ktmeng/mec huggingface dataset:
Topic: family

If a child suddenly geos quite or they appear to be miserable during play it shows they are uncomfortable or distressed. If a child would rather look at the practitioner instead of the activity they are at or if avoid contact with the practitioners e.g. moves away from you when you go near, this also shows that they are uncomfortable or distressed. The last way that practitioners can see if a child is uncomfortable or distressed is the words they use or their body language. Older children will show they are distressed or uncomfortable by asking the practitioner questions about what they are doing. Here the EYP’S should always be honest and explain that they are observing what they are playing with so they can find out what they can interest in and what they can and can’t do. If a child doesn’t want to take part in an activity you shouldn’t force them or make them feel uncomfortable, this is because the child might become upset and make themselves sick or they won’t engage in the activity as well as you wanted them to so, therefore, you won’t be able to assess them against development matters.
Topic: family

It is important that practitioners know the children’s background and home life e.g. the language they speak at home. Due to there being different cultures and family backgrounded it is important for the parents to come into the setting to talk about their family life and their child. The information shared by the parents is very important when getting to know the children, EYP’S should also make enquires which will help them to settle the child in quickly and easily as possible. For example if the child’s home language isn’t English, they won’t be fluent in it so they might find it difficult to understand what is expected of them. The EYP’S should work in partnership with the parents to learn key words such as food, drink and toilet in the child’s home language to help with the child’s development.
Topic: family

In order to get a clear picture of what a child can do the observations should be accurate and say specifically what the child said and did instead of opinions if the information is incorrect the observation will be invalid and the children might be tracking to high or low in relation to their age and stage. To avoid being biased when observing and assessing the children EYP’S should always focus on what they are telling you and always focusing on what they are doing. Another way to avoid being biased is always involved the children and ask them for their ideas and opinions and take the time to find out about other cutlers and backgrounds by asking questions and remaining open-minded. The last way to avoid being biased is by involving parents/ carers whenever possible so they can say where they think their child is up to in relation their age and stage and they can say what the child can and can’t do at home.
Topic: family

Participative observation this where the practitioner takes part in the activity, this means that the practitioner will be watching what the children do during the planned activity and they will take part in the activity themselves. For an example the practitioner might plan to do a group activity where they let each child join in and take turns for an example each child saying how many bears there is. Here the practitioner might demonstrate first what the children need to do in the activity and then they will observe the child doing the group activity.
Topic: family

Event sampling this type of observation is where it records specific events or behaviour. This helps practitioners to see how many times a certain behaviour occurs and what caused the behaviour. This type of observation is made up of a lot of small observations that come together to give evidence and to help come up with strategies to help with the child’s behaviour. This type of observation should be written accurately of the event to help get the best strategies to help with the child’s behaviour. This type of observation should include what the child was doing before the incident, what caused the incident, what they did and what happened after the incident, this should be done every time a new incident happens.
Topic: family

Written observation this type of observation is where the practitioners write down everything a child says or does. The writing should be accurate and written in the child’s words or it wont help the practitioners to get an accurate picture of what the child can and can’t do. In this type of observation, the practitioners should write everything the child says and does. E.G Child A picked up a wooden spoon mixed it in the pan and kept saying ‘mix mix’ they then walked over to another child and gave them the wooden spoon.
Topic: family

A positive of this observation is the EYP won’t miss any information this is because the observation must record everything that the child does and says. With the observation having a lot of information in it gives the practitioners a good picture of what the child can do and it will give details on what the child covered in all the different areas and it helps the EYP’S to see where the child needs more support in specific areas. Another positive of this type of observation is it is paper based so can do one anytime if the other staff members are ok, and every child gets one done. The last positive of this observation is it helps to give the parents a clear picture of what the child can do.
Topic: family

A negative of this type of observation is it takes time, so they are less frequent, this type of observation also requires a member of staff to be taken away from the room as they must observe the specific child for at least 20 minutes. Another negative of this observation is that the practitioner might miss something important when writing this is because they might not be able to write quickly so when writing the child could have done something important. Another negative of this observation is it must be written in the child’s words and it should specifically say what they have done and said. Another negative of this observation is it must be readable, the writing needs to be neat and correct spellings. The last negative of this observation is it requires a lot of reading for the parents.
Topic: family

A negative of this type of observation is due to confidentiality other children can’t be involved in the observations. Whilst observing a child another child might run out in front of the camera or a member of staff might say another child’s name so therefore the observation can not be used. Another negative of this observation is the huddle might go flat so the practitioners won’t be able to take an observation. The last negative of this observation is there might not be a huddle for every staff member, so this requires the sharing and missing an important observation.
Topic: family

Once EYP’S have carried out an observation and assessment of a child they need to plan activities to support the child’s development. For planning to be effective it needs to be based on the children’s interest and ability. Also, for planning to be effective it needs to be able to suit all the children and adapted to give them more or fewer challenges in the activity. Finally, for planning to be effective it needs to build on the child’s existing knowledge, understanding and skills.
Topic: family

The first stage of the planning cycle is to observe the children here the EYP’S should look, listen and note what they see the child doing this will help them to find out what the child enjoys doing and what they can already do. The practitioners should then assess them against development matter. When you observe and assess the children it will help the EYP’S to ensure that the activities are suitable. Here you can find out if the child was engaged in the activity, was the activity too hard or easy for the child and did the child enjoy the activity
Topic: family

The EYFS states that EYP’S should collect evidence about the children in their care, this is done through observations, talking to the parents or previous practitioners. The EYFS states that EYP’S should assess the evidence they have, here you need to look at your evidence and decide what action needs to take place e.g. by giving the child more support or expand the activity. The EYFS states that EYP’S should use the evidence to plan suitable activities or experiences which can be inside or outside. The EYFS states that EYP’S should effectively apply their plans, here EYP’S need to use the environment and resources to apply the plans they have made and support the children when necessary. Finally, the EYFS states that EYP’S should evaluate their practice, here the EYP’S need to seriously examine their practice to evaluate whether they have met the needs of all the children in the setting. They also need to decide how they could effectively extend the child’s learning.
Topic: family

, it is based on the children’s needs, interests, strength, understanding and capacity. Child-centred planning reflects a range and variety of experiences to cater to children’s needs, interests and abilities. Child-centred planning recognises the voice of the child, it captures the child’s ideas and intentions and it recognises the child’s learning strategies or learning goals. Child-centred planning reflects the connections between children, their families and the communities and the importance if reciprocal relationships and partnerships for learning. Finally, child-centred planning values the cultural and social contexts of children and their families.
Topic: family

When understanding the roles of the family and relationships there are many different views. Feminist take the negative view of the family and argue that relationships and the family are gender-based. In this following essay, I will explore the different views of feminist’s sociologists such as Marxist, Liberal and Radical feminists who hold the same view that women are oppressed in a patriarchal society yet they have different opinions on which gender benefits from these inequalities. Each school of feminism has its own understanding of family roles and relationships though; firstly we should assess the separation in terms of domestic labour and conjugal roles.
Topic: family

However, rejecting this view, Feminists put forward Oakley’s view, arguing that the family still remains patriarchal. Oakley describes how the housewife role has become prevailing for women in marriage since the industrialisation in the 19th Century. Though women started off by joining the workforce, they were gradually omitted and restrained to their home with the duty of housework and childcare duties. This shows how the role of the housewife is socially assembled rather than Parson’s claims as being “natural.”
Topic: family

After reviewing some feminist theories I can argue that feminist perspectives based on the family have moved research away from the traditional functionalist view of a male-dominated society. Feminists have highlighted the negative aspects of the family which Functionalists have previously ignored; however, all the feminist views seem to claim that the nuclear family is still the norm and ignores the increasing variety of family life. Additionally, Feminism is a structural theory, meaning they assume family and their members are manipulated by society. Postmodernists, however, reject this view and argue that individuals do have free-will in creating family relationships. In final conclusions, I believe that the Feminist perception on family roles and relationships have helped move sociological ideas forward and take into account the negative aspects of the family as well as the positives, yet I also believe that they need to broaden their ideas to encompass the idea of individuals having the choice to create their own family situation with diversity in families on the rise.
Topic: family

Family relationships are a vital Issue that can affect how one develops, being that they are the closest relationship in a child’s life, they tend to have the biggest impact as well. I found that my Mum and Dad had a very distant relationship, whether it be arguing or not talking at all. It came down to Dads drinking habits stemming from depression, which caused a lot of disturbance within the household. There was always a lot of tension in the house and I believe it changed who my sibling’s and I are today.
Topic: family

Now as adults, we are very close and tend to tell each other everything. For a child to thrive physically and emotionally, they need to feel safe in their home, by their caregivers meeting their physical and emotional needs. According to Bowen, a family could be a system within which each member features a role to play and rules to respect. Within the boundaries of the system, patterns develop as certain family member’s behaviour is caused by and causes other family member’s behaviours in predictable ways.
Topic: family

Maintaining the same pattern of behaviours within a system may lead to balance in the family system, but also to dysfunction (GenoPro, n.d.) An understanding of the complexity of the influences, interactions and interpersonal relationships, that affect the dynamics of relationships and consequently children’s optimal development, can be grounded in Bronfenbrenner’s bio-ecological model. To ensure the child’s optimal development, all the participants in the respective systems ought to pursue effective patterns of interaction, called proximal processes.
Topic: family

Parenting styles play an essential role in determining the weight of a child. Studies have shown that increased attention to parenting styles has a direct association with a child’s obesity. The main concern about being overweight is the likelihood of a person being obsessed which is a predisposing factor to many life-threatening outcomes (Sokol, Qin and Poti 283). Obesity is caused by a lot of factors, such as lifestyle habits and the environment. Some of the factors that are contributing are to weight gain among children include playing video games, watching television, taking sweetened drinks, and physical inactivity.
Topic: family

Studies have also shown that parenting styles are of great importance in determining the body mass index of a child. The authoritative parenting style has led to great food choices and healthier eating styles. Parents have a great responsibility in limiting behaviors among children (Sokol, Qin and Poti 285). Such behaviors include watching television, playing video games, sleeping time, and diet. Parents should not only control such practices, but they should be great role models to the children because most children will mimic the behaviors of the parents.
Topic: family

The authoritative parenting style exerts protective behavior that helps in managing the body mass index of a child until midlife. The authoritarian and neglectful parenting style is likely to fetch negative results as compared to the authoritarian parenting style. More so, the parents’ warmth towards a child affects the bodyweight of offspring (Bergmeier et.al 09). This is because the parent’s warmth provides the child with emotional security and self-worth. Emotional security helps in developing self-regulation behavior among children which helps in increasing resilience and reducing unhealthy eating styles.
Topic: family

Further stated, authoritative parents are in a better position to teach children on health practices such as dieting, exercising and eating habits. Such behaviors are likely to be persistent until adulthood (Bergmeier et.al 15). However, it is important to note that the behaviors may be influenced later in life-changing the developmental trajectory because of social relationships development later in life. According to studies, increased body mass index is associated with an authoritarian parenting style because of low parental warmth and emotions. Low parental warmth results in low efficacy and emotional distress among the children.
Topic: family

The Rapid growth of Juvenile delinquency or criminal offense by minor children below 18 years age is widely noticed in India. There are many factors like family & parents, education levels, financial problems, peer groups, mental issues, drugs, media, internet, easy access to online videos etc contributed for the immoral ideas of the teens. In this research paper, we make analysis of two major risk factors, family background & education levels of juveniles involved in crimes. We discover strong rules in Juvenile delinquency dataset of India by Association rule mining, a rule-based machine learning method.
Topic: family

The criminal idea of the youth is contributed by diverse risk factors like family & parents, education, financial problems, peer groups, mental issues, drugs, media, etc. [1]. Children learn good or bad characteristics from the family. The rejected children of parents or living with guardians or homeless are found at high risk of becoming delinquent. In building the youth, education also plays a vital role. Some key elements in the education system like strict suspension, academic failure, disciplinary methods, and school dropout also add juvenile delinquency cases.
Topic: family

Home and family are the primary growth centers of children. The overall development of children is done by parents and family. They protect children from negative criminal activities. If the family does not provide the necessary guidance and support, the children tends towards criminal actions family risk factors that motivate juvenile crimes are parents monitoring level, discipline of child by parents, particularly crude punishments, divorce cases of parents, parent clashes, criminal parents or siblings, etc. [3]. School education is an important element in children’s life. In the school-to-prison pipeline, the important components that have been found are strict suspension & disciplinary methods, academic failure and school dropout. Script et al [4] reveal, if children drop school, then they are eight times more liable to be offended than children passing high school. Several data mining techniques were used for crime detection and analysis [5]. In past only few researchers investigate the crime by using association rule mining technique of data mining. In this paper we make analysis of two major risk factors, family background & education levels of juveniles involved in crimes to discover strong rules in Juvenile delinquency dataset of India.
Topic: family

Data mining process is the extraction of valuable knowledge from large databases and data warehouses. Few functionalities of data mining used to extract hidden knowledge are generalization, association, classification, clustering etc. which use different algorithms and methods of machine learning. Data mining is one of the useful tools in different fields such as banking, insurance, marketing and manufacturing industry, sales, CRM, crime analysis and fraud identification, transportation, health care, bioinformatics [6]. Association rule mining [7] is a rule-based machine learning method for finding associations and relations, frequent patterns among item sets in large databases using some measures like support, confidence. Association rules are if/then statements that have two parts, an antecedent (if) and a consequent (then). The rule form: Antecedent → Consequent [support, confidence]An example: buys(x, “pencil”) ^ buys(x, “eraser”) → buys(x, “sharpener”) [60%, 75%]The juvenile dataset is obtained from the crime database of India [2]. Preprocessing steps are applied on juvenile dataset in WEKA tool. The clean juvenile data is used for association task to produce association rules meeting minimum support (65%) and confidence (95%) specified by user. The obtained rules are investigated and appraisal is made for making inferences and interconnections between juvenile crimes and two major risk factors, family background and education levels.
Topic: family

Fig 2 shows an overview of association rule mining of juvenile dataset.WEKA a data mining tool is made with java programming language. The full form of WEKA is Waikato Environment for Knowledge Analysis. The University of Waikato in New Zealand creates the WEKA software. WEKA implements many algorithms from machine learning for data preprocessing, association, classification, clustering etc. WEKA also contains visualization functions to see huge data [7]
Topic: family

The crime database of India is downloaded from the NCRB and government ministry website [2]. The crime data contains many crime statistics for the years 2001-15. Juvenile crime records (527) are gathered by filtering the crime database and saved in excel sheet. Fig 3 shows Indian juvenile crime data (part) during the years 2001-15. The juvenile excel file is saved in CSV format for further processing in WEKA tool. During preprocessing steps, we delete unnecessary attributes (area, year, subgroup) and discretize some attributes (education level attributes illiterate, upto primary, above primary but below matric, matric or above, family background attributes homeless, living with parents living with guardian and total crime) and prepare the juvenile data for association rule mining task. The CSV file after preprocessing is saved as ARFF file. Association rules mining task is applied on the juvenile ARFF file with selected user parameters min support (65%), min confidence (95%) and the top five rules are generated. Fig 4 presents the WEKA output file with association rules relating the juvenile family background & education levels and total crimes. The top five rules generated with juvenile family background and education levels combined with crimes discovers more illiterate juvenile’s are in the first category to make crimes. The children who live guardians are in second group youth incline to crimes. The children who study upto primary school are in third tier youth to offend juvenile crimes. Similarly on investigating the fourth and fifth top rules we derive youth who finish metric and above education are in fourth level and juveniles who lives with parents are in fifth zone are making juvenile crimes. The outcome association rules are similar in lines of the overall crime statistics of India given by NCRB [2] and Ministry of statistics. The reports of crime analysis of data by NCRB [1], India regarding the family background of juveniles arrested in 2015 shows that 86% of the children apprehended lived with their parents and one-third of total crimes offend by minors study upto primary school.
Topic: family

We analyze and examine the association of family background & education level risk factors that cause juvenile delinquency in India. The experimental results of the study show a strong association of family background & education levels and juvenile delinquency in India. The association rules generated are similar in lines with India crime statistics given by the Ministry of statistics and NCRB. In the future, similar studies can be taken for analyzing many risk factors with different techniques of data mining to examine the link between risk factors and juvenile delinquency which will help in taking early prevention steps to mitigate juvenile crimes
Topic: family

Juvenile delinquency is perhaps one of the most difficult issues ever. Why do teenagers commit crimes? What are the factors that influence it? These are the questions to which it is difficult to answer but I will try. Ryan Gosling states: ”If you do one good thing, that doesn’t define you either. Being around the kids in the juvenile center, they were engaging, they made us laugh but they were there for doing something terrible.” Teens may commit crimes when you are in a company just to have fun and not only.
Topic: family

Statistics indicate that in 1997 there were approximately 8.1 million delinquent juveniles in the United States and a 49% increase in the delinquency rate has occurred during the years 1988 to 1997(Statistics to juvenile delinquency). So as we may see this term is used to refer to children who show a persistent behavior of mischievousness, so as to be considered out of parental control, becoming subject to legal action by the court system. There are a lot of factors that influence an offense. Firstly, the age of 13-17 is that period when teenagers want to be unique by showing that they are very extraordinary that is why they do their best to put on airs among others.
Topic: family

Money is also such an important issue because if a child lacks some sum of money he starts stealing or in worse cases showing the valance toward others. Biological, psychological, and social environmental factors lead to terrible consequences and they should be discussed in purpose to reduce the percentage of juvenile delinquencyBesides, a lot of people think that they know more than they do. In many people’s minds, the cause of delinquency can be clearly traced to the cinema (What is a juvenile delinquent?”) Nowadays we don’t even realize that reasons for committing crimes are cased from the very childhood. To tell the truth, some cartoons are so cruel that even adults cannot watch them.
Topic: family

The child admires at what he sees and then he repeats it in real life without understanding that other people suffer. It can always be pointed out that in the last ten years a few films, for example, “Rebel Without A Cause”, provoked a wide reaction from many of the young people who saw it in cities all over the world. As far as we may see the film’s influence may not be very deep or lasting and that perhaps it most affected or stimulated adolescents who were already attracted to delinquent behavior. So, we may state that not only education, upbringing, and nature of the person may lead to juvenile delinquency. There are a lot of factors which we should know because we should take care of our generation and in the nearest future we will have kids and it is our task to teach them how to be humane.
Topic: family

The acquisition is recognized for a speed in which it takes place and requires some basic processes. A child starts using large numbers of vocabularies and expressions, even before attending school. In addition to the speed of the acquisition, children have the inherent ability to obtain language and this special capability is possessed by all newborn babies. No matter what language mother speaks, the baby will acquire the language of the surrounding in which the child is brought-up. So basically meaning a language is not genetically inherited but acquired.
Topic: family

The child starts developing a wide range of sounds as being taught the language. The child basically learns from the surrounding and observing the people and the type of language they use when they teach the child and their way of delivering them. The child tries many different kinds of sounds and adopt the speech they hear and waits for the responses to see if they are right though most of the time adults have to control their expression of sounds so that the child does not learn anything negative and all these help in the development of the language for the kids.
Topic: family

More than 50 years ago, Noam Chomsky’s theory on language acquisition made a massive impact on the way modern linguists look at language acquisition. It was a new way of thinking. Radical, profound, and completely different to the school of thought at the time. Now, half a century and a wealth of linguistic, biological and psychological research later, we are still trying to figure out whether Chomsky is indeed the genius he is touted to be.
Topic: family

The behaviourist theory suggests that language is learned, with correct grammar being reinforced through rewards or praise, and incorrect grammars discarded due to punishment or negative feedback. Advocates of the behaviourist theory challenged Chomsky’s UG, but the majority of researchers seemed to support and accept it, at least for the most part, as the best explanation for a still unexplained phenomenon. Those that agreed with his view provided a range of supporting arguments, though the evidence in support of these arguments is not concrete. When he first theorised its existence, it was done so by observation only, with no evidence provided. Based off his theory, research into the biological and physiological processes of language acquisition was pursued, resulting in the many supporting arguments now referred to when discussing UG, as well as those that are in fierce opposition of Chomsky.
Topic: family

UG is thought to include a set of both formal universals which explain the principles and parameters that account for the variation in languages, and substantive universals which include lexical features and characteristics. As explained in the article however, there is little agreement on what these include. Dąbrowska (2015) explains that the list of UG principles and the parameters to which they are constrained varies quite significantly. Referring to various works by Baker, Tomasello, Pinker and others, she demonstrates that, depending on the researcher, the number of parameters within those formal universals can vary from 3 to 50 or, as Shlonsky’s (2010) work implies, there could be thousands. In the same manner, she expounds on the differences in thought regarding the features in substantive universals as well. Linguists are again in disagreement over whether UG is in fact an intricate structure with a large, varying number of categories, or is structurally minimalist instead.
Topic: family

The discrepancies do not stop there. In a succinct analysis of ten arguments that are used to support Chomsky’s UG, (Dąbrowska, 2015) shows that the arguments are wholly problematic, with obvious flaws. In her words, UG is a “suspect concept… and the empirical evidence for it is very weak.” She addresses those arguments that are weaker first, such as specifity, ease and speed of acquisition, uniformity, maturational effects, dissociation between language and cognition, and neurological separation. These are the arguments that she feels are subsidiary, in that they provide support for the arguments of language innateness rather than support for UG. One of the more powerful arguments in support of UG, is that of ‘Language Universals’, which tends to overemphasize the similarities between languages. Chomsky even goes as far as to say that human languages are ‘essentially identical’. In reality however, most languages are structurally different and rarely fit into the same language universals. These differences in opinion may be due to the way in which language is viewed – either in terms of surface universals (lexicon, grammar, etc.), or deep universals. In order to assess deep universals, one has to make certain assumptions, which in turn depend on other assumptions that have no real evidence. This flawed chain leads to issues of falsifiability, and is not a strong enough argument then for UG.
Topic: family

The second of the stronger arguments for UG is that of ‘Convergence’, which is the notion that individuals converge on the same grammar despite receiving very different input. Referring again to work by Chomsky, as well as some of the supporters of his theory, she notes that the claims regarding convergence are made without any actual supporting evidence. She then refers to empirical studies ( ) where evidence has found differences in the grammar of individuals who speak the same language. The differences included a range of grammatical and morphological variances, as well as inconsistencies in comprehension. In a study done by Street and Dabrowska in 2010 showed considerable differences in linguistic competence rather than performance of native speakers, which suggests that the idea of convergence is based on a false premise.
Topic: family

The strongest, most convincing argument used in support of UG is the ‘poverty of the stimulus’ argument. This refers to the claim that children acquire certain linguistic knowledge which cannot be accounted for based on the input they receive. One of the most cited examples of the poverty of stimulus is that of the placement of auxiliaries in simple questions. The article further explains how these can be seen in the work of (Chomsky 1972) and (Crain 1991), amongst others. The studies found that children know, somehow, which sentences are ungrammatical, without being explicitly shown or taught the difference. This is usually linked to the lack of negative evidence argument, which states that children do not receive evidence which indicates that some of his/her utterances are ungrammatical. Dabrowska argues that children do in fact receive a certain amount of ‘indirect negative evidence’, which she describes as those instances in which children are asked to clarify or restate their sentences.
Topic: family

As with any hypothesis, experimental evidence is needed to prove the validity of the theory. We are familiar with Chomsky’s thoughts on language acquisition – that we are all born with an innate language-specific knowledge base which guides us in constructing a grammar in a particular language. In (Lidz, et al., 2003) article entitled “What infants know about syntax but couldn’t have learned: experimental evidence for syntactic structure at 18 months.” experimental evidence is provided by way of testing infants’ understanding of the anaphoric use of the word ’one’. According to the Merriam Webster dictionary, the word ‘anaphoric’ refers to a word or phrase that takes its reference from another word or phrase. For example: “Not this bottle, that one.” Where one is anaphoric, and refers to the bottle. The question posed in the article is whether children are aware of this, and if so, how? According to (Lidz, et al., 2003), in order for infants to “learn” or acquire understanding of this aspect, the linguistic input they receive would have to be unambiguous and common enough to show up in every child’s linguistic environment.
Topic: family

Referring to previous work by Baker on noun phrases, and analysis of input to children from the Child Language Data Exchange System (CHILDES), they provide a basis of their experiment. At this stage, before any experiment was conducted, the authors analysed the linguistic input of two infants in the CHILDES database. It was found that, combined, the children received almost 50 000 utterances, with only 792 containing the anaphoric use of one. Furthermore, it was found that less than .5% of these cases were unambiguous in its meaning and reference to the anaphoric one. This clearly showed that these kids were not exposed to enough clear and unambiguous instances to learn and understand anaphora.
Topic: family

In order to test whether infants do indeed understand anaphoric reference, the Intermodal Preferential Looking Paradigm was used to test 24 infants who were selected to participate. They were given a video clip to watch with the screen divided into two, as well as an accompanying audio. The test was divided into two phases – the Familiarisation Phase, and the Test Phase. During Familiarisation, the children were shown a yellow bottle in alternating sections with an accompanying audio that named the object – “Look! A yellow bottle.” This was repeated thrice.
Topic: family

During the Test Phase, two objects from the same category but different colour was shown at the same time – a yellow bottle and a blue bottle. The children were then assigned randomly to one of two conditions. In the control condition, they heard a neutral phrase – “Now look. What do you see now?” In the anaphoric condition, subjects heard a phrase containing the anaphoric expression one – “Now look. Do you see another one?” The assumption in this preferential looking experiment is that infants prefer to look at an image that matches the linguistic stimulus, if available. The prediction is that in absence of a linguistic stimulus, infants would prefer looking at the new image – the blue bottle.
Topic: family

The results showed that infants did in fact prefer the novel image in the control condition, whereas the opposite occurred in the anaphoric condition. The results thus supports the notion that infants already have an understanding of language structure to draw upon, even without sufficient, unambiguous input to help deduce meaning. It also provides strong experimental evidence for the poverty of stimulus argument. The authors further explain that they believe this set of innate ‘presuppositions’ serves as a basis upon which children may acquire, through statistical analysis or other learning methods, proficiency in any language.
Topic: family

Dąbrowska definitely makes some valid points. Her work is thorough, well thought-out and certainly made me doubt the validity of the Universal Grammar approach. After reading her article, I do agree that there are certainly major flaws in the concept, and remains inconclusive until such time that it may be proven true (or false). To do so, the assumptions under which it holds true must also be proven either to be true, or not to exist at all. Evaluating the validity of a theory such as UG is tricky, especially because it is something that we are unable to see or prove with actual evidence. At one stage, I was completely won over by Chomsky’s theory. It seemed to fit everything in nicely, without having to look too deep into it. It seemed to be a doorway into understanding language acquisition that was not too difficult to think about, and I was content to believe and accept it. The more I read into it however, the more I realise how shaky the theory is. The implication of falsifiability raised yet more questions that there are no simple answers to, and only proves that more research is needed still.
Topic: family

However, I would tend to agree with what the empirical evidence supports most. In (Lidz, et al., 2003), the evidence spportsan innate understanding that proves UG to be a viable theory. In this case, I feel as if the UG theory or hypothesis is still valid, until such time as it’s proven not to exist. For now, I am willing to concede that whilst human language acquisition may not fit snugly into Chomsky’s UG theory, it is a good basis upon which to improve our understanding. This may perhaps be a domain specific language faculty borne out of general learning abilities, the components of which we are yet to discover.
Topic: family

Ultimately, demystifying the process of language acquisition will be a collaborative effort. Without the psychological, physiological, biological, social and philosophical contributions to the study of language acquisition, linguists can only get so far. That the debate continues so passionately still, gives me hope that we will forge on until conclusive proof is acquired, or until the point that science concedes to good old-fashioned faith. The answers, it seems, are waiting just a little further ahead.
Topic: family

Usage of bottles and dummies- An extended use of bottles and dummies by kids can adversely affect their language, speech and interaction abilities. Prior to kids learn to state a word or a sentence, they explore their voices through producing various noises and sounds. So, with an extended use of bottles and dummies will make the children adjust the sounds of these bottles and they will hence be utilizing their voices less often. The teat from the dummy or bottle can likewise interfere with the tongue and lips motion at the front of the mouth and this results in a distorted speech.
Topic: family

Lack of simulation-kids learns through watching others. They copy language by observing the behavior and actions of the others around them. If the kids do not receive adequate simulation, they will end up having difficulties in communication skills. The literacy runs an initiative that is titled, “talk to your baby” so as to support early language simulation. They state that, “lack of early language stimulation can lead to language delay, and sometimes literacy and learning difficulties that then extend well beyond early literacy development and can be extremely costly or difficult to remedy.”
Topic: family

Play- play is vital for children’s development, structuring their confidence as they learn to think about problems, to explore and also to relate to others. When a child gets older, they start using languages to relate to others in the games. The other children start incorporating rules to the games. For a child to play the game he/she must follow the rules, but if they had difficulties in communication, they will obviously be left out and hence this would lead to low self esteem and loss of confidence. This will also affect the child’s Personal, Social and Emotional Development.
Topic: family

The main reason that I chose this topic is because everyone here has come into contact with a child with language, speech or overall communication skills difficulties. So it is very vital for us to understand the difficulties that these kids pass through so that we could be able to help them out of this problem. This is so because we are now the adults that these young ones are looking for help. Hence, it is very vital if we understood these difficulties so that we shall be able to help these children. Through this, I was sure that we shall understand how the language and speech difficulties can really impact on the young one’s overall development. Through this we shall be able to identify the extent of the problem and administer the best possible solutions.
Topic: family

Also, one day we were all kids. We have seen many kids grow and hence through this we know the many requirements of a child in learning and the acquisition of communication skills. So I decided to choose on this topic to boost our knowledge on caring for these kids and also to be responsible adults. This is a topic that people think that they know everything that should be done but I had to dig out to come up with facts about it so as to substantiate on what others knew. For instance, on how language, speech and communication will impact on the overall development of the child, one could point out the social, personal and emotional development. This looks at how a child will develop self esteem and confidence and also at how children make decisions and choices. It is really important to learn the ways in which these communication problems could be modified because a kid with a communication and language difficulty may find it vey difficulty to express their preference and needs, and this makes it very difficulty to make their own choices and decisions. So the development of acceptable communication skills is very reliant on the help from the adults like most of my audience. Children may refrain from engaging or entering social institutions where they have difficulties in interacting and participating to the fullest this can adversely affect the their social and emotional difficulties. So it is very vital that I could address this issue.
Topic: family

The situation of teenage pregnancy is increasing daily throughout United States of America. This is a big concern for families and the whole society. The assistance requirements for teens pregnant should not be neglected. Studies show such a pregnancy can have a huge impact on a girl and her baby. Many teenage mothers are on welfare. They drop out school, so only two fourth receive GED or high school diploma. Studies also show teen pregnancies end up costing seven billion every year in lost tax revenue, foster care, public assistance, child healthcare and criminal justice (Dr.
Topic: family

Many district instruct on stress abstinence, with minimum of discussion of contraceptives for fear of encouraging to have sex. Regarding abstinence, researchers confirm that most abstinence-only programs do not have much effort on the sexual behavior of teenagers. The programs may delay the onset of sexual activity. Most studies show little difference between sexual activity, pregnancy rates and exposure to sexually transmitted disease between students in any abstinence-only programs and students who do not take any sex education classes at all. Overall, teenagers need a comprehensive sexuality education that includes both abstinence promotion, accurate information about contraception and human sexuality and diseases. If nothing is done to make the change, the situation will continue to increase then to chaos. Hubel explains how teenager mothers and their families are in danger. Pregnant teens hide their pregnancies. Healthcare professionals may know the pregnancy at the latest semester. An adolescent may get pregnant again before her twentieth birthday. This can cause reproductive health problem (Hubel.2020).
Topic: family

Considering the challenge teenage pregnancy encounter, it is critical that programs continue to go beyond medical information like birth control, resisting peer pressure and teach about taking responsibility. Children need to be asked questions. From an early age, parents often avoid even labelling sexual parts. From an early age, children should become comfortable with the names of all their body parts and become comfortably knowledgeable about body part similarities and differences between boys and girls (Gordon, 1983; Honig, 1978).
Topic: family

As children approach puberty, adults need to talk with them honestly about hormones, emotions and sexual feelings. Schools need to develop honest and matter-of-fact courses on human relationships that include sexuality topics. Such courses can become a vehicle for helping to decrease the rate of adolescent unwanted pregnancies. In these classes, respect for each person’s private parts and personal decisions would be emphasized along with specific information about sexuality and pregnancy. Yet many adolescents are far from being able to engage in formal reasoning about their sexual lives and urges or their social interactions. They spend hours on tweets sending frequent text messages. Teens males struggle to adjust to the sexual changes in their bodies as the voice deepens, hair grows near the genitals and sexual fantasies and interest in sexual ventures pervade thoughts daily. They can show off and take risks, both physical and sexual, that lead to distressing, dangerous, even fatal, consequences. And yet teens still believe that they are invulnerable. They drink and then drive fast without believing that they would ever be killed in a car crash. Teens assume that sexually transmitted diseases and unwanted pregnancies are something that happens to others but not to them. They feel invincible and invulnerable.
Topic: family

Heavy drinking can lead to teen pregnancy. Teachers in a health course for teens need to explain clearly how different the brain is when a teen drink heavily. Weekend drinking contests are frequent for some teens. The teenage brain seems to be less reactive to alcohol’s short-term effects. Yet, for teens, alcohol impairs the memory system in the hippocampus and severely limits the ability of the frontal lobes to carry out thoughtful and logical thinking. ‘Without mature frontal lobes, young people are less able to weigh negatives consequences and inhibit impulsive behavior like binge drinking. Binge drinking can lead to unsafe sex and unwanted pregnancy’ (Paturel, 2011/12, pp. 24 and 26).
Topic: family

Teen fatherhood is rarely discussed. Many adolescent fathers do not stay with the teen mother. This leads to an aching void in the lives of many children who feel the longing for a father’s nurturing presence (Honig, 2010).Nurturing, affectionate relationships between very young children and their special adults provide an inner sense of positive self-worth (Honig, 2002). Children who have been tenderly cared for and had their distress signals promptly and accurately attended to during the early years are then less likely as teens to be vulnerable to pressures for unwanted/ unsafe sex. Secure early attachments to parents and other special adults protect children against later feelings that lead them desperately to seek ‘love’ from casual sexual encounters that may result in pregnancy.
Topic: family

Teens need to feel loved just as much as younger children.The growth of a trusting relationship with open communication between children and parents makes it easier for a child to share worries about pressures for early sex or unwelcome behaviors by others.Teenagers who have open communication with their parents are more likely to delay the onset of sexual activity, more likely to use birth control, and to have fewer sexual partners (National Campaign to Prevent Teen Pregnancy, 2003).