims are told they now have large debtsRead MoreHuman Trafficking : A Form Of Modern Day Slavery1339 Words   |  6 Pages Trafficking in persons or TIP, â€Å"is a form of modern day slavery† (Women’s Bureau 2002). â€Å"Traffickers often prey on individuals who are poor; frequently unemployed, or underemployed, and who may lack access to social safety nets. Victims are often lured by traffickers with false promises of good jobs and better lives, and then forced to work under brutal and inhumane conditions†(Attorney General). TIP â€Å"involves the use of violence, threats or deception to create a pliant and exploitable work force†Read MoreHuman Trafficking : A Form Of Modern Day Slavery2259 Words   |  10 PagesLiu Mrs. D English 3 5/9/2016 Issue on Human Trafficking Stott and Ramey stated in their journal: â€Å"Human Trafficking described as a form of modern-day slavery, human trafficking tremendously violates the rights of its victims. Human trafficking is quickly becoming one of the fastest-growing business of organized crime. Bales and Lize explained that human trafficking is a means by which people are brought into as well as maintained in, slavery and forced labor. It is an actual process of enslavement†Read MoreHuman Trafficking : A Form Of Modern Day Slavery1394 Words   |  6 PagesHuman trafficking, a form of modern-day slavery, is the third largest money making venture in the world; 2.5 million out of 8.1 million of forced labor are sex trafficked and 1.7 million of women and girls are in commercial sexual exploitation (Stone 320). When it comes to human trafficking, it can happen to anyone and anywhere. Many female victims are sexually exploited because women and girls under the age of 18 are lured and misled by promises of e mployment, leaving their home and considerationRead MoreHuman Trafficking Is The Modern Day Form Of Slavery1845 Words   |  8 PagesHuman Trafficking in America Cindy Vann Term Paper for Social Science 180 Diversity in the United States On-line Course # 71032 Submitted to: Professor Leal November 14, 2015 CERTIFICATION I hereby certify that: this term paper, entitled Human Trafficking in the United States, is exclusively the result of my own original library research, thinking, and writing. I wrote this paper for Social Science 180 to satisfy the requirement. No part of the paper was copied or paraphrasedRead MoreHuman Trafficking Is A Form Of Modern Day Slavery1568 Words   |  7 PagesModern Times Slaves Human trafficking is a form of modern day slavery where its perpetrators profit from control, exploitation, coercion and defrauding of others through forced labor, or sexual exploitation and in some cases both. Sexual exploitation is the most prevalent form of human trafficking especially in the United States. Even though accurate statistics are rare in this field, those currently existing approximate that massive numbers of women and girls are sold for sexual exploitation within