Are you ready for the Big Data Coursework Example | Topics and Well Written Essays - 750 words

Are you ready for the Big Data - Coursework Example The competitor company had used this ability to carry out myriad of experiments in the real world giving it a competitive advantage. The main point the authors put across is that big data collection is the game changer in the 21st century corporate world. Big data has the potential to revolutionalize the management practices. The authors pose a challenge to the companies to decide whether they are ready to exploit the potential of big data and to manage the threats it could pose effectively. The rest of the article explores the important ways in which big data could transform the competition in the corporate world, alter the corporate ecosystems and improve innovation. One of the major elements of organization development is effective communication across all organizational sectors and also extending to external stakeholders such as the suppliers. This article lays emphasis on the importance of sharing data across the different lines of business such as finance, management, productio n and sales and marketing. It further calls for integration of the organizations data system with suppliers, data systems in order to accrue benefits such as instant stock replenishment and real-time price adjustment. It argues that the tendency of many companies to accumulate huge volumes of data in their silos and other forms of information hoarding impedes timely exploitation of this data. This is not in line with essentials for organization development. Organizations need to open these data enclaves and integrate data from various systems.

Bad Sugar Essay Example for Free

Bad Sugar Essay Unnatural Causes In this video Bad Sugar the Pima and Tohono Oodham Indians of southern Arizona have the highest diabetes rate in the world. This affects more then half the adults in this Indian group, but a century ago diabetes wasnt even heard of. What has happened to the health of the Pima Indians? During the 20th century the river water was used by white settlers and Pimas local Indians went into poverty and became dependent on the U. S. government. This resulted in the Indians eating tepary beans, cholla buds and wild life these everyday ood items changed to white flour, lard, processed cheese and canned foods. Needless to say this had a big impact on the Pima Indians. This exclusive documentary shows crucial evidence on how we pour more money into drugs, fad diets, medical technologies, but is it deeper then that? Evidence shows therere more to bad habits and unlucky genes. If we can find a solution to poverty we can solve many of the problems that individuals deal with on a day-to-day bases. As a future educator I will teach them strategies and help improve their daily exercise. Teaching hem strategies will help them to become independent with their exercise as well as quality nutrition and realize how truly Important It Is, which should lower the diabetic rate. Goals: 1 . Promote healthy lifestyles to prevent risk factors for pre-dlabetes, diabetes, heart disease, and stroke 2. Improve the detection, control and treatment of risk factors and pre-diabetes for the prevention of diabetes, heart disease, and stroke 3. Improve the detection, control and treatment of diabetes and cardiovascular disease to prevent complications and disabilities and reduce the severity and progression of disease

Importance of employee relationship management

Importance of employee relationship management Employee-relationship management is an important aspect of any organizations success. The world is becoming increasingly global, the competition in different industries is soaring high coupled with rising recession woes and layoffs. Amidst, these kind of panicky and intense circumstances, stress levels at work places have been at an all time high. It is thus, very important to effectively manage employees in organizations. Social values and beliefs systems play a pivotal role in shaping up the attitude and behavior of various individuals and organizations towards employment-management relationship. Many individuals tend to look for a broader, introspective meaning in the work that will enable them to feel that they are contributing to the community at large. In most organizations, the urge to behave ethically and to assume responsibility for social and environmental consequences of their doing, has become mandatory in developing good employment relationship management at work. The tr end for individual and organizational behavior is more output oriented today. The output is in line with the ethical and social values that have a direct impact on psychological contracts created in todays organizations. This paper will critically analyze psychological contract in the contemporary organization. What are the issues associated with psychological contract, what are the ethical standards of behavior, in light of both, the individual as well as the organization. It is important to study this, because employee performance is directly related to his morale and higher the employee morale, the higher his productivity and higher the chances of enterprise productivity. According to Nelson, employees evaluate the organizations actions with respect to the contributions the organization has contracted deliver. When they see no discrepancies, the psychological contact continues to remain stead. On the other hand, Feldman believes that if a discrepancy is observed, the individual will undergo a cognitive process in figuring out if the discrepancy has a positive or a negative impact. If they feel that its a positive impact, then business continues as usual while if the impact is negative then the discrepancy is considered as a breach. Anderon and Schalk, Morrision and Robinso are of the view that the level of emotional involvement will determine if the breach is a violation indeed. They believe that a lot of factors are responsible in magnifying the scale of the loss. This includes the history and the current stature of the employment relationship too. This means that not every discrepancy can be considered as a breach and not every breach can be qualify to to be called contractual violated.However, the expanded interpretive framework. Thus, as explained by Nelson in his study, the expansion of the interpretive framework for the psychological helps us to look beyond the constraints associated with transactional and relational parameters that have held sway in most research related to psychological contract. It allows us to identify the boundaries of individual-organization,where relationships are subjective and can be affected by forces that exist beyond these boundaries. In another study conducted by Cheng Ping Chang and PO Chiun HSU, an interview method was used to explore the psychological contracts of temporary employees working at the Administration Bureau of South Taiwan Science Park. The results of the study suggest that improvements in management practices and worker welfare work positively. These suggestions can be employed by government agencies who hire temporary employees. The term psychological contract was introduced by Argyris in 1960. He linked it with an unwritten agreement. He explains that whenever an employment relationship exisits, an innate psychological contract takes form between the individual and the organization. On the other hand, Levinson believes that psychological contract is an unwritten, connotative contract on the general rights, duties, and expectations of employeer and employee. There are two dimensions of this contract: the individual and the employee. Schein on the other hand feels that psychological contract play s a pivotal role in shaping the behavior of an organization. These views were contradicted by Rousseau who recently explained that the psychological contract is more than just agreement between the employee and the organization. It is an individuals trust in the organizations. Its about the individuals belief of their employment and the the extent to which they feel that the employer is dedicated to them. Thus the perception of psychological contract varies in light of general expectations, the individuals belief about work, or their expected status in the organization. In Changs study a qualitative analysis was undertaken to determine the difference between the psychological contract as perceived by a temporary employee and as implemented by the employment company actually. For this purpose, interviews were conducted with employees at the Bureau of South Taiwan Science Park and the data consolidated and analysed. The results of the study demonstrate that ideal psychological contract of the temporary employee resembles that of a permanent employee. Because temporary employees, do not receive benefits such as bonuses and vacations,certain differences exist between the permanent and the temporary employee. In their study, Culliane and Tundane have questioned the theoretical deficiencies in the existing literatureon psychological contract. From the work of Argyris to Rousseau to Guest recently, there is a realization that more needs to be done to give the psychological contract a viable framework which is capable of understanding thhe complex nature of the relation between the employeer and the employee. They also threw light on some of the central points which have been left un-attended in literature. The need to theorize the psychological contract to advance understanding was voiced out by them. Irrespective of various theoretical and empirical implication, the paper realizes that the notion of psychological contract continues to be popular in todays age and time. In the study conducted by Jeffrey. N. Street, employee commitment to the organization was examined as an outcome variable fo the psychological contract. He explains it is generally referred by many as the employee perception of the value he gets in exchange of his work at employment. Streets study is primarily conceptual in nature with propositions related to the impact on individualism and collectivisim on the type of contract formed, whether transactional or relational are offered and discussed. Street draws comparison between the psychological contract of the Japenese and Americans. While Japaneese psychological contract of the employee is relational, in the United States, it is primarily transactional. In transactional contracts, there are tangible benefits such as salary betweent the employee and the employeer while high competitive wages and absence of long term commitments are characteristics of transactional contracts. Street proposed a study on mid-level managers and mid-career salaried professionals of Japanese-American firms stationed in the United States and of Japanese firms located in Japan. He believed that the organizational level and position of each participant would be identified by each company on the basis of the description of the target respondent. The study has its own limitations. The biggest problem in studying Japanese owned firms in the United States is the fact that they are unusual organizations and have little in common with other organizations. There is a lot of cultural diversity in the United States. It impacts the influence of individualism on the formation of the psychological contract. The study will have determine the impact of changes in work atmosphere in the United States where jobs are no longer considered as safe because of the extent of change in society in the last couple of decades.

A visit of charity Essays -- essays research papers

A Visit of Charity In the short story of "A Visit of Charity" by Eudora Welty, a fourteen-year-old girl visits two women in a home for the elderly to bring them a plant and to earn points for Campfire Girls. Welty implies through this story that neither the society that supports the home nor the girl, Marian, knows the meaning of the word "charity." Websterà ¢Ã¢â€š ¬Ã¢â€ž ¢s New World College Dictionary defines "charity" as "the love of man for his fellow men: an act of good will or affection." But instead of love, good will, and affection, self-interest, insensitivity, and dehumanization prevail in this story. Welty's description of the setting and her portrayal of Marian dramatize the theme that people's selfishness and insensitivity can blind them to the humanity and needs of others. Many features of the setting, a winter's day at a home for elderly women, suggest coldness, neglect, and dehumanization. Instead of evergreens or other vegetation that might lend softness or beauty to the place, the city has landscaped it with "prickly dark shrubs." Behind the shrubs the whitewashed walls of the Old Ladies' Home reflect "the winter sunlight like a block of ice." Welty also implies that the cold appearance of the nurse is due to the coolness in the building as well as to the stark, impersonal, white uniform she is wearing. Perhaps the clearest evidence of dehumanization is the small, crowded rooms, each inhabited by two older wom...

Biography of Miguel de Cervantes :: essays research papers

Miguel de Cervantes was a famous novelist in Spain in the sixteenth century during the Renaissance. Cervantes lived in Spain during the Golden Age which helped him become a recognized writer. He was very talented, and he showed his talents through the interesting and wonderful novels he wrote. The most famous novel he wrote was called Don Quixote. Cervantes had a very exhausting and enthusiastic life, full of excitement and success. Miguel de Cervantes has great histories which lead him to write his wonderful novels and plays, and these have been very influential during the Renaissance and today’s writers. Cervantes was born on September 29, 1547 in a town near Madrid called Alcala de Henares, Spain. He was the fourth son of seven children. His father was a surgeon and his mother died when he was young. Since his father was a medical doctor his family had to travel to many towns in Spain. During his youth and adolescence he was taught by Jesuits. Not much about his education is known but when he was about twenty-one years old in 1568, he went to Madrid where Juan Lopez de Hoyos, a Jesuit, was his tutor. Cervantes did not attend to university, but he read broadly, this greatly influenced his writings. In about 1568 to 1570 he moved to Naples, Italy. In Naples, he joined the Spanish Army because he had a very big interest in the military. In 1571, he participated in the naval battle of Lepanto, located in the Gulf of Lepanto. The war was between the Spanish and the Turks, since the relationship between the Mediterranean countries and the Ottoman Empire was tense. During this battle Cervantes was wounded in his chest and on his left hand. He lost the use of his left hand and therefore, he gained the nickname of ‘‘Manco de Lepanto’’, meaning Maimed of Lepanto. Nevertheless Cervantes remained in the military although he was wounded because he was very dedicated to it. Then he fought in northern Africa and the Mediterranean lands. When Miguel de Cervantes and his brother Rodrigo Cervantes where sailing back to Spain in 1575, their ship was captured by pirates. Bradbury pirates made them prisoners and took them to Algiers as slaves. Cervantes had to remain a prisoner for five years even though he tried to escape a variety of occasions. He had to wait until his family and his religious order released him from prison having to earn money.

Blue Highways Essay

The beginning to an end, and round again, for Least Heat Moon was when he lost his teaching job. He figured he had two choices – to sleep the matter over or to go crazy. He chose neither. Instead, he decided to take a self-fulfilling journey in search of â€Å"places where change did not mean ruin and where Time and Man and Deeds connected. † Least Heat Moon took a circular route from one end of the United States to another using the back roads or the blue highways because he believed that â€Å"life does not happen along interstates. † He likened Life to a circular route that comes round again, to start over and anew. Least Heat Moon came from the Sioux tribe and like most Native Americans believed that those who embrace the new by discarding the old do not deserve to be honored. His trip gave him the opportunity to meet and talk to people, in the process learning from their experiences. In most cities he visited, people ask about his job. Inasmuch as he had just lost his, Least Heat Moon was vague with his replies and was tempted to answer differently each time. Someone from Grayville, Illinois thought people with nothing to do was common in any part of the country, while someone from Shelbyville, Kentucky distinguished job from work and from occupation in terms of motivation, time and money. He saw people moving and renovating homes in Kentucky. They were log cabins of 1807 and Bob Andriot took pleasure in preserving them for another two hundred years. Bob has something from the past that he is making into something new to pass on to the future. Bob’s kind is so unlike those in Frankfort which was named after their local hero, Stephen Frank. From the old Frank’s Ford it became Frankfurt out of convenience without regard of its historical significance. The entire look of Frankfurt was similarly modernized. Kentucky’s name became associated with Col. Harlan Sanders and his crispy-fried chicken. Least Heat Moon dined in Claudia Sanders Dinner House. Least Heat Moon believed nothing beats the delicious and authentic regional food served in local cafes like they did three decades or so years ago. The Hammonds of Palisades made building a boat their life, a dream made true by their relentless pursuit of it. He lodged and dined at the Shakers’ Trustees Hall, which was built in1839. The Shakers have not outlived their building for their unrealistic views of life and adversity towards progress. On the other hand, Ida, south of Appalachia, was slow to progress because of its isolation. At Gainesboro, Least Heat Moon found that even if he was traveling alone he was to an extent sociable because of the chance that he will meet someone at every stop. At Shepardsville Road, Madison Wheeler refused to part with his old store’s signage despite a tempting offer for the simple reason that he wanted to keep his name. Least Heat Moon was invited to sup at Wheeler’s table, something that Least Heat Moon appreciated noting that those who â€Å"live on little are the ones to ask you to dinner. † In Nameless, Tennessee Least Heat Moon spent an evening with the Watts who showed that him simple pleasures that last and stay in the heart like buttermilk pie, old music, hot bread and a doctor who â€Å"calms like the hand of the Lord. † He made several futile attempts to meet and talk to Native Americans, Hopi or Navajo, for fear of rejection. At Echo Cliffs in Arizona he noticed that White Men in station wagons bought beads from Indians, when it was the White Men in wagons who sold beads to Indians before. When history is repeated, there is a twist in the course of events. In crossing Colorado, the Spanish missionaries of 1776, navigated the Vermillion cliffs in 10 days, ate cactus and 2 horses, made steps to climb and cross 400-ft walls. Least Heat Moon made his in 20 seconds, sitting down. What was terrifying to the Spaniards was magnificent to Least Heat Moon. What was a hurdle to the Spaniards was a breeze for Least Heat Moon. There were 2 observation towers containing reminders of WWII in the southern part of Rehoboth Beach. The young would have no idea at all, but had they been born earlier they would have been among the fallen heroes. Glen Marshall of Smith Island found running a boat a good job because he had no boss to take orders from. , which to him was better than money. Alice Middleton thought that Island Belle brought progress to their island by bringing in provisions, news, medicine, and mails as well as transported the sick and the dying. It was their equivalent to the cars of America. Kendrick Fritz was a Hopi Indian studying Medicine at the Southern Utah State College. Fritz re-acquainted Least Heat Moon on their shared heritage. Fritz said that prejudice against Indians came from seeing them make trouble and that already made them a savage in the eyes of the White Men. The Indians hated the White Way but they enjoy their pleasures as much. Fritz would go back to Tuba, to his people, to practice medicine and money will never be a consideration. To a Hopi, religion is praying for harmony, as well as rain and crops, and a good life. A common symbol among Native Americans is the emergence or the â€Å"road of life. † People go through birth, death, and rebirth. The symbol is also about the journeys we take as well as the â€Å"cosmic patterns that human beings move in. † The Hopi Way teaches that every one is a part of one whole, a greater family. A hunter is forgiven if he hunts and kills for food, for â€Å"only life can feed life. † In the Hopi religion a person is not just one but a part of many things and that if he respects himself then he respects all things too. A person must not set himself above the rest as that would set him apart. The Hopi Way is the Way of the Spirit which is everywhere. Through his encounters with people Least Heat Moon gains insightful knowledge that it serves no purpose to hold on to the past for it will never return, but, it would be regretful if the past is totally forgotten. It is within man to renew the past, not as a repetition but an exciting variation, like the log cabins with beautiful interiors. The present should always connect to the past for there will always be something to learn from and improve on. Without Claudia Sanders kitchen, the world would never know taste of the famous Col. Sanders chicken. The rich cultural heritage of Least Heat Moon seen through the eyes and heard from the lips of Kendrick Fritz replaced his fears with pride and a deeper appreciation of the beautiful journey he had made. It gave him the answers to the questions he sought when he started out and the meaning of the â€Å"wrong turns and blind alleys †¦ fumbling and chance discoveries† he made in his trip. Walt Whitman’s Song of the Open Road from his Leaves of Grass collection was a reinforcement of the enriching lessons that came along to Least Heat Moon in his travels. Whitman’s verses spoke from the past to Least Heat Moon’s present. Despite the distance he had covered Least Heat Moon’s journey is not finished, because he discovered that â€Å"a true journey has no end. † Works Cited Least Heat Moon, W. (1982). A Journey into America. Blue Highways. An Atlantic Monthly Press Book. Little, Brown & Company. Boston/Toronto.

A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young children’s needs and interests

Introduction DfE (2013a) enunciates that the Early Years Foundation Stage (EYFS) is a set of statutory guidelines which all childcare providers (including schools, nurseries and children’s centres) must adhere to in catering for children between the ages of 0 to 5, upon which time they will enter full-time education. The EYFS has been in circulation for several years, undergoing numerous revisions and amendments. The most recent version was published in September 2014 and is a simplified version of past documents, by having four overarching principles which is guided upon: every child is unique, children become strong through building positive relationships, children learn and develop well in ‘enabling environments’ and finally that children develop and learn at different rates (DfE, 2014). These 4 areas will provide the structure for this assignment. The EYFS seems to comprehensively cover all the needs which children may have in their formative years. It is also concurrent with previous initiatives the government have devised, such as SEAL (Social and Emotional Aspects of Learning), which implored teachers and practitioners to adopt a holistic stance in educating their pupils (DfE, 2010) and Every Child Matters, which stressed that each child was an individual and should be treated as so (DfE, 2004). Principle 1- Every Child is Unique Perhaps the most notable principle espoused in the current early year’s framework is the need to recognise the child as an individual, one who is unique and should have care tailored to meet their needs (DfE, 2014). This is a point which seems to have sound theoretical backing. Bandura (1977) feels that children do develop in a unique manner, also giving credence to the fact that the social environment influences their development, something the EYFS also seems to value. Bandura also feels that social interaction is something that is imperative to the child’s development, which is agreement with the communication and language need identified by the framework. Although Piaget (1952) does recognise that each child is an individual, he posits that their development amongst each other is fairly uniform, as he feels that children progress through a series of fixed stages, particularly in a cognitive manner. This seems to be slightly different to the message which the EYFS framework conveys, as they do recognise that children progress through stages, but the document expresses that their development may not be so homogenous: rather each child is on their own unique learning journey (DfE, 2014). In my own practice, children were treated as an individual, with an emphasis on the present, rather than adhering to a fixed model of child development. On my placement each child had their own box and folder where detailed notes on them were kept, which shows how they were being considered as individuals. It seems important to treat the child as an individual so that they can grow in stature and become someone who has an authentic identity. This is something which is inherent with the theory of constructivism which advocates children being treated as individuals who make sense of their world in a way which is unique to them, allowing them to build understanding in a way which is ‘special’ to them (Bruner, 1961: 22). This seems to ratify the ethos of the current EYFS framework in treating children uniquely, although parallel to this, it may also be pertinent to bear in mind that there are certain stages which children progress through. Even if each child’s development is not uniform, there may still be some similarities between them, which necessitates the importance of consulting certain theoretical models of development. Principle 2- Children become strong and independent through positive relationships This principle seems to be slightly paradoxical in nature. Piaget (1952) articulates the importance of children being active and independent whereas Vygotsky (1977) feels that guided participation (from an adult or worker) is essential in fostering a child’s development. The EYFS framework arguably combines these theoretical notions, recognising that children should have be independent and be able to explore, whilst being able to have a positive relationship with their ‘key person’, the adult who is most involved in their care (DfE, 2014). The framework elaborates that it is the key’s person role to ensure that the child becomes settled into the environment, becomes comfortable in the setting and also to build a productive relationship with the parents. Whilst these are undoubtedly important, Bandura (1977) offers an extra dimension of the key worker’s role, which is that they can model and display the desirable behaviours which the children they loo k after can copy and imitate, a phenomenon which Bandura feels is particularly powerful in influencing a child’s development. Nutbrown and Page (2008) emphasise the importance of the key person, in that they should exude warmth, friendliness and possess excellent interpersonal and communication skills which will enable them to develop a rapport with the child and be able to contribute to their development successfully. A supposition could be made that many of the key attributes that a key person should possess are identical to that of a teacher in mainstream education. Nutbrown and Page (2008) also speak of the importance of the key worker handling the transition for young children from being attached to their parents before progressing to being looked after in the children’s centre. This is something which has been covered many times in empirical theories which surround children’s development. Bowlby (1951), an eminent psychoanalyst, put forward the theory of attachment, where he stated that infants form an attachment to a primary caregiver (known as monotropy), typically with the mother, in the first few years of their life and should receive continuous care from this attachment figure for the first two years of their life. This seems to align well with contemporary practice, with the majority of children going to nursery when they are around three years old (Gov.uk, 2014). Bowlby (1953) conceptualised the absence of such care as maternal deprivation, positing that this could have many ramifications for the child such as delinquency , apathy, reduced intelligence and depression. However, a criticism of Bowlby’s attachment theory is that he did not acknowledge the influence of other stakeholders in the child’s care, such as the father, key worker or extended family members. Elfer et al. (2003) concentrate specifically on the relationship between carers and the child, advocating that they should exude warmth and friendliness and not shy away from forming a strong bond with the infant for fear of confusing it, as even a baby is able to discern between their parents and their carers. The literature expressed above seems to evidence the importance of the key worker in meeting the child’s needs, something which the EYFS framework also gives credence too. Key workers are influential in helping children to gain some stability in the setting and become comfortable there and allowing them to thrive and prosper. If they form a good relationship with the child this can help them to achieve their ‘early learning’ goals, particularly in how they communicate with others and explore the world around them (DfE, 2013b). Sylva et al. (2004) articulated the importance of the key worker being on good terms with the parent in their authoritative EPPE study, which asserted that each child should be assigned a key worker. Essentially, if the key worker has a good relationship with the parent this may allow children to form a better relationship with the key worker and have all of their needs fulfilled, it could also boost the engagement of certain groups of parents such as teen mums, something which my placement noted the importance of. DfE (2013a) also highlight the importance of key workers being suitably trained and educated so they can provide a good service to the children under their care. This was again apparent in the children’s centre which I visited, where the early years teachers had to be educated at least up to a Level 3 standard. In essence, children need to build positive relationships with those around them to become independent, and the key worker is at the centre of this. Principle 3- Children learn and develop well in ‘enabling’ environments Piaget (1952) conjectured that babies are naturally inquisitive and want to explore the world around them and become active participants within it. Therefore it seems appropriate that there should be an environment which stimulates them to do that, intellectually, socially and building their autonomy and independence. Such environments are deemed to be ‘enabling’ with the key worker again at the centre of cultivating and propagating such an environment, which could be potentially similar to the environment to the child is exposed to at home, to ensure greater consistency and continuity (DfE, 2014). However, structuring the environment in such a way may allow children to learn about concepts which will be of use to them in their development as an adult. The children’s centre where I was placed at were proponents of heuristic learning in getting the children to problem-solve and explore activities, with the emphasis being on play and reward, with items like treasure baskets used quite frequently (See Appendix A). Outdoor and indoor learning in the EYFs seems to be equally important, something which the government recognises and gives credence to in the EYFS framework, making it mandatory that childcare providers give access to an outdoor environment which is safe and has plenty of opportunities for play (DfE, 2014). Garrick et al. (2010) extend this, articulating that the environment of an EYFS setting should have abundant opportunities for play, including allowing children to indulge in creative pursuits (something their study valued highly), physical opportunities (like sports and outdoor play areas) and ‘pretend’ play. If a centre did include such an extensive range of opportunities, this could allow them to cater for a larger spectrum of learners as it is widely acknowledged that pupils thrive and learn in a multitude of different ways (Gardner, 2004). Furthermore, the potential for progression in the children could be enhanced if they were encouraged to develop a ‘growth’ mindset by staff and engage in activities that they would not do normally, so they can become more familiar with varied tasks and not be reticent to challenges in their future life (Dweck, 2006). The indoor environment is imperative also to facilitating children’s development. As previously mentioned, there should be ample opportunities for children to engage in a wide variety of activities to stimulate them in different ways. A multi-sensory approach can contribute significantly to the development of children and really aid them in reaching a higher level of maturity and cognition, as they interact with the world around them in different ways and become more flexible and adaptable. Steel (2012) infers that such an approach could have positive longitudinal consequences for the child, including improved academic attainment and retention of knowledge, which seems to be a sound rationale for such an approach. Whilst it seems essential that the indoor environment should be stimulating cognitively, it may be wise not to neglect the emotional aspect of it. Again, the key worker is at the centre of providing the warmth needed in an enabling environment. Nutbrown and Page (20 08) assert that they should show warm responses to the children under their care and react well to them. In essence, an enabling environment is made up of the components of suitable and stimulating indoor and outdoor areas, which the key worker is central in maintaining and facilitating. Principle 4- Children develop and learn in different ways and rates The final principle espoused by the EYFS framework is perhaps more concerned with the cognition of children, although it does refer to their social and emotional development in part. Nevertheless, Katz (1988, as cited in Carr, 2001, p.21) hypothesises that each child has a certain ‘disposition’, something which is distinct from learning; it is concerned more with how they react to certain situations and the habits they adopt and carry out on a regular basis. In a later document, Katz (1993) elaborates that dispositions in young children are normally learned from those around or the environment they are raised in or looked after, which seems to resonate with Bandura’s (1977) theory of modelling mentioned earlier in the assignment. Katz (1993) also articulates that dispositions are strengthened when they are acknowledged and efforts are made to continue them (particularly if they are good habits), which seems to emphasise the importance of treating the child as an i ndividual. It seems evident that all children learn and develop in different ways, as evidenced by the argument above. However, a conjecture could be made that there may be certain strategies which a practitioner or worker can implement which will result in children developing into sensible and mature adults. One way in which to do this is to cultivate a child’s resilience in their ability to complete a task or try a new activity. Children may give up if they perceive the task to be beyond their capabilities and not extend themselves to complete this. This could be a natural response from the child (particularly if the task is incommensurate with their skillset) or it could be something that they have learned over time. Dweck (1975: 673) terms this as ‘learned helplessness’, where a child habitually gives up in the face of a challenging task or adversity, possibly because of a lack of response from the adult in encouraging the child to complete the task and persevere. Combining the sentiments expressed by Katz and the argument above, could be essential in helping children to progress appropriately, particularly when faced with unfamiliar situations and tasks. Siraj- Blatchford et al. (2002) concluded in their Researching Effective Pedagogy in the Early Years (REPEY) study that shared sustained thinking was crucial in helping a child to tackle new problems and persist. This is defined as two or more individuals (with at least one adult ‘facilitator’) working together to complete a task, although the authors stress that each person should be actively contributing to the task, and that there must be a progression towards an eventual solution, even if that is reached straight away. This coincides with Vygotsky’s (1977) theory of cognitive development, which posits that a child will enhance their zone of proximal development (the difference between what they can do on their own and with help) if they are supported by a more knowled geable other such as an adult or more capable peer. Both arguments suggest that collaboration between adults and children is essential to further the child’s development, although again the manner in which this is done should be unique to the child by using questioning which is appropriate to the child’s level of cognitive development (Bloom et al., 1956). Conclusion The rationale which underpins the EYFS framework is the need to treat the child as a unique individual and consider their needs at length, in a cognitive, emotional, social and physical sense to facilitate optimum development in them. There are several ways to ensure this, including that the environment is stimulating and appropriate enough for the child’s needs, that they have access to a multitude of activities, that the key worker has a warm and fulfilling relationship with the child and that they encouraged to develop a growth mind set and persevere with challenging tasks with the facilitation of another adult. Arguably, if a childcare provider follows all of the actions above and adheres to the EYFS framework, then this should allow for children to progress to the desired level of development and maturity. References Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Bowlby, J. (1951) ‘Maternal Care and Mental Health.’ World Health Organization Monograph. Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruner, J. S. (1961) ‘The act of discovery’. Harvard Educational Review, 31 (1): 21–32. Carr, M. (2001) Assessment in Early Childhood Settings. London: SAGE. Department for Family, Education and Skills (2004) Every Child Matters. [Online]. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/dfes/1081/2004 (Accessed: 24 November 2014). Department for Education (2010) Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. [Online]. 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