Introduction This essay is to analyse similarities and differences between Finnish System of Education and Italian System of Education. First of all, we are going to analyse the two general systems and then we will go deeper in the Primary School organization, investigating strengths and weaknesses of both systems and trying to understand what they can take from each other to improve the quality of education. Education is one of the most important aspect for a country and constitution is the base on which it’s organized and developed in both of the countries we are analysing. “Everyone has the right to basic education free of charge.
The challenges of Head Start have to find and get more resource to help the children’s learning. Head Start finding more ways the get families involve and participating with their children learning. The Reggio Emilia benefits for the right of the teacher, families and all children learning. It encourages collaborative environment and learning experience.
The Roman Republic was somewhat meeting the common good. The reason why the Roman Republic was not meeting the common good was because it did not treat everyone fairly that made people in rome feel sad. The Roman Republic did not meet the common good from education,citizenship,services,laws,and trade this made them for not meeting the common good. In democracy it is important the they meet everyone 's needs.
The Roman Empire left a mark on history as one of the largest and most successful empires in history. How much territory did the Roman Empire rule over? At the Roman Empire’s pique, the Empire engulfed the entire Mediterranean and spread all across Western Europe and half of Great Britain. The Roman Empire was not taken likely by rival empires. Living in such an enormous empire had its benefits. As a Roman, you had education, culture and the protection of the largest military empire on your side. Living in this Empire also had some notable drawbacks. The empire had extreme poverty rates, threats of being in a constant state of war, and the government could impose huge tax burdens on the people.
Around the time of three-hundred CE, the amount of power started to decrease for Rome, Italy. Lots of the Roman emperors and people were killed at this dreadful time. But what really caused this sudden downfall? Will we ever really know? I think the three main reasons are: Natural disasters, foreign invasions, and the city’s military problems.
DBQ Essay Body #3 The fall of the Western Roman Empire, in the Middle Ages by 476 CE, was also due to geography. According to Document 7.8, the Romans consumed too much amounts of lead and soon had lead poisoning. “They claim the leaders of Rome were killed off by consuming excessive amounts of lead.
Rome and the US are similar and different. But I disagree with what Zackary Hopper and Sianna Sullivan. Zack thinks that they are similar and Sianna thinks that they are both different but I think that Rome and the US is different and similar
worked for the Children’s Center of Cicero Berwyn as a part-time Home visitor for six months from September 2016 thru March 3rd, 2017. She was a good employee who had passion to work with children and families. She created lesson plans for five children and families, prepared developmentally appropriate activities, observed children, provided resources and referrals to families in the communities. Her doctor had instructed accommodations and those were in place for her. Those accommodations included not to sit or stand for prolonged periods of time and not to lift more than 10 pounds. She needed a two-minute break every 15 minutes to stretch/walk around. During the time of her employment she took 4 sick days, 10 vacation days, and seven days’
Remarkable Rome Ancient Rome had many cultural achievements. Many achievements are very important and influential in American culture today. Some achievements are Roman Roads and Roman Architecture. Our road today are based off of Roman roads. Also our architecture is very similar to Roman architecture.
Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.
The success of this program can be attributed to one of its main principles where there is a strong parent-teacher-community cooperation, as Gandini said (2003), “Education has to focus on each child, not considered in isolation, but seen in relation with the family, with the other children, with the teachers, with the environment of the school, with the community, and with the wider society” (Values and Principles of the Reggio Emilia Approach section, para.
Long before I came to Florence, Italy, I used to dream about visiting Milan. My reasons for wanting to come to Italy were not simply about Milan being one of the major fashion cities of the world; I wanted to study in Italy because it is the birthplace of so many high-end fashion brands. At the time, however, I knew very little about Florence. But after I arrived in Florence, I realized that I still had much to learn, and felt inspired at being confronted with so many things that I had not imagined or seen before.
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.