National Assessment Of Adult Literacy - 1104 Words

Illiteracy can be easily defined as not having the skill or the ability to read this sentence. Every year, more children grow up without the ability to read. This results in students dropping out of high school. Literacy is vital element to education and illiteracy can greatly affect an individual. The National Assessment of Adult Literacy states that literacy is â€Å"using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential† (â€Å"Literacy Surveys†). Without the ability to read, an individual cannot achieve any of their goals or rise to meet their potential. People are looking to the government for funding to resolve the literacy issue. Government funding and the development of new programs can substantially decrease the amount of illiterate American citizens. Yet, more needs to be done to improve literacy rates across the country. There are many factors that could be causing the drop of literacy in the United States. Poverty is one of the largest causes of illiteracy today (Nayak). Students and families living in poverty are more likely to be illiterate than students and families living with strong financial standings. Families dealing with tough financial situations are often more focused on providing food and shelter for their children rather than sending them to school (Nayak). Therefore, these children are not being encouraged to obtain an education. Little to no education for a young child canShow MoreRelatedHealth Literacy Impact On National Healthcare Utilization1746 Words   |  7 PagesHealth Literacy Impact on National Healthcare Utilization Background: Health literacy presents a huge challenge in the delivery of effective healthcare and quality outcomes. We evaluated association between low health literacy and healthcare utilization. Methods: Database analysis utilized Medical Expenditure Panel Survey(MEPS) from 2005-2008 which provides national representative estimates of healthcare utilization and expeniture. Health literacy scores were calculated based on a validated predictiveRead MoreEssay on Functional Illiteracy873 Words   |  4 PagesWhat is Illiteracy? An adult or adults with a reading incapacity, a lack of knowledge of a subject, and/or a error in speech or writing according to Encarta World English Dictionary is a person or persons with illiteracy. Ronald Nash the author of an on-line article entitled The Three Kinds of Illiteracy he describes the three different types of illiteracy. Nash explains in detail cultural, moral, and functional illiteracy in his article. Cultural illiteracy defined by E.D. Hirsch Jr. is toRead MoreEssay about Functional Literacy in High School Students1422 Words   |  6 PagesFunctional Literacy in High School Students â€Æ' What is Functional Literacy? Prior to 1985, functional literacy was defined as the ability to read or write in English or another language. Standards for measuring one’s functional literacy have changed numerous times over the decades. In the 1930’s functional literacy meant having three or more years of school. During the WWII era, it meant completing a fourth grade education. The standards increased during the 1960’s. Literacy in thisRead MoreThe Importance Of Childhood Reading1681 Words   |  7 Pagestechnique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researc hers in the educationRead MoreIlliteracy Among African Americans Essay1577 Words   |  7 PagesAfrican-Americans African-American adults do not have the ability or proper skills to read, write, or speak English correctly. African-Americans have the lowest level of literacy rates in the United States. The history of literacy among African- Americans depicts the levels of literacy today. Until the Civil War, it was illegal to teach Blacks to read and write. Compulsory ignorance as coined by writer Brent Staples relates to the reality that Black literacy was obstructed as a matter of lawRead MoreDoes Illiteracy Affect Crime and Poverty Rates?1757 Words   |  7 Pagescrime, it does make it more likely. The link between crime and illiteracy is evident in the amount of children who enter these facilities unable to place into or above the â€Å"basic† level of literacy defined by the National Assessment of Adult Literacy. According to www.statisticbrain.com, 32 million U.S. adults, which is 14% of our entire population alone do not know how to read. Another 21% can’t even read past the level of a 5th grader. A surprising 15% of high school graduates lack comprehensionRead MoreCenter for Literacy905 Words   |  4 Pages1 Overview Literacy is important in our everyday lives. According to the Center for Literacy in the United States of America, â€Å"Literacy is a complex set of abilities needed to understand and use symbols and systems of a culture – alphabets, numbers, and visual icons – for personal and community development†. â€Å"The nature of these abilities, and the demand for them, vary from one context to another. These skills are clearly being found necessary in our everyday lives† (Center For Literacy, 2012). SeveralRead MoreEssay on Adults with Learning Disabilities1697 Words   |  7 PagesAdults with Learning Disabilities The field has not quite reached consensus on definitions of LD, and there are professionals as well as members of the public who do not understand them or believe they exist. For example, in a Roper (1995) survey of 1,200 adults, 85% associated LD with mental retardation 66% with deafness, and 60% with blindness. In Roccos (1997) research, faculty questioned the existence of certain conditions or if they existed, the appropriateness of classifying the conditionRead MoreThe Necessities For Living Are Basic Food, Water, And Shelter1115 Words   |  5 Pageseducation is an important factor in living a healthy, safe, and successful life. In America, many adults still lack the ability to read and understand the world around them because they are not literate, and it doesn’t just affect the individual. The affects are passed down to the children, the communities, and finally it is passed to society as a whole. As the world changes, so does the definition of literacy. In the past, t o be considered literate was a basic understanding of reading, and writing. InRead MoreNursess Promotion Of Health Literacy Using Theories1706 Words   |  7 PagesPromotion of Health Literacy Using Theories Health literacy has been a problem with our patients. The most vulnerable populations are the elderly, people with low-income levels, those with limited education, non-native speakers of English, those with chronic mental and physical health conditions, minority, and immigrant populations. Nurses have a great role in helping our patients succeed in understanding their health conditions. Nurses can be of great help in promoting health literacy. Sykes, Wills

The Host Chapter 43 Frenzied Free Essays

string(26) " as much as I could hide\." I imagined that from the outside, I looked as still as a statue. My hands were folded in front of me, my face was without expression, my breathing was too shallow to move my chest. Inside, I was spinning apart, as if the pieces of my atoms were reversing polarity and blowing away from one another. We will write a custom essay sample on The Host Chapter 43: Frenzied or any similar topic only for you Order Now Bringing Melanie back had not saved him. All that I could do was not enough. The hall outside our room was crowded. Jared, Kyle, and Ian were back from their desperate raid, empty-handed. A cooler of ice-that was all they had to show for three days of risking their lives. Trudy was making compresses and laying them across Jamie’s forehead, the back of his neck, his chest. Even if the ice cooled the fever, raging out of control, how long until it was all melted? An hour? More? Less? How long until he was dying again? I would have been the one to put the ice on him, but I couldn’t move. If I moved, I would fall into microscopic pieces. â€Å"Nothing?† Doc murmured. â€Å"Did you check -â€Å" â€Å"Every spot we could think of,† Kyle interrupted. â€Å"It’s not like painkillers, drugs-lots of people had reason to keep those hidden. The antibiotics were always kept in the open. They’re gone, Doc.† Jared just stared down at the red-faced child on the bed, not speaking. Ian stood beside me. â€Å"Don’t look like that,† he whispered. â€Å"He’ll pull through. He’s tough.† I couldn’t respond. Couldn’t even hear the words, really. Doc knelt beside Trudy and pulled Jamie’s chin down. With a bowl he scooped up some of the ice water from the cooler and let it trickle into Jamie’s mouth. We all heard the thick, painful sound of Jamie’s swallowing. But his eyes didn’t open. I felt as though I would never be able to move again. That I would turn into part of the stone wall. I wanted to be stone. If they dug a hole for Jamie in the empty desert, they would have to put me in it, too. Not good enough, Melanie growled. I was despairing, but she was filled with fury. They tried. Trying solves nothing. Jamie will not die. They have to go back out. For what purpose? Even if they did find your old antibiotics, what are the chances they would still be any good? They only worked half the time anyway. Inferior. He doesn’t need your medicine. He needs more than that. Something that really works†¦ My breathing sped up, deepened as I saw it. He needs mine, I realized. Mel and I were both awestruck by the obviousness of this idea. The simplicity of it. My stone lips cracked apart. â€Å"Jamie needs real medicines. The ones the souls have. We need to get him those.† Doc frowned at me. â€Å"We don’t even know what those things do, how they work.† â€Å"Does it matter?† Some of Melanie’s anger was seeping into my voice. â€Å"They do work. They can save him.† Jared stared at me. I could feel Ian’s eyes on me, too, and Kyle’s, and all the rest in the room. But I saw only Jared. â€Å"We can’t get ’em, Wanda,† Jeb said, his tone already one of defeat. Giving up. â€Å"We can only get into deserted places. There’s always a bunch of your kind in a hospital. Twenty-four hours a day. Too many eyes. We won’t do Jamie any good if we get caught.† â€Å"Sure,† Kyle said in a hard voice. â€Å"The centipedes will be only too happy to heal his body when they find us here. And make him one of them. Is that what you’re after?† I turned to glare at the big, sneering man. My body tensed and leaned forward. Ian put his hand on my shoulder as if he were holding me back. I didn’t think I would have made any aggressive move toward Kyle, but maybe I was wrong. I was so far from my normal self. When I spoke, my voice was dead even, no inflection. â€Å"There has to be a way.† Jared was nodding. â€Å"Maybe someplace small. The gun would make too much noise, but if there were enough of us to overwhelm them, we could use knives.† â€Å"No.† My arms came unfolded, my hands falling open in shock. â€Å"No. That’s not what I meant. Not killing -â€Å" No one even listened to me. Jeb was arguing with Jared. â€Å"There’s no way, kid. Somebody’d get a call off to the Seekers. Even if we were in and out, something like that would bring ’em down on us in force. We’d be hard-pressed to make it out at all. And they’d follow.† â€Å"Wait. Can’t you -â€Å" They still weren’t listening to me. â€Å"I don’t want the boy to die, either, but we can’t risk everyone’s lives for one person,† Kyle said. â€Å"People die here; it happens. We can’t get crazy to save one boy.† I wanted to choke him, to cut off his air in order to stop his calm words. Me, not Melanie. I was the one who wanted to turn his face purple. Melanie felt the same way, but I could tell how much of the violence came directly from me. â€Å"We have to save him,† I said, louder now. Jeb looked at me. â€Å"Hon, we can’t just walk in there and ask.† Right then, another very simple and obvious truth occurred to me. â€Å"You can’t. But I can.† The room fell dead silent. I was caught up in the beauty of the plan forming in my head. The perfection of it. I spoke mostly to myself, and to Melanie. She was impressed. This would work. We could save Jamie. â€Å"They aren’t suspicious. Not at all. Even if I’m a horrible liar, they would never suspect me of anything. They wouldn’t be listening for lies. Of course not. I’m one of them. They would do anything to help me. I’d say I got hurt hiking or something†¦ and then I’d find a way to be alone and I’d take as much as I could hide. You read "The Host Chapter 43: Frenzied" in category "Essay examples" Think of it! I could get enough to heal everyone here. To last for years. And Jamie would be fine! Why didn’t I think of this before? Maybe it wouldn’t have been too late even for Walter.† I looked up then, with shining eyes. It was just so perfect! So perfect, so absolutely right, so obvious to me, that it took me forever to understand the expressions on their faces. If Kyle’s had not been so explicit, it might have taken me longer. Hatred. Suspicion. Fear. Even Jeb’s poker face was not enough. His eyes were tight with mistrust. Every face said no. Are they insane? Can’t they see how this would help us all? They don’t believe me. They think I’ll hurt them, hurt Jamie! â€Å"Please,† I whispered. â€Å"It’s the only way to save him.† â€Å"Patient, isn’t it?† Kyle spit. â€Å"Bided its time well, don’t you think?† I fought the desire to choke him again. â€Å"Doc?† I begged. He didn’t meet my eyes. â€Å"Even if there was any way we could let you outside, Wanda†¦ I just couldn’t trust drugs I don’t understand. Jamie’s a tough kid. His system will fight this off.† â€Å"We’ll go out again, Wanda,† Ian murmured. â€Å"We’ll find something. We won’t come back until we do.† â€Å"That’s not good enough.† The tears were pooling in my eyes. I looked to the one person who might possibly be in as much pain as I was. â€Å"Jared. You know. You know I would never let anything hurt Jamie. You know I can do this. Please.† He met my gaze for one long moment. Then he looked around the room, at every other face. Jeb, Doc, Kyle, Ian, Trudy. Out the door at the silent audience whose expressions mirrored Kyle’s: Sharon, Violetta, Lucina, Reid, Geoffrey, Heath, Heidi, Andy, Aaron, Wes, Lily, Carol. My friends mixed in with my enemies, all of them wearing Kyle’s face. He stared at the next row, which I couldn’t see. Then he looked down at Jamie. There was no sound of breathing in the whole room. â€Å"No, Wanda,† he said quietly. â€Å"No.† A sigh of relief from the rest. My knees buckled. I fell forward and yanked free of Ian’s hands when he tried to pull me back up. I crawled to Jamie and pushed Trudy aside with my elbow. The silent room watched. I took the compress from his head and refilled the melted ice. I didn’t meet the stares I could feel on my skin. I couldn’t see anyway. The tears swam in front of my eyes. â€Å"Jamie, Jamie, Jamie,† I crooned. â€Å"Jamie, Jamie, Jamie.† I couldn’t seem to do anything but sob out his name and touch the packets of ice over and over, waiting for the moment they would need changing. I heard them leave, a few at a time. I heard their voices, mostly angry, fade away down the halls. I couldn’t make sense of the words, though. Jamie, Jamie, Jamie†¦ â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  Ian knelt beside me when the room was almost empty. â€Å"I know you wouldn’t†¦ but Wanda, they’ll kill you if you try,† he whispered. â€Å"After what happened†¦ in the hospital. They’re afraid you have good reason to destroy us†¦ Anyway, he’ll be all right. You have to trust that.† I turned my face from him, and he went away. â€Å"Sorry, kid,† Jeb mumbled when he left. Jared left. I didn’t hear him go, but I knew when he was gone. That seemed right to me. He didn’t love Jamie the way we did. He had proved that. He should go. Doc stayed, watching helplessly. I didn’t look at him. The daylight faded slowly, turned orange and then gray. The ice melted and was gone. Jamie started to burn alive under my hands. â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  My voice was cracked and hoarse now, but I couldn’t stop. â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  The room turned black. I couldn’t see Jamie’s face. Would he leave in the night? Had I already seen his face, his living face, for the last time? His name was just a whisper on my lips now, low enough that I could hear Doc’s quiet snoring. I wiped the tepid cloth across his body without ceasing. As the water dried, it cooled him a little. The burn lessened. I began to believe that he wouldn’t die tonight. But I wouldn’t be able to hold him here forever. He would slip away from me. Tomorrow. The next day. And then I would die, too. I would not live without Jamie. Jamie, Jamie, Jamie†¦ Melanie groaned. Jared didn’t believe us. The lament was both of ours. We thought it at the same time. It was still silent. I didn’t hear anything. Nothing alerted me. Then, suddenly, Doc cried out. The sound was oddly muffled, like he was shouting into a pillow. My eyes couldn’t make sense of the shapes in the darkness at first. Doc was jerking strangely. And he seemed too big-like he had too many arms. It was terrifying. I leaned over Jamie’s inert form, to protect him from whatever was happening. I could not flee while he lay helpless. My heart pounded against my ribs. Then the flailing arms were still. Doc’s snore started up again, louder and thicker than before. He slumped to the ground, and the shape separated. A second figure pulled itself away from his and stood in the darkness. â€Å"Let’s go,† Jared whispered. â€Å"We don’t have time to waste.† My heart nearly exploded. He believes. I jumped to my feet, forcing my stiff knees to unbend. â€Å"What did you do to Doc?† â€Å"Chloroform. It won’t last long.† I turned quickly and poured the warm water over Jamie, soaking his clothes and the mattress. He didn’t stir. Perhaps that would keep him cool until Doc woke up. â€Å"Follow me.† I was on his heels. We moved silently, almost touching, almost running but not quite. Jared hugged the walls, and I did the same. He stopped when we reached the light of the moon-bright garden room. It was deserted and still. I could see Jared clearly for the first time. He had the gun slung behind his back and a knife sheathed at his waist. He held out his hands, and there was a length of dark fabric in them. I understood at once. The whispered words raced out of my mouth. â€Å"Yes, blindfold me.† He nodded, and I closed my eyes while he tied the cloth over them. I would keep them closed anyway. The knot was quick and tight. When he was done, I spun myself in a fast circle-once, twice†¦ His hands stopped me. â€Å"That’s okay,† he said. And then he gripped me harder and lifted me off the ground. I gasped in surprise as he threw me against his shoulder. I folded there, my head and chest hanging over his back, beside the gun. His arms held my legs against his chest, and he was already moving. I bounced as he jogged, my face brushing against his shirt with each stride. I had no sense of which way we were going; I didn’t try to guess or think or feel. I concentrated only on the bouncing of his gait, counting steps. Twenty, twenty-one, twenty-two, twenty-three†¦ I could feel him lean as the path took him down and then up. I tried not to think about it. Four hundred twelve, four hundred thirteen, four hundred fourteen†¦ I knew when we were out. I smelled the dry, clean breeze of the desert. The air was hot, though it had to be close to midnight. He pulled me down and set me on my feet. â€Å"The ground is flat. Do you think you can run blindfolded?† â€Å"Yes.† He grabbed my elbow tightly in his hand and took off, setting a rigorous pace. It wasn’t easy. He caught me time and time again before I could fall. I started to get used to it after a while, and I kept my balance better over the tiny pits and rises. We ran until we were both gasping. â€Å"If†¦ we can get†¦ to the jeep†¦ we’ll be in†¦ the clear.† The jeep? I felt a strange wave of nostalgia. Mel hadn’t seen the jeep since the first leg of that disastrous trip to Chicago, hadn’t known it had survived. â€Å"If we†¦ can’t?† I asked. â€Å"They catch us†¦ they’ll kill you. Ian’s†¦ right about†¦ that part.† I tried to run faster. Not to save my life, but because I was the only one who could save Jamie’s. I stumbled again. â€Å"Going to†¦ take off the blindfold. You’ll be†¦ faster.† â€Å"You sure?† â€Å"Don’t†¦ look around. ‘Kay?† â€Å"Promise.† He yanked at the knots behind my head. As the fabric fell away from my eyes, I focused them only on the ground at my feet. It made a world of difference. The moonlight was bright, and the sand was very smooth and pale. Jared dropped his arm and broke into a faster stride. I kept up easily now. Distance running was familiar to my body. I settled into my preferred stride. Just over a six-minute mile, I’d guess. I couldn’t keep up that pace forever, but I’d run myself into the ground trying. â€Å"You hear†¦ anything?† he asked. I listened. Just two sets of running feet on the sand. â€Å"No.† He grunted in approval. I guessed this was the reason he’d stolen the gun. They couldn’t stop us from a distance without it. It took about an hour more. I was slowing then, and so was he. My mouth burned for water. I’d never looked up from the ground, so it startled me when he put his hand over my eyes. I faltered, and he pulled us to a walk. â€Å"We’re okay now. Just ahead†¦Ã¢â‚¬  He left his hand over my eyes and tugged me forward. I heard our footsteps echo off something. The desert wasn’t as flat here. â€Å"Get in.† His hand disappeared. It was nearly as dark as it was with him covering my eyes. Another cave. Not a deep one. If I turned around, I would be able to see out of it. I didn’t turn. The jeep faced into the darkness. It looked just the same as I remembered it, this vehicle I had never seen. I swung myself over the door into the seat. Jared was in his seat already. He leaned over and tied the blindfold over my eyes again. I held still to make it easier. The noise of the engine scared me. It seemed too dangerous. There were so many people who shouldn’t find us now. We moved in reverse briefly, and then the wind was blasting my face. There was a funny sound behind the jeep, something that didn’t fit Melanie’s memories. â€Å"We’re going to Tucson,† he told me. â€Å"We never raid there-it’s too close. But we don’t have time for anything else. I know where a small hospital is, not too deep into town.† â€Å"Not Saint Mary’s?† He heard the alarm in my voice. â€Å"No, why?† â€Å"I know someone there.† He was quiet for a minute. â€Å"Will you be recognized?† â€Å"No. No one will know my face. We don’t have†¦ wanted people. Not like you did.† â€Å"Okay.† But he had me thinking now, thinking about my appearance. Before I could voice my concerns, he took my hand and folded it around something very small. â€Å"Keep that close to you.† â€Å"What is it?† â€Å"If they guess that you’re†¦ with us, if they’re going to†¦ put someone else in Mel’s body, you put that in your mouth and bite down on it hard.† â€Å"Poison?† â€Å"Yes.† I thought about that for a moment. And then I laughed; I couldn’t help it. My nerves were frayed with worry. â€Å"It’s not a joke, Wanda,† he said angrily. â€Å"If you can’t do it, then I have to take you back.† â€Å"No, no, I can.† I tried to get a hold of myself. â€Å"I know I can. That’s why I’m laughing.† His voice was harsh. â€Å"I don’t get the joke.† â€Å"Don’t you see? For millions of my own kind, I’ve never been able to do that. Not for my own†¦ children. I was always too afraid to die that final time. But I can do it for one alien child.† I laughed again. â€Å"It doesn’t make any sense. Don’t worry, though. I can die to protect Jamie.† â€Å"I’m trusting you to do just that.† It was silent for a moment, and then I remembered what I looked like. â€Å"Jared, I don’t look right. For walking into a hospital.† â€Å"We’ve got better clothes stashed with the†¦ less-conspicuous vehicles. That’s where we’re headed now. About five more minutes.† That wasn’t what I meant, but he was right. These clothes would never do. I waited to talk to him about the rest. I needed to look at myself first. The jeep stopped, and he pulled off the blindfold. â€Å"You don’t have to keep your eyes down,† he told me when my head ducked automatically. â€Å"There’s nothing here to give us away. Just in case this place was ever discovered.† It wasn’t a cave. It was a rock slide. A few of the bigger boulders had been carefully excavated, leaving clever dark spaces under them that no one would suspect of housing anything but dirt and smaller rocks. The jeep was already lodged in a tight space. I was so close to the rock, I had to climb over the back of the jeep to get out. There was something odd attached to the bumper-chains and two very dirty tarps, all ragged and torn. â€Å"Here,† Jared said, and led the way to a shadowy crevice just a little shorter than he was. He brushed aside a dusty, dirt-colored tarp and rifled through a pile hiding behind it. He pulled out a T-shirt, soft and clean, with tags still attached. He ripped those off and threw the shirt to me. Then he dug until he found a pair of khaki pants. He checked the size, then flipped them to me, too. â€Å"Put them on.† I hesitated for a moment while he waited, wondering what my problem was. I flushed and then turned my back to him. I yanked my ragged shirt over my head and replaced it as quickly as my fumbling fingers could manage. I heard him clear his throat. â€Å"Oh. I’ll, uh, get the car.† His footsteps moved away. I stripped off my tattered cutoff sweats and pulled the crisp new pants into place. My shoes were in bad shape, but they weren’t that noticeable. Besides, comfortable shoes weren’t always easy to come by. I could pretend I had an attachment to this pair. Another engine came to life, quieter than the jeep’s. I turned to see a modest, unremarkable sedan pull out of a deep shadow under a boulder. Jared got out and chained the tattered tarps from the jeep to this car’s rear bumper. Then he drove it to where I stood, and as I saw the heavy tarps wipe the tire tracks from the dirt, I comprehended their purpose. Jared leaned across the seat to open the passenger door. There was a backpack on the seat. It lay flat, empty. I nodded to myself. Yes, this I needed. â€Å"Let’s go.† â€Å"Hold on,† I said. I crouched to look at myself in the side mirror. Not good. I flipped my chin-length hair over my cheek, but it wasn’t enough. I touched my cheek and bit my lip. â€Å"Jared. I can’t go in with my face like this.† I pointed to the long, jagged scar across my skin. â€Å"What?† he demanded. â€Å"No soul would have a scar like this. They would have had it treated. They’ll wonder where I’ve been. They’ll ask questions.† His eyes widened and then narrowed. â€Å"Maybe you should have thought of this before I snuck you out. If we go back now, they’ll think it was a ploy for you to learn the way out.† â€Å"We’re not going back without medicine for Jamie.† My voice was harder than his. His got harder to match it. â€Å"What do you propose we do, then, Wanda?† â€Å"I’ll need a rock.† I sighed. â€Å"You’re going to have to hit me.† How to cite The Host Chapter 43: Frenzied, Essay examples

Education and Acquire Some Skills In Kindergarten Stage In Uk

Question: 1- Introduction -Define a pedagogy of play 2- The kinds education play in kindergarten -Policy agenda of play in kindergartens in UK - Role play in the early childhood classroom 3- Importance of playing of children for the development of some aspects of growth (Cognitive processes, memory, attention, thinking and language in learning and pedagogy * ( With the inference theories) 4- Factors that affect to play a child * 5- The chilling facing the play * 6- Developing play in the curriculum - play and National curriculum policies -physical activity- and - rough and tumble play - science and play -Mathematics and play - Art in the early years 7- Developing play a pedagogy of play. 8-The important theories that support of play with learning, such as the theory of Piaget and Vygotsky Answer: Introduction Pedagogy of play can be referred to as an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children (Baker et al. 2014). These two fundamental guidelines are the spontaneous and the intentional directions. It should be noted that the pedagogy of play is concerned mainly on the intentional directions of the two fundamental guidelines. The design and management of the play incorporates the materials and expenditure with specific educational goals. The process requires a thorough analysis of the entire playing experiences while grasping potentials in the making of the play. The first evidence of the play comes from the Discovery of Childhood, an essay written at the beginning of the Modern Age (Dekker and Groenendijk 2012). The careful reading of the essay reveals it to be incorporating three main aspects being underlined: (i) investment on play as an educational device, (ii) retrieval of the natural dimension of play and (iii) toys being used as the pedagogical device and media as well. The second part of the essay depicts the production of the focused on the educational value through fore play, which is referred to be the first field of experience for the political education as evident in the essay (Diamond 2012). The conclusion of the essay depicts the speculations on the relationships between the play and the daily life activities. The final remarks of the essay suggest an important learning that the lifelong playing can be defined as a meaningful perspective in respective of the lifelong education. The kinds of education play in kindergarten UK Policy agenda of play in kindergartens According to Cottle and Alexander (2014), the current education policy as implemented in the UK, reflects the concerns related to the provision of the guidance on the curriculum content, assessment, planning, improvising the quality, developing the provision, and effectiveness of provision for the children and families as well. The DfEE/QCA 2000, Early Years Foundation Stage in England as implemented by the early childhood communities, deals in emphasizing the value and role of play in supporting the learning about the educational settings and at home as well (Park and Kim 2014). The main agenda of the framework is to articulate the principle sunder pining the curriculum, pedagogy and assessment with the emphasis on the planned experience relative to the spontaneous play of the children in the country. This framework includes the children from the birth until 5 years of age upon aligning with the policy issues in DfES, 2004 (Every Child Matters) (Renwick 2014). The policy incorporate s the curriculum guidance for the children to play which enables them to create, play, solve problems, and become managed with the parents in order to develop the learning. According to Renwick (2014), this curriculum guidance as provided by the UK policies help in providing a wide range of imaginative and creative activities in order to stimulate the development and learning in children. The policy also guides the practitioners to meet the following agenda: Plan and resource the challenging learning environment Support the learning process in children through spontaneous and planned play activities Extend and develop language an communication of the children in their play Assess and observe the learning in the children through the play Ensure progression and continuity of thru learning process in the children (Diamond 2012) Role of play in early childhood classroom According to Elbasan (2012), a good quality play would enable a positive learning outcome in the emotional, cognitive, psycho motor, cognitive and social domains. The inclusion of play in the curriculum is to develop the learning process in the infants by enabling them to enhance their learning capabilities. Hakkarainen, BrÄ—dikytÄ— Munter (2013) believe that this learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well (Dyer and Taylor 2012). Importance of playing of children for the development of some aspects of growth Inference theories and cognitive processes The zone of proximal development (ZDP) is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults (Dekker and Groenendijk 2012). According to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Elbasan 2012). Memory The play helps in stimulating the brainpower of the child, which could enable in enhancing the concentration, visionary skills, recollection skills, and recognizing power. This enables the child to be able to distinguish between the objects and recognizing the same. According to Tricia Ferrara, a famous family therapist, regular physical activity can be referred to as the miracle glow for the brain (Ferrara 2016). According to a recent biological survey, physical activity stimulated a chemical hormone in the brain of the infants, which help in strengthening the connections and enhancing the memory. Thus, the children should be provided with the opportunity to play some physical games both during and after learning. Attention As mentioned in the above discussion, it can be evident that play helps in stimulating a chemical hormone in the brain of the infants which help in strengthening the connections and enhancing the memory (McCabe 2012). This would help in enabling the child to pay attention to the details about the object such that he she is able to distinguish between them. Thinking The play helps in stimulating the brain activity of the child by strengthening the concentrations and enhancing the memory. It should be noted that the child is not able to truly understand about the concept of sharing (McCabe 2016). However, the brain of the child can be trained to understand some basic rules like waiting for the turn, reaching and grabbing objects, and recognizing things. Language According to Tricia Ferrara, music can be referred to as the pre- language learning tool, which could be played along with the activities, could help in boosting the mummery of the child. This playing of music along with the activities would not only be a good memorizing experience for the child but also could be an energy booster for the practitioners as well (Hardelid and Gilbert 2013). Factors that affect to play a child The play of the children can be referred to as the heterogeneous form of behavior, which is illustrated ion the context of the diversified spatial expressions. Various factors affect the play of the children. The features of the current social environment have an important role in affecting the play of the children and their abilities to find the places and time to play as well. According to the theory presented by Thomas and Hookings, the current response to the support of the play of the children is very much fragmented and confusing (Ferrara 2016). According to Thomas and Holdings, the children in the UK are completing test papers with a yearly estimated of 35 million papers (Ganea 2014). The corporations are also spending millions of pound in order to conduct research on the proper development of the learning in the children. Moreover, the parents are also struggling with the provision of both time and money in respective of their children to play as they think their children nee d a constant supervision while playing. The various factors affecting the play of the children can be illustrated by the following descriptions: Environmental stress The environmental impact on the play of the child is a significant factor in todays world, which includes the cumulative effect of poor environment, poverty, family stress, poor social network, and deteriorating conditions. These environmental factors are hampering with the playing of the children. According to Cottle and Alexander (2015), the environmental stress could lead malnutrition and social isolation of the children which could be hampering with the learning and development process of the children in the long run. As for example, poor children reside in a more polluted are and unhealthy environment. These children are prone to the various kinds of diseases and health hazards that could lead them to be physically deteriorated. Poor neighborhoods are prone to greater traffic volumes, less playground safety and exposure to health hazards. The poor children are compelled to inhale polluted air and drink polluted water, which exposes them to the toxicants, which could have a negat ive impact in the cognitive development and play behaviors of the children (Wallace 2016). Culture of fear According to Hardelid and Gilbert (2013), the material world of the children have improves, there is always a fear of accidents and the precautions to limit down the injuries in respective of the children while playing (Yetter-Chappell and Chappell 2012). However, the UK has the lowest rate of the child accidents; the risky activities cannot be neglected and can be taken as the part of the growing regime. Compared to their grandparents and their parents, children are more circumscribed today. The challenge facing the play The major challenge while implementing the play for the children is the inability of the practitioners in developing an appropriate play for the children in order to help them develop the learning and communication. The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children (Schary and Loprinzi 2012). The practitioners are also required to design and resource the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development for the play and also engaging with the families of the children as well. In the larger workforce system, an approached policy and organizational support including the provision of the space and time is required for the practitioners to infuse enthusiasm in the relationship between the children and their parents (Shimmell et al. 2013). Thus, a proper policy is required for the planning and organizing of the play for the child. Moreover, the practitioners are also required to be trained in order to help the children in the learning process. Developing play in the curriculum National curriculum policies in UK The UK policy frameworks includes the common principles that endorses as combination of child initiated and adult directed activities incorporating the free and structured play. The UK Government implement the integrated pedagogical approach which is validated and is found in the EPPE (Effective Provision for Preschool Education), a study being funded by the government (Phadung and Kaewprapan 2014). This study is on a large-scale context and provides adequate evidence of the impact of the preschool education and the family background on the development of the children. The study on the REPEY (Researching Effective Pedagogy in the Early Years) shows the difference between the pedagogical interactions and framing (Poehner 2016). The pedagogical interactions deal with the specific behaviors of the parents or adults whereas the pedagogical framing follows behind the scenes aspects of the pedagogy including the resources, planning, and routines. Physical activity- Science and play: The various activities that could be helping in the development of the knowledge and understanding of the children. The foundations stage of the hierarchical development of the scientific activities of the children help in developing the basic needs of the child, Preferences of the parents, and the needs of the parents childcare (Haklay 2016).The science and play aims at planning and implementing activities that could help children make progress in their development and learning in a scientific way. It also helps in providing a resourced curriculum for the children to enhance their knowledge and help them to do well in an ambiance of care and of feeling valued. Activities for developing the scientific understanding in children Board book learning: The learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well. Figure 1: Board Book learning Source: (Kelemen and Ganea, 2014) Observing: The children are mentally, emotionally, and physically calm and are curious in learning new things. They are realizing the objects present in the environment with those present in the board books and are developing their communication skills (Park and Kim 2014). Action Plan Infants 1-3 years 4-8 years Activities o Talk to babies o Talk back to them o Listen to their sounds they make o Talk about the pictures they see in the board book o Help them turning pages o Read the story in groups o Ask simple questions relating to color, count of objects, etc. o Ask questions relating to the story o Sit in groups o Display the story boards o Ask what they can see and find from the pictures o Ask them to recognize and name the objects form the book Observation o The babies are, emotionally, mentally, and physically calm o They are developing good communication skills o They are learning new things o Able to turn pages on their own o Developing curiosity o Communication skills in groups o Having fun interacting with each other Table 1: Board book learning Source: (Kelemen Ganea, 2014) Mathematics and play Board puzzle: It is the first skill that the children will adopt quite easily as puzzle pieces are taken out. It generates much noise when hit on the floor. This noise helps in drawing the attention of the children and could engage them in investigating the puzzle piece and identifying each of the pieces. Figure 2: Board puzzle learning in children Source: (Barnes, 2015) Procedure: Place the chain pieces in front of infants and hide one piece aside. Now, ask the children to find the hidden piece. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle. Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces. Observation: A group of children must be asked to complete the board puzzle. Participation must come from everyone. If everybody participates, it helps in the development of process. A child feels good when he works in a group. The practitioner is required to justify that puzzle pieces come in different sizes and shapes. It is the duty of the practitioner to take part in the various activities (Schary and Loprinzi 2012). The practitioners should encourage children by referring and talking to the colors. Colors are very much stimulating to the children. It must be observed how the children match the photo of the piece of puzzle. Action Plan Infants 1-3 years 4-8 years Activities Talk to infants Listen to the sounds they make Talk back to them Let them identify and explore the pieces of puzzle Make them match the pieces together Ask them to complete the puzzle in groups Explain the different shapes and sizes of the puzzle Make them complete the puzzle within a specified time Sit in groups Explain the different shapes and sizes to the children Make them complete the puzzle within a specified time Observation The infants are learning to reach the objects They are able to develop visualizing power Children are concentrating They are thinking and reasoning about the puzzle Children are developing their communication skills Children are concentrating more on the puzzle They are thinking and reasoning about the puzzle Table 2: Board puzzle Source: (Hopkins, 2015) Chain puzzle Procedure: Place the chain pieces in front of the children. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle (Saengpun and Inprasitha 2012). Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces. Make up a story about the puzzle after the children complete the puzzle. Observation: The children must be left to play freely. Each piece must be counted as the child completes the chain puzzle. The puzzle must be taken apart and put back together again. Free roaming helps the children. The practitioners are required to guide the children about the colors and the chin process steadily and thoroughly. Action Plan Infants 1-3 years 4-8 years Activities Take the chain pieces and place them in front of infants Ask them about the colors in the puzzle Hide one piece aside Ask them to find the hidden puzzle peice Ask them to complete the puzzle in groups Explain the different shapes and sizes of the puzzle Make them complete the puzzle within a specified time Sit in groups Explain the different shapes and sizes of the puzzle Ask them to complete the puzzle within a specified time Ask simple questions regarding color, count of objects, etc Observation The infants are developing to reach the objects They are able to develop visualizing power Children are concentrating They are thinking and reasoning about the puzzle Singing in rhymes while counting Children are developing their communication skills Children are concentrating more on the puzzle They are thinking and reasoning about the puzzle Table 3: Chain puzzle Source: (Kelemen Ganea, 2014) Art in early years Paper and Crayons: The learning of Paper and crayons would help the children to identify the colors. It also helps them in developing a sense of inquisitiveness in the children. This learning of the art process also helps the infants to develop their vision. Figure 3: Paper and Crayons learning Source: (Chappell and Taylor 2013) Observation: The practitioners are required to observe if the children are gaining, a proper vision is building by observing those pictures. They are developing their communication skills and capabilities to identify the different colors. Action Plan Infants 1-3 years 4-8 years Activities Cut shapes of colored papers Attach them with colored ribbons Talk about the shapes and colors Provide with crayons and papers Ask them to hold the crayons Let them draw colors on the paper Let the children draw on the paper Let them explore the colors on their own Ask them to fold on papers and make shapes Observation The infants are curious They are smiling and making sounds They are trying to touch and catch the objects Learning new drawing experience Developing creativity in their drawings Understanding shapes and colors Learning new drawing experience Developing creativity in their drawings Understanding shapes and colors Table 4: Paper and Crayons Source: (Chappell Cahnmann-Taylor, 2013) Puppet play: The puppet play helps in developing the exploration skills of the children. It enables them in exploring the shape, color, number, and size of the objects. It can also be considered as an imitation game for the children who imitate the parents or teachers activities of copying the sounds and characteristics of the objects. Figure 4: Puppet learning in children Source: (Poehner, 2014) Observation: There exists a generation of visualizing power in the children where they are able to recognize the things on their own. The children are exercising in handling the puppets. They are becoming more creative and are having fun with the puppet playing activity. Action Plan Infants 1-3 years 4-8 years Activities Using puppets in the hands Talk to the infants Try imitating the sounds of the animals while talking Make them laugh and have fun Make them play with the puppets Use animal puppets in hands while talking with children Try imitating the sounds of the animals while talking Make them laugh and have fun Make the children play in groups Sit in groups and ask the children to play a story with the puppets Ask them to recognize and name the objects form the environment that looks familiar with the puppets Observation The infants are feeling secure with the puppets They are overcoming fear through doll play Enacting and learning new things with their puppets Developing the imagination of stories and sings with the puppets Enacting and learning new things with their puppets Children interacting with each other and sharing stories Developing the imagination of stories and sings with the puppets Table 5: Puppet play Source: (Poehner, 2014) Developing play pedagogy of play The development structure of the child learning is comprised of the over lapping age related to the phases of each childhood as identified in the framework for early learning. The over lapping age consists of the learning structure for babies (from birth to 1 years), toddlers (1 year to 3 years) and children (4 to 6 years) (Kelemen et al 2014). However, the basis of the structure is still comprised of the framework consisting of the learning of the well being, belonging, and identity, exploring, communicating, and thinking. It should be noted that all the types of play could be applicable to each phase of the childhood. The processes of developing the play in the childhood can be illustrated by the following phases: Revising the role of adult The first phase for developing the play for the children is to work on the early practitioners that are responsible for teaching the children (Barrouillet 2015). The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children. the practitioners are also require to design and resource the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development of the play and also engaging with the families of the children as well. In the larger workforce system, an appropriate policy and organizational support including provision of the space and time is required for the practitioners to infuse the trust in the relationship between the children and their parents (Brocklebank and Griffiths 2 013). As the adults have an important role in childrens play, they are required to emphasize on the planning and designing of the play in order to help the children develop the learning capability in the future. Providing a base for the children to learn According to the perceptual theory a proposed by Gibson, the development of the perceptual learning is gradually increased as the children grow (Chappell and Cahnmann-Taylor 2013). This growth in the perceptual learning in the children reflects an organized and deliberate exploration of the environment. According to Gibson, this gradual increase in the perceptual learning of the children occurs through three gains in the movement during the initial first year of the infants, which includes (i) postural control, (ii) locomotion and (iii) manual control. Gibson postulated that if these three factors are stimulated in the infants, it could help in developing their physical abilities, agility, and mobility dexterity (Chronopoulou and Riga 2012). She also stated that this stimulation of the physical and locomotion skills in the infants would help in infusing them with the enthusiasm, confidence, and learning (Balakrishnan and Claiborne 2012). The important theories that support of play with learning Piagets classical theory of development Piaget in his classical theory of child development has been able to provide his views about the intellectual competence under which the child contrasted theories of the world and allowing the same for the first time on a set of logical tools of increasing power and generality (Brocklebank and Griffiths 2013). Piaget, in his theory, has focused on the active role of the individual sin respective of constructing the knowledge. His theory of development of child can be regarded as monolithic, context specific and universal. The work of Piaget reflects on the situation that the children construct their own knowledge and develop their own experiencing as well. He also proposed that the children are able to utilize their own knowledge and understanding by manipulating or exploring the outside world. In his theory, Piaget also illustrated various which emphasize on the self-construction of the thinking process in children (Children's play patterns,. In 2016). However, he provided more attention towards the actual process of the making. The structural theory thus, as proposed by Piaget has concentrated more on the construction of the cognitive strictures rather than focusing on the generalized views on the conservation. In his theory, Piaget ahs emphasized, mainly on answering to the question of accelerating the development process. However, the educational practice as described by Piaget in his theory of child development is context bound which is at the cognitive levels and not converse. Vygotskys Socio cultural Theories The Vygotsky's theory is also known as the socio cultural theory as it focuses on the culture including the values, customs, beliefs, and skills of a social group is transferred to the next generation. In his theory, Vygotsky identified two kinds of development viz., cultural and natural (Cottle and Alexander 2013). The natural development involves the processes of organizing growth like the maturation of a child. The cultural development deals with the cultural forms of the habits and reasoning of the cultural behavior. This socio logical theory as proposed by Vygotsky emphasizes on the role of play in the development of children to the point of reaching the primary, leading, and fundamental development. Unlike Piaget, Vygotsky had imagined the learning to be the social mediated process which depends on the support that the adults and parents provide for their children while they attempt to learn new tasks (Dekker and Groenendijk 2012).Vygotksy has been of the opinion that in order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child. In his theory, he also emphasized on the social interactive process of the learning. He also has been able to clarify the learning process wherein the partners including the parents and the child are considered as active members in the learning process of the child. He also identified the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. According to Vygotsky, the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target (Diamond 2012). In his theory, Vygotsky defined the activity involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, he further defines the development process to be the transformation of the mental processes. Vygotsky classified the level of the development process within a child to be comprised of two major levels. According to him, the development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child (Dyer and Taylor 2012). This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. A ccording to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Ganea 2014). This socio cultural theory of Vygotsky helps in proposing interdependence between the development process of a child and the resources being provided by the culture as well. According to Diaz and Vachio. The ZPD as proposed by Vygotsky can be seen to be constituted of two important interrelated function: Transfer of responsibility Joint collaboration (Baker et al 2014) According to the ZPD, the child and the parents approach the task independently on their own way while learning. The child seeks co-operation and assistance as drawn thorough the adults. Joint collaboration is the process where the adults bring about the transfer of responsibility in the child through the process of scaffolding such that the child begins to work independently. It should be noted that scaffolding process refers to the interactional support and guidance as provided by the tutor to the child in the ZDP. Bentley (2013) provided useful information about the scaffolding process and stated that the child takes am inventive and active role by reconstructing the tasks through their own understanding. They refer this understanding of the children as the guided reinvention. According to Saengpun and Inprasitha (2014), the elements of the scaffolding process in respective of the learning develop in child is comprised of the gelling elements: It is the responsibility of the tutor to recruiting the childs interest in a particular task. Reduction in the number of steps necessary for solving a particular problem and simplifying the task such that a child can recognize the fit with the task and manage the components of the scaffolding process as well (Wallace 2016). Maintenance of the pursuit of the target by directing the activity through child motivation Involves the control for the risks and frustration in the child while learning the problem solving process Identifying the critical features of the discrepancies between the ideal situation and what a child is producing while the learning process Illustrating an idealized version of the act to be performed Enabling the child interdependence and autonomy Strutting an appropriate environment for the child in order to learn in a more efficient way Relevance of the theories to the teaching process From the analysis of the theory as proposed by Vygotsky, it can be seen to be useful in tow possible ways: Enabling the adults to understand about the construction process of the children Enabling the affects to reassess they roles in teaching (Schary and Loprinzi 2012) There is always a dilemma faced by the practitioners in deciding the amount of teacher intervention required for the teaching of children. Moreover, owing to the resources being included under the education system in most of the countries especially in the UK, there has always been a criticism in the media that deals with the failure of the education system. Current debate and move for Schoolification The current schoolification criteria in the UK considers the curriculum based approach to educating young children specially in their early years to be inadequate (Saengpun and Inprasitha 2012). Most of the chidcare professionals in the country are supporting the pedagogical approach which should be replacing the traditional curriculum based approach for teaching the children to learn. Moreover, most of them are also of the belief that this pedagogical approach in the early years of the development would be helping the children to have a basic understanding of the writing, reading and arithmetic that would be helpful for them in the future. The current trend of the chidren who start going to the schooling in the UK is 4 years which makes 12% of the total child population in the country (Barnett 2014). The rest 88% of the child population start going to school after 6 years. Thus, most of the childcare professional in the country are of the belief that this Early Years Foundation Stage (EYFS) would make the children to be school ready and benefit them in providing more focus on play and other academic elements (Barrouillet 2015). The professionals are also of the belief that this EYFS would enable the children to enhance their communication skills and provide them the formal learning in their pre-schooling stage. Conclusion Pedagogy of play is an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children. In order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child. The learning process, thus, is a development process wherein the partners including the parents and the child are considered as active members in the learning process of the child. It so the responsibility of the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. As proposed by the theories of Vygotsky and Piaget, it can be found that the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target. The activities involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, the development process is the transformation of the mental processes. The level of the development process can be classified within a child to be comprised of two major levels. The development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. This ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. 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