The Social Needs For Students Intellectual Development...

Introduction: Background Generally speaking, universities place emphasis on students’ intellectual development more than their personal growth. Nevertheless, many students experience college life stressful. College students often find themselves feeling isolated as they begin their lives on a university campus (Corey, Corey, Corey, 2014). Therefore, their social needs in addition to their academic needs must be addressed (see Corey, et al., 2014; Ramsay, Jones, Barker, 2007). Developmentally, college age individuals transition from adolescence to young adulthood (Gardiner Kosmitzki, 2010). One of developmental theorists, Erik Erikson (in Lerner, 2002) postulated that young adults’ developmental task is negotiating their identity within the intimate relationship. Furthermore, Cà ´tà © (2006) stressed that reflecting and exploring their lives in adolescence to emerging adulthood helps them obtain what he called identity capital, which refers to â€Å"a repertoire of personal resources† (Cà ´tà ©, 2006, p. 91). It includes both tangible and intangible resources and attributes (Cà ´tà ©, 2006). Lack of engagement or passivity of adolescents and emerging adults result in diffusion (â€Å"apathetic noncommitment† (Cà ´tà ©, 2006, p. 104). Gleaning from these theorists’ observations, college students face developmental tasks, which carry them forward to adulthood. Therefore, their social needs in addition to their academic needs must be addressed (see Corey, et al., 2014). The rate of internationalShow MoreRelatedEffects of a College Education1279 Words   |  6 Pagesindividual other than just a better education. Individuals who have attended college and graduated tend to be more successful in life than those who didnt. There have been studies through the years that provide evidence showing that a college education can be very beneficial to a person and have major impacts on their lives. The most comprehensive review to date on the question of the impact of college is found in Ernest Pascarella and Patrick Terenzinis book, How College Affects Students. They usedRead MoreSocial Inclusion And Intellectual And Developmental Disabilities Essay1334 Words   |  6 Pages Social inclusion is a social society in which differences are respected, values are shared and basic needs are meant through fair social interactions. Most importantly, in a socially inclusive society all members are acceptable and enabled full participation within the society (Victorian Government Health Information, Australia., n.d). In regards, to social inclusion among people with intellectual and developmental disabilities (IDDs) the social dynamics of these circumstances can be more complexRead MoreReflection Sample Research Paper1001 Words   |  5 Pagesto their students and to their vocation. In and outside the classroom my mentors advanced my ability to analyze, generate, and express ideas and think independently, which propelled my academic growth. They also created rigorous curriculums, gained the respect of their students, and maintained clear and fair academic standards for themselves and their students. My mentors set an exceptional model for me to follow and thus shaped my pedagogical philosophy, which involves teaching my students to thinkRead MoreThe Association For Middle Level Education1463 Words   |  6 Pagesproviding a safe and effective learning environment for the Middle Level Students. Standard One; Young Adolescent Development is imperative for being an adequate educator for this age level. In order to successfully fulfill these standards, it s important to understand the transitional years 10-15 year olds are experiencing at this time. These students will grow physically, intellectually, morally, psychologically and social-emotionally. Physically, young adolescents will experience growing pains;Read MoreIntroduction. In Their 1995 Book Tinkering Toward Utopia:1740 Words   |  7 PagesCentury of Public School Reform, Tyack and Cuban explained that the idea of a â€Å"retarded† student began in the mid-nineteenth century. Such students were originally defined as those who were slow learners and unable to promote to the next age-appropriate grade alongside their peers. The concept of different children developing at different rates led to the formation of the IQ test. The categorization of students by their level of intelligence followed suit. By the early twentieth century, special schoolsRead MoreThe Sociocultural Theory Essay1710 Words   |  7 Pagesthat during the early stages of life as infants, language (nonconceptual speech) and thinking (nonverbal thought) were separate areas of development. Noncon ceptual speech would be a child mumbling words without completely understanding their meaning. A child observing or playing with an object without using words would be nonverbal thought. As intellectual development continues, verbal thought begins connecting these two areas during early childhood. When this starts happening, children start using self-directedRead MoreThe End Goal Of Education1375 Words   |  6 Pagessociety? Why do students feel the need to cheat on tests even if they have studied? I believe the answer is because the grades we get have become more valuable than the education we received. In today’s world, education is strictly consumerist based and it is working directly inverse of what education is supposed to do. Education is should to help facilitate the development of citizenship, stimulate personal growth or self-improvement, occupational preparation, and bring intellectual purposes suchRead MoreCustomized learning Theory: Annotated Bibliography168 1 Words   |  7 Pagesï » ¿Student name Course Professor Date due Customized learning Theory: Annotated Bibliography The fact that people have different learning capacities and that people can absorb content differently is fueling the rise and acceptance of customized learning. Is customized learning the way to go in ensuring that every student needs are met? Many still are proponents of the traditional method of instruction citing the massive resources required for adoption and full implementation of customized learningRead MorePersonal Statement For Pursue School Counseling1253 Words   |  6 Pagesan effective and successful leader in this profession. Why? I have always held a passion for touching the lives of the youth in a great and positive manner. A licensed school counselor entails helping students with academic achievement, personal/social growth and career development, ensuring students become the industrious, well-balanced adults of tomorrow. while, operating as a professional school counselor involves me obtaining the appropriate knowledge and skills that will support me with providi ngRead MoreWhat Are Some Obstacles You May Face as a Teacher ?1411 Words   |  6 Pagesconditioning and reinforcement and accommodating those with development disabilities (Symonds, 1941). Keeping students motivated in the classroom and out is an obstacle many teachers will face. Unmotivated students tend to have negative attitudes, a general dislike for school, give up easily on set tasks and are the major cause of classroom disruption (Eggen Kauchak, 2010). These factors lead to students having a negative impact on other students in the classroom, thus making teaching difficult for

Finding the Main Idea Worksheet and Problems

The Negro Artist And The Racial Mountain The Manifesto...

Bowen 7 Sunteasja Bowen Harlem Renaissance Dr. Bracks 2 March 2017 The Negro Artist and the Racial Mountain: The Manifesto for Artists of the Harlem Renaissance The Norton Anthology of African American Literature suggests that the Harlem Renaissance was the â€Å"irresistible impulse of blacks to create boldly expressive art of a high quality as a primary response to their social conditions, as an affirmation of their dignity and humanity in the face of poverty and racism† (953). The Harlem Renaissance was known as the rebirth of music, drama, dance, literature, and art for African Americans from 1919-1940. During this time, Black Americans found themselves longing to gain acceptance from their own. Blacks needed to create art and literature†¦show more content†¦The poet in Hughes’ essay says that he only wants to be a poet. He did not want to be associated with race. Hughes took that as meaning that he did not want to be a negro poet. Hughes associated this need with the fact that he was of a middle-class family and taught to act white. This essentially disconnected the poet from his blackness and his purpose for cre ating high quality black art. â€Å"One sees immediately how difficult it would be for an artist born in such a home to interest himself in interpreting the beauty of his own people. He is never taught to see that beauty. He is taught rather not to see it, or if he does, to be ashamed of it when it is not according to Caucasian patterns† (1311). Once a person chooses to dissociate themselves from their heritage, it becomes almost impossible to create art meaningful for that race. Because Hughes had his own personal vindications with race and class systems, Pardlo believes this is why he was quick to condemn others who openly voiced differing opinions; however, Hughes played a vital role in the advancement of black Americans during the Harlem Renaissance for this very reason. Hughes, for the sake of the advancement of blacks, critiqued artists for their positions and involvement, or lack thereof, in the Harlem Renaissance. Furthermore, not everyone believed in what the Harlem Renaissance stood for. Artists such as George Schuyler, for example, directly opposed the general view of the African American community’sShow MoreRelatedThe Negro Speaks Of Rivers1548 Words   |  7 Pagesprimary contributor to the Harlem Renaissance of the 1920s. After moving from several cities, Hughes and his mother finally settled in Cleveland, Ohio. During this time, Hughes began to write poetry. One of his teachers introduced him to the poetry of Carl Sandburg and Walt Whitman, both whom Hughes would later cite as primary influences. By the time Hughes was enrolled at Columbia University in New York, he had already launched his literary career with his poem â€Å"The Negro Speaks of Rivers† in theRead MoreNarrative Of The Life Of Frederick Douglass Essay1792 Words   |  8 Pagesdescribes the pitiful rations of food received by the enslaved. 3. Explain the following regarding the Harlem Renaissance (1919-1940) Definition- Harlem Renaissance, a cultural, social, and artistic explosion that took place in Harlem, New York, spanned the 1920s. During the time, it was known as the New Negro Movement, named after the 1925 anthology by Alain Locke. ... The Harlem Renaissance was considered to be a rebirth of African-American arts. Black artist’s common goal- The black artist’sRead MoreAnalysis Of Langston Hughes And His Harlem Dream1639 Words   |  7 Pagesand His Harlem Dream The 1900s found many African Americans migrating from the south to north of the United States in an event called the Great Migration. Many Southern African-Americans migrated to a place called Harlem and this is where the Harlem renaissance originated from. The Harlem renaissance began just after the first world war and lasted into the early years of the great depression. Harlem became the cynosure for blues and jazz and birthed forth a Negro Artist era called the Harlem RenaissanceRead More Langston Hughes, Prolific Writer Of Black Pride During The Harlem Renaissance1658 Words   |  7 PagesLangston Hughes was one of those black leaders who arose during the Harlem Renaissance. He gave his people a voice and encouraged pride and hope through his literary work, to overcome racial discrimination. Langston Hughes lived during the time of the Harlem Renaissance, an African American cultural movement of the early 1920s and 1930s that was centered in the Harlem neighborhood of New York City. It also came to be known as the New Negro movement, marked the first time that mainstream publishers andRead MoreLangston Hughes, Prolific Writer of Black Pride During the Harlem Renaissance1694 Words   |  7 PagesLangston Hughes was one of those black leaders who arose during the Harlem Renaissance. He gave his people a voice and encouraged pride and hope through his literary work, to overcome racial discrimination. Langston Hughes lived during the time of the Harlem Renaissance, an African American cultural movement of the early 1920s and 1930s that was centered in the Harlem neighborhood of New York City. It also came to be known as the New Negro movement, marked the first time that mainstream publishers andRead MoreThe Harlem Renaissance- a Black Cultural Revolution2021 Words   |  9 PagesThe Harlem Renaissance- A Black Cultural Revolution James Weldon Johnson once said that Harlem is indeed the great Mecca for the sight-seer; the pleasure seeker, the curious, the adventurous, the enterprising, the ambitious and the talented of the whole Negro world.(Harlem Renaissance) When one thinks of the Harlem Renaissance, one thinks of the great explosion of creativity bursting from the talented minds of African-Americans in the 1920s. Although principally thought of as an African-AmericanRead MoreLangston Hughes And His Harlem Dream1902 Words   |  8 PagesLangston Hughes and His Harlem Dream An explosion of written and artistic creativity, a time of social awareness and enlightenment among the black race. The Harlem Renaissance, originally known as ‘The New Negro Movement’, began after the first world war and lasted until the middle of the 1930’s depression. Harlem became a destination for African Americans throughout the early 1900’s as part of the great migration. As more blacks made Harlem their home, it increasingly became well known as an AfricanRead MoreThe Harlem Renaissance s Influence On People s Views On African American Lifestyles Through Poetry Essay2428 Words   |  10 Pagesdiscrimination and segregation was still widely accepted and practiced. Life was much different back then. Although people were heavily being judged for the color of their skin, a movement called the Harlem Renaissance had a major influence on people’s views on African-Americans across the United States. The Harlem Renaissance created a new Black cultu ral identity through literature, music, theater, art, and politics. One of the leading voices was Langston Hughes, a writer whom wrote realistic portrayals, bothRead MoreHarlem Renaissance3262 Words   |  14 PagesHarlem Renaissance, a blossoming (c. 1918–37) of African American culture, particularly in the creative arts, and the most influential movement in African American literary history. Embracing literary, musical, theatrical, and visual arts, participants sought to reconceptualize â€Å"the Negro† apart from the white stereotypes that had influenced black peoples’ relationship to their heritage and to each other. They also sought to break free of Victorian moral values and bourgeois shame about aspects ofRead MoreEssay on Langston Hughes? Influence on American Literature1422 Words   |  6 Pagescontributions to following generations by writing about African American issues in creative ways including the use of blues and jazz. Langston Hughes captured the scene of Harlem life in the early 20th century significantly influencing American Literature. He once explained that his writing was an attempt to â€Å"explain and illuminate the Negro condition in America† (Daniel 760). To fulfill this task, he wrote 15 volumes of poetry, six novels, three books, 11 plays, and a variety of non-fiction work (Daniel

Why Truman Ordered The Dropping Of The Atomic Bomb

Jaehun Lee F Block, APUSH 3/14/16 Option A, Option B, or Both?: Why Truman Ordered the Dropping of the Atomic Bomb Throughout American history, the art of war has become increasingly advanced and geared to kill more people. This was especially true in the early 20th century with World Wars I and II, when tactics and weaponry were being developed with the objective of mass destruction (i.e. total war, civilian bombing, etc.), and reached its climax in the dropping of atomic bombs on Hiroshima and Nagasaki in August of 1945. The atomic bomb was a revolutionary invention that raised many questions, most comprehensively, why? Why did we drop the atomic bombs? This question regarding the motivations behind dropping the atomic bomb has been mostly buried by the actual event. While Truman himself stated in an August 1945 radio address and further emphasized in his 1955 memoirs that the atomic bombs were dropped in order to â€Å"shorten the agony of war, [and] save the lives of thousands and thousands of young Americans† (Doc H), historians and government officials are split on the issue of the t rue motivations behind dropping the a-bombs. However, given his sour relationship with Stalin, it is clear that Truman intended the bomb to be used more than merely as an atomic weapon. When the Truman Administration made the decision to drop the atomic bombs, it was both military and diplomatic. The decision was militaristic in that it tried to end the war with Japan in the most efficientShow MoreRelatedThe Atomic Bomb Was A Revolutionary Invention1528 Words   |  7 Pagesreached its peak with the US dropping atomic bombs on Hiroshima and Nagasaki in August of 1945. The atomic bomb was a revolutionary invention that raised many questions, most comprehensively, why? Why did we drop the atomic bombs? This question regarding the motivations behind dropping the atomic bomb has been mostly buried by the actual event. While Truman himself stated in an August 1945 radio address and further emphasized in his 1955 memoirs that the atomic bombs were dropped in order to â€Å"shortenRead MoreThe Dropping Of The Atomic Bomb Essay1734 Words   |  7 PagesThe dropping of the atomic bomb was used to save American lives; the most common excuse as to why President Harry Truman decided to drop the atomic bomb on Japan. In Major Problems in the History of World War II it has been discussed in the chapter The Atomic Bomb and the End of World War II that former President Truman recalled how he learned about the atomic bomb project as well as the public opinion on the Atomic Bomb. I believe that the solution that Truman gave when dropping the Atomic BombRead MoreAtomic Bomb Dbq949 Words   |  4 Pagesof one of the most destructive weapons known to humanity occurred within the United States. This weapon, known as â€Å"the atomic bomb,† was used on the two Japanese cities: Hiroshima and Nagasaki, re sulting in a death toll unprecedented by any military weapon used before and an immediate, unconditional surrender. Some historians believe President Truman decided to drop the atomic bomb in order to intimidate the Soviet Union whereas others believe it was a strictly military measure designed to force Japan’sRead MoreEssay Pres, Truman Atomic Bomb Decision1421 Words   |  6 PagesPresident Trumans Decision to drop the Atomic Bomb on Hiroshima and Nagasaki During World War II the war in Europe ended after the unconditional German surrender at General Eisenhowers Headquarters in Reims, France, May 7, 1945. After the unconditional German surrender in Europe the war shifted to Asia and the Pacific. As the war continued against Japan the Allied forces captured islands such as Iwo Jima and Okinaawa close to Japan brought the Japanese homeland within range of naval and airRead MoreEssay on Atomic Bombing on Japan937 Words   |  4 PagesHiroshima: Was Dropping the Atomic Bomb a Military Necessity? On the morning of August 6th, 1945 at around 8:16 a.m., the United States dropped the first bomb on Hiroshima. This bomb was given the nickname â€Å"Little Boy.† Three days after the first atomic bomb was dropped, on August 9th, 1945 at around 11:02 a.m., the United States dropped a second atomic bomb on Nagasaki. This bomb was given the nickname â€Å"Fat Man.† These two bombs immensely destroyed these cities and took the lives of many peopleRead MoreAtomic Bomb Necessary Essay912 Words   |  4 PagesThe Atomic Bomb – Was It Necessary? â€Å"In 1957, with the arms race in full swing, the Department of Defense had decided it was just a matter of time before an airplane transporting an atomic bomb would crash on American soil, unleashing a radioactive disaster the likes of which the world had never seem.† On August 6, 1945, the first atomic bomb was dropped on Hiroshima, killing 20,000 soldiers and 70,000 – 126,000 civilians. On August 9, 1945, the second atomic bomb was dropped on Nagasaki, killingRead MoreThe Atomic Bombs in Japan1373 Words   |  6 PagesOn August 6th, 1945, the United States dropped an atomic bomb on the Japanese city of Hiroshima without any precedent. The explosion viciously destroyed four square miles of the city and killed 90,000 and injured 40,000. (Weber, â€Å"Was Hiroshima Necessary?†) Three days later, a second atomic bomb stroked the city of Nagasaki which killed approximately 37,000 people and injured 43,000 (Weber, â€Å"Was Hiroshima Necessary?†). These actions of the United States still remain controversial today and the UnitedRead MoreHarry S. Trumans Accomplishments: Dessegregation and Hiroshima1731 Words   |  7 Pagessubject to be analyzed, scrutinized, and debated for the rest of eternity. These decisions are how that man will be judged. Out of the 44 men to hold this honored position, one man, Harry S. Truman, made several proclamations such as the institution of Desegregation in the US Military, the dropping the atomic bombs, and the declaration of the Martial Law, which forever changed our society and the world as we know it. One of Truman’s greatest accomplishments is when he desegregated the Armed ServicesRead MoreWar Crimes Against Harry Truman1743 Words   |  7 PagesHarry Truman Over the course of time there has always been a debate on whether or not Harry Truman should have been convicted of war crimes after the drop of the atomic bombs on Hiroshima and Nagasaki. People believe Truman was innocent, but at the same time a large amount also believe he should have been punished for his actions. Which side one believes to be true depends on the perspective of the situation. An American might believe President Truman was justified for allowing the atomic bombs toRead MoreTruman s President Of The World War II Essay1617 Words   |  7 PagesPresident Truman was faced with extremely difficult decisions within in his few months of being president after FDR’s death. During Truman’s vice presidency he was kept in the dark about a massive secret the United States was constructing. The United States was working on constructing an Atomic Bomb to change the world and the way our military fought forever. The day Vice President Truman became President Truman was the first time he was informed of the Manhattan Project. â€Å"When Truman became President

Child Welfare Essay - 2096 Words

Child Welfare Child welfare is one of the most important sociological topics today. It is a concept that is used to describe the combination of efforts and services that are designed with the primary objective of maintaining and promoting the safety as well as the wellbeing of children and ensuring that families have the necessary support they need to ensure that their children have been successfully cared for. In essence, child welfare is social work that is focused on the welfare of children (Keddell, 2014). Child welfare is a broad topic that involves, among others, child protection from abuse, support for families to effectively care for their children, investigation of child maltreatments and neglect, and support for children in†¦show more content†¦In the nineteenth century, although society became a bit harsher on those who abused or neglected children and child welfare organizations mushroomed, child abuse and neglect were still not considered crimes (Hirschy, Wilkinson, 2012). H owever, all through the twentieth century, the social perceptions of child abuse and neglect have shifted a great deal from something that was totally unacceptable to a demeanor that can no longer be allowed both in legal and social circles. But the criminalization of child abuse and neglect was only one step towards overall child wellbeing. There is still much more to be done to ensure that child maltreatment has been eradicated. The current problem is the continued rise in child abuse and neglect today. Within the United States, the problem of child abuse and neglect is far much common than most people would like to admit. Sanchez (2012) stated that child maltreatment is a global epidemic and a major social problem in the United States resulting in at least 740, 000 visits to hospital emergency departments and more than $124 in child welfare, criminal justice, and health care. Norman, Byambaa, De, Butchart, Scott, and Vos (2012) also observed that child abuse and neglect is a glob al problem that is mostly perpetrated by parental guardians and parents. Sexual abuse is the infringement of a child’sShow MoreRelatedChild Welfare Essay1260 Words   |  6 Pagesaren’t always effective, rational, or socially just (Argosy, 2013). An important social problem at hand is child welfare. â€Å"The protection of children from harm by their families and the provision of safe havens for children who are maltreated in their home environment are the twin goals of child welfare policy† (Jimenez, 2013). Child welfare policies were formulated to end problems of child abuse, maltreatment, or neglect by enforcing certain expectations and requirements of the safety of all childrenRead MoreChild Welfare Worker Essay1718 Words   |  7 PagesThe job of a child welfare worker appears to be a demanding profession that promotes the child’s safety, but also strengthens the family organization around them in order to successfully raise the children. This child welfare workers work in the system known as the Child Protective Services whose initiative is to protect the overall welfare of the child. The short novel From the Eye of the Storm: the Experiences of a Child Welfare Worker by Cynthia Crosson-Tower demonstrates the skills necessaryRead MoreChild Welfare Services Essay1439 Words   |  6 Pageschose to research about is Child Welfare Services. This topic has a variety of different regulations and forms that makes this program run. Child Welfare Services have been around for quite some time and has been helping out as much as they are allowed to. This program has a time line of many important events that all build up the Child Welfare program. First off in 1909 the white house had the first national Conference on the Care of Dependent Children (Child Welfare League of America, n.d.). TheseRead MoreEssay on Childhood and Child Welfare in Progressive Era964 Words   |  4 PagesHistory 131: U.S. History since 1877 Quinney Spring 2010 PROMPT FOR ESSAY #1 Based on your reading of The American Promise and James Marten, Childhood and Child Welfare in the Progressive Era, answer the following essay prompt. Your essay should be a minimum of 1000 words and a maximum of 1500 words. Be sure to make specific reference to and cite specific examples from your reading as evidence to support your answer. 1. Define the Progressive movement in your own words. Read MoreShould Child Welfare Regulations Be Changed? Essay1334 Words   |  6 PagesThe question on the minds of a lot of people is: â€Å"Should child welfare regulations be changed?† I was once falsely accused of child neglect and the experience that I had was one, that after a decent amount of research, seemed very similar to some other people who had been falsely accused. Never have I agreed with the way that the Department of Child Services (DCS) does their job, but after dealing with them first hand, I was able to see their flaws in an up close and personal way. AnotherRead MoreChild Welfare Policy: Past, Present, and Future Essays1028 Words   |  5 PagesDepression of the 1930s, nongovernmental child protection societies dwindled. These organizations relied heavily on charitable contributions and when the economy collapsed, the contributions halted. By the 1940s, most of the child protection societies either merged with other organizations or closed completely. The last era of child welfare began in 1962. Myers says that the 1960s started a time when people were actually paying more attention to child abuse, thanks to medical doctors. PriorRead MoreThe Implications of Current Child Policy for the Welfare of Children1466 Words   |  6 PagesThe Implications of Current Child Policy for the Welfare of Children Children in the United Kingdom are key consumers of social policy. They consume a vast amount of the many services provided by this Country. Services such as health care through Doctors, hospitals and clinics, the education system which is largely devoted financially to the schooling of young people, and also the social security system which is stretched by children whose parents are in need of income Read MoreSocial Work For Children, Child Protection And Child Participation1669 Words   |  7 Pagespractice as it can massively impact on how a social worker is able to do their work. This essay is going to demonstrate child perspectives and why they are important. Throughout will discussed two very important points within social work for children, child protection and child participation. The essay will also discuss legislations that is important for children in relation to The Human Act 1998. Discussing child participation will help underpin ethical issues as well as social, economic and politicalRead MoreThe Social Welfare And Import Trade Of Britain And China1322 Words   |  6 PagesTitle analysis: This essay will compare the social welfare and import export trade of Britain and China, and will evaluate the causes and consequences of the differences. In recent years, the import and export trade has been one of the factors of the rapid economic development of many countries, by increasing the production inputs, labour inputs and technology investment, and promoting economic development. At the same time, with the continuous development of economy, countries ensure the harmoniousRead MoreEssay about What is a child1374 Words   |  6 Pages What is a Child? Discuss how a scientific, a social constructionist and an applied approach attempt to answer this question. This essay will attempt to discuss how sociologists have attempted to answer the question. Childhood is viewed differently, depending on the country being considered, the period of time being studied or a personal viewpoint. According to the UN convention, a child is anybody under the age of eighteen. Several studies have been undertaken by sociologists to examine childhood

Toy critique free essay sample

Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and i

Comprehensive Study Insolvency Australian †Myassignmenthelp.Com

Question: Discuss About The Comprehensive Study Insolvency Australian? Answer: Introducation An organization or an individual, which can no longer meet the financial commitments with the creditors, and pay its debts on time, is deemed to be insolvent. Before a company is declared as insolvent, the higher authorities would try to make alternative arrangements for the payments by informal agreements with its lenders. Insolvency in most cases arises from an improper planning of cash flow of a business and lack of proper strategies to counter unexpected financial calamities (Mntysaari, 2011). According to Section A of the Corporations Act, a company is insolvent if it is unable to pay its debts when it becomes due and has defaulted on its outstanding payments on more than one occassion. The different indicators that a company is becoming insolvent are: When the cheques issued by a company is dishonoured on more than one occasion. When there are increasing legal complications for the company in the form of warrants or summons. When the company faces increasing difficulties to pay its creditors and finds it hard to arrange alternative sources of funding on time. To counter the risk of insolvency, the Board of Directors can try negotiating with the creditors to work out a workable payment method (Valackien? and Virbickait?, 2011). The directors may try to convince the creditors by devising a payment frequency and a fixed payment amount which could be met every month without fail. All the unwanted and fringe expenses are to be avoided immediately. The excess number of staff, the advertising expenses and the rents paid for the premises can be reduced by confining themselves to a more compact space. Other measures like selling the assets of the company and chasing the debts can also help the company recover from the impending danger of dissolution after insolvency. There are many potential risks for the Board of Directors in the event of a company being insolvent. The higher authorities in a Company would always be well aware of the current financial position of the Company and the associated risks if it would be winding up soon (Kitromilides, 2011). If the Company fails to repay its debts, the liabilities of the company would be passed on to the Directors under certain situations. One such circumstance is when the Director of the Company decides to be the guarantor for the debts taken over the personal assets. In such a scenario, he would be held responsible for the repayment of the debts. Similarly, the Company is not supposed to be involved in trade while it is already or soon to be insolvent. It is the personal responsibility of the Board of Directors to ensure that the investors are not in potential risk by involving in trading while at the risk of being insolvent. Another scenario is when a higher authority of the Company decides to inten tionally transfer the assets of the Company to a new one. This transfer may be in the form of transfer of funds or transfer of assets to the new Company. There is also another term associated with insolvent companies that are involved in trading called as wrongful trading. Wrongful trading denotes that the company has been involved in trading even after the Directors had been able to conclude that further investing in the company would incur huge losses to the potential investors (Arsalidou, 2010). If there is an impending threat of a Company being insolvent, there are a few expedient solutions that the Board of Directors can adopt as feasible measures to counter an immediate dissolution. The most important thing to be done in such a scenario is to try and convince the Creditors that the debt would be paid in full without delay (Mazarr, 2012). An informal agreement is made with the creditors which ensure that the payments would be done on a regular basis on convenient instalments. These conditions should be agreeable to both the parties. This informal agreement is made binding by certain regulations called as the Company voluntary Agreement. The CVA as it is more commonly known gives an assurance to the creditors that the payment would be done in whole or in part, within a stipulated time. A formal procedure followed by the Board of Directors in times of insolvency is to place the companies operation under an Administration. While being in an Administration, all the operations of the Company are transferred to an individual called as the Insolvency Practitioner. Being under an Administration would mean that the Company gets considerable time and leeway during the insolvency period to recover from its financial problems (Routledge and Morrison, 2012). It gives an option to the Directors to gain some time for repayment and also not having to pay in full to the Creditors. The Administrator could be assigned with the responsibility of selling the Business and try to salvage more through the assets than what could be gained from dissolution. Being under an administration could prove advantageous to both the Creditors and the company administration as the creditors cannot enforce any legal action against the company while it is under an administration. The administrator may give a few proposals workable for both the parties whose acceptance is left up to the discretion of the Creditors. To recover from immediate winding up certain practices are adopted by companies all over the world. One of the most often quoted solution for insolvency is intervention. An intervention is a procedure in which an external entity is introduced to take control of the business operations to bail out a company from an impending difficulty, which would be financial in nature. Interventions are mostly done to rectify the weak areas of the company. The method of intervention in a business may vary to a great extent depending upon the current problems and their severity. Two types of interventions occur which could be voluntary or involuntary in nature. Administration, introduction of a Insolvency Practitioner and Receivership are a few methods of voluntary intervention. Winding up the companys operations entirely by liquidation or dissolution comes under involuntary intervention. A controlling body called ASIC which stands for the Australian Securities and Investments Commission was creat ed to independently regulate the Corporate Law and Consumer Protection Law towards the interest of the companies throughout Australia (Schwartz, 2013). The scope of ASIC and its regulatory powers spans over different areas such as banking, insurance and investments. The primary objective of ASIC is to preserve the interests of the Creditors, Investors and Consumers in Australia by adhering closely to theAustralian Securities and Investments Commission Act, 2001. The duties of ASIC ensures that the financial markets of Australia are stable and transparent, providing safety to the investors and consumers in their financial transactions with a company. Apart from ASIC, another regulating agency called AFSA was set up under the Public Service Act in 1999 for managing and regulating the personal insolvency system. The AFSA which stands for the Australian Financial Security Authority provides insolvency services and regulates the bankruptcy and personal properties security laws. The duties performed by AFSA include the registering of all agreements such as the personal insolvency and debt agreements pertaining to bankruptcy (Kraakman et al., 2017). The AFSA ensures the financial compliance are maintained by the defaulters or the administrating authorities of a company according to the Bankruptcy Act. The steps followed by these regulating agencies, especially the ASIC, helps in maintaining the confidence of the creditors in the insolvent companies by implementing new reforms and initiatives which are workable and practical (Xu et. al, 2011). The ASIC also helps in regulating the actions of the Administrators, Insolvency Practitioners and Receivers when the control of an insolvent company is being transferred to them. These regulating bodies also supervise the actions of a liquidator to settle the debts of a company if all other alternative measures fail. The insolvency rates of the Australian Companies is enumerated and published by a regulatory board called as The Australian Financial Security Authority (AFSA). The AFSA releases and publishes the bankruptcy and insolvency rates of Australian Companies each financial year. The statistics of the data is taken very precisely from both the debtors and the creditors. The national average of the total insolvency statistics is collected on a territorial basis which ranges from provincial to state levels before being tallied and estimated for the entire nation (Gallery, et. al, 2008). Insolvency statistic reports termed as Series 1 and Series 2 is released by the Australian Securities and Investments Commission (ASIC) on a monthly frequency. Series 1 report denotes the companies that enter into an external administration in case of insolvency, and Series 2 indicates the total number of insolvency appointments done. The data source for both thee reports is the Forms 505, which is an intimation that an external administrator has been appointed for an insolvent company and is lodged by the administrator (Wyburn, 2014). According to the statistics for the latest quarter for the financial year 2016 2017, the companies that had to enter into external administration had increased by a margin of 28%. The number of external appointments made came around 2200, an estimated 400 increase from the previous quarter. The total number of companies that appointed an external administrator related to insolvency remained as low as around 4% compared to the previous quarter. The statistical report for the current quarter in 2017 denotes that personal businesses and construction were the industries that were reported to have the highest number of insolvency rates. There are many topical issues faced by the Company Directors in Australia in case of insolvency. If the insolvency leads to liquidation, there may be chances of a criminal investigation not only on the business transactions, but the general conduct of either one or all of the Directorial Board members (Hensher et.al, 2015). The penalties in case of a misinterpretation or fraud involve a restriction from holding any authority in a company for a stipulated period. Or it could be a legal prosecution that may even end up in a prison sentence for the Companies Director. If a member of the Directorial Board acts as a personal guarantor for the Creditors, the debt of the company can be enforced upon him if there is a failure in the repayment. This will be a personal liability as the debts could be due to the misinterpretations of finance by the authorities. There may be even a risk of all the assets of the business being sold to pay off the remaining debts to the creditors. This may also in clude the statutory fees of the legal practitioners like the insolvency practitioner, receiver or the administrator. Once the company becomes insolvent, the experienced employees that were associated with the company have to look for other vacancies. This can be disadvantageous if the authority plans to rebuild the company with the expertise of its former employees. Other than being wound up by the Creditors there are certain steps that could be followed by the administration to avert the possible dissolution or liquidation. The practical thing to follow after insolvency or a financial accounting dilemma is to control and curtail the possible expenditure (Amankwah-Amoah and Durugbo, 2016). The Board of Directors can try for alternative source of funding or launch an emergency appeal to protect themselves from the impending risks of getting wounded up. Handing over the reins of the Company to the Insolvency Practitioner may be highly recommended as the expertise of such a person could bail out the company from the crisis, provided that the risks are maintainable. The Directorial Board could also consider the possibilities of a merger with another business, by retaining most of the former employees. This could help the management in utilizing the expertise of the experienced employees. Renegotiation with the Creditors could be considered as an opt ion, with specific regulations on the amount to be paid at a fixed frequency. This could buy the management more time to strategize better and come out with better solutions. From the extensive research on successful Australian Companies like Wesfarmers and BHPBilliton, few precautionary measures are identified to avoid the risks of being insolvent. The foremost principle for a trading company is to negotiate regularly with the customers on timely payments. Maintaining a smooth flow of cash by invoicing the customers on time and ensuring the timely payment would help the company in deflecting any possible threats of insolvency (Allie et.al, 2016). Bad debts should be disallowed at any cost and there should be strict follow up measures to chase debts and collect them from the concerned parties. Overtrading is another trap that small scale businesses fall into, taking up more orders than the existing resources can handle. This would only lead to complications for the business in the future. Keeping a check on the stock at regular intervals and disposing unused assets can help in maintaining the cash flow. If a strict follow up is made on all these measures, the risks of any impending financial issues for the company and the Board of Directors can be avoided. References Allie, J., West, D. and Willows, G., 2016. The value of financial advice: An analysis of the investment performance of advised and non-advised individual investors.Investment Analysts Journal,45(Supplement 1), pp.63-74. Amankwah-Amoah, J. and Durugbo, C., 2016. The rise and fall of technology companies: The evolutional phase model of ST-Ericsson's dissolution.Technological Forecasting and Social Change,102, pp.21-33. Arsalidou, D., 2010. The banking crisis: rethinking and refining the accountability of bank directors.Journal of Business Law,4, pp.284-310. Gallery, G., Cooper, E. and Sweeting, J., 2008. Corporate disclosure quality: lessons from Australian companies on the impact of adopting International Financial Reporting Standards.Australian Accounting Review,18(3), pp.257-273. Hensher, D.A., Jones, S. and Greene, W.H., 2007. An error component logit analysis of corporate bankruptcy and insolvency risk in Australia.Economic Record,83(260), pp.86-103. Kitromilides, Y., 2011. Deficit reduction, the age of austerity, and the paradox of insolvency.Journal of Post Keynesian Economics,33(3), pp.517-536. Kraakman, R., Armour, J. and Davies, P., 2017.The anatomy of corporate law: a comparative and functional approach. Oxford University Press. Mntysaari, P., 2011.Organising the firm: theories of commercial law, corporate governance and corporate law. Springer Science Business Media. Mazarr, M.J., 2012. The risks of ignoring strategic insolvency.The Washington Quarterly,35(4), pp.7-22. Routledge, J. and Morrison, D., 2012. Insolvency administration as a strategic response to financial distress.Australian Journal of Management,37(3), pp.441-459. Schwartz, C., 2013. G20 Financial Regulatory Reforms and Australia.RBA Bulletin, September, pp.77-85. Valackien?, A. and Virbickait?, R., 2011. Conceptualization of crisis situation in a company.Journal of Business Economics and Management,12(2), pp.317-331. Wyburn, M., 2014. Debt agreements for consumers under bankruptcy law in Australia and developing international principles and standards for personal insolvency.International Insolvency Review,23(2), pp.101-121. Xu, Y., Jiang, A.L., Fargher, N. and Carson, E., 2011. Audit reports in Australia during the global financial crisis.Australian Accounting Review,21(1), pp.22-31.