Thinking About Diversity and Inclusion free essay sample

Thinking about Diversity and Inclusion Jennifer Smith Garman Soc/315 January 31, 2011 Dana Batzka Abstract This paper addresses the many dimensions of cultural diversity. How these dimensions affect which cultural, ethnic, or other groups people identify with, and how these groups affect our social circles. The difference between diversity and inclusion is identified as well as the importance of diversity training within the workplace and how workplace culture is affected by diversity. Thinking about Diversity and Inclusion There are many dimensions of cultural diversity. These dimensions affect which cultural, ethnic, or other groups we identify with as well as our social circles. Inclusion is a way of bringing these culturally diverse people together in a common way. With the use of diversity training, and implementation of workplace diversity policies, workplace culture is positively affected by diversity. Dimensions of Cultural Diversity Harvey and Allard define diversity â€Å"as the ways in which people differ that may affect their organizational experience in terms of performance, motivation, communication, and inclusion† (2009, pg. We will write a custom essay sample on Thinking About Diversity and Inclusion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ). According to Schaefer, cultural diversity comes from a mix of different groups. Racial groups, religious groups, ethnic groups, gender groups, and cultural patterns. These groups then form subordinate and dominate groups in society (Schaefer, 2011). People tend to self group based on any of the aforementioned groups. For example, people tend to marry within the same racial, ethnic, or religious group. They self segregate in a neighborhood like Chinatown and Little Italy (Schaefer, 2011) because the cultural patterns in that area are similar to their own. As I see it, cultural diversity is the blending of these groups, not to create one homogeneous group, but to work together with different experiences and points of view, to create a better society. The Affect of Cultural Diversity on Social Circles When sitting on my front porch, I can observe how people tend to gravitate toward people like themselves. For example, people consider me as Caucasian because of how I look, but I am of Native American and Hispanic decent. I consider myself to be multiracial. I am Catholic, middle income, and I have an education higher than the high school level. I served in the military for 11 years as well. My neighbors are also Caucasian, Christian, middle income families, who have received education higher than the high school level as well. Many of them are active duty or former military, or work as teachers, firefighters, or nurses. On our cul-de-sac, there is one African American family, and one family of Pacific Islanders, but these families are also middle income, active duty military families, who have received higher education as well. People tend to live and socialize with others similar to them in lifestyle and culture. My friends are very similar to me. Many of my friends are military or former military people. Many are multiracial. Most are Catholic/Christian, but a few are Muslim and Jewish. I think the strongest tie that most of us share is either our military service, or our spouse’s service. The military is a culture in itself. Being in the military is like living in a small town or city. People become a â€Å"family† when they have no family around. They understand each other’s circumstances when those who live outside of the military lifestyle do not. The Difference between Diversity and Inclusion Diversity and inclusion are two different things. According to Harvey and Allard, â€Å"being â€Å"inclusive† means that diverse employees feel that they are vital contributors to the organizational mission, not marginalized or tolerated† (2009, pg. 3). Everyone’s ideas, viewpoints, and skills are put to use to meet the goals of the organization. For example, a company may have a problem with absenteeism because of employees having sick children. An employee, who has previous experience with a company that provided sick hild daycare may suggest a cost- effective way for his current company to implement such a program. In turn, saving the company money, and helping employees to be more productive due to lower absenteeism. R. Roosevelt Thomas, Jr. states that â€Å"diversity refers to the collective (all-inclusive) mixture of differences and similarities along a given dimension† (Harvey Allard, 2011, pg 12). I nclusion, or prejudice, is therefore an outcome of cultural diversity. Diversity is our different races, ethnicities, religions, genders, and cultural patterns; everything that make us all different, yet similar to each other. Diversity can either cause inclusion to occur, or for prejudice to happen. For example, people tend to have preconceived notions about how men and women manage and make decisions in the workplace because of the stereotypes that have been associated with the genders (Harvey Allard, 2011). For example, men are logical and women are emotional, therefore men should be in managerial position, not women. Cultural diversity seems to naturally occur, based on our different upbringings in different areas around the world. Diversity cannot be controlled. Inclusion, on the other hand, is something businesses can control, based on proper workplace diversity training, reviewing of company policies, and learning about the employees within a company. Importance of Workplace Diversity Training Cultural diversity is growing in the workplace. Successful organizations need to recognize the need to invest its resources on managing diversity in the workplace. Cultural diversity has many benefits. Greenberg says that diversity gives the organization increased adaptability, a broader service range, a variety of viewpoints, and more effective execution (2011). When a company has a more diverse group of employees, there will be greater ability to solve problems because of their different cultures and experiences. These companies will appeal to a larger customer base, and will be able to provide better services because of a greater understanding of cultures and languages. Diverse companies will be able to provide services on a â€Å"global level† (Greenberg, 2011). Diversity training is important because there are many challenges to implementing diversity policies. According to Greenberg the challenges to diversity are communication, resistance to change, and implementation of diversity in the workplace (2011). Communication is important because people speak many languages and there may be language barriers that can affect how people understand each other. It is important to ask questions to avoid misinterpretation of anything that was said. A company must let their employees know that it is acceptable to ask questions and that their opinions matter. Resistance to change is common in all environments. There seems to be one person who says â€Å"but we always do it this way. † Sometimes it is good to think outside the box and do things differently. Making broad sweeping changes, though sometimes necessary can foster resistance to the changes. If possible, make changes a little over time, and include all employees in the process because their experiences are what make the company diverse. Implementing cultural diversity in the workplace can be difficult. An organization must create policies that have a strategy for using their employees’ diversity (Greenberg, 2011). Constant review of the organization’s diversity policies is necessary to manage cultural diversity. Asking employees is one way to evaluate how diversity policies are functioning in the workplace. Using a customized employee satisfaction survey can do this for the organization (Greenberg). Diversity training is not enough to ensure a successful company. Diversity training should be used â€Å"as a tool to shape your diversity policies† (Greenberg). The Effects of Diversity in the Workplace Today most companies, including the military, are very diverse. Employees are men and women of all shapes and sizes, races, ethnicities, and backgrounds in positions that were traditionally held by White men. Because of diversity, organizations are including more diverse groups in the management and function of their companies. In 2003, I worked for a surgery center that was one of six owned by a large corporation. The center I worked in was the first of the six to have a female registered nurse as the administrator instead of having a male businessman (e. g. accountant, MBA, etc. ) in the position. Our administrator had to work twice as hard to prove herself to her supervisors and her counterparts. In 2011, three of the six administrators are female registered nurses instead of businessmen. Women, and registered nurses, are no longer just a part of the company for patient care purposes. Their understanding of how quality patient care is provided, as well as state and local health codes, make them good choices for administrative positions in the company. Is this change a result of the first female making her mark, or is this the result of cultural diversity in the workplace. I think the later is true rather than the former. I served in the Navy from 1992 to 2003. Affirmative action was still in use in 1992. When I enlisted, I was told that I had a high score on my ASVAB, but that there was not a position available to me at that time. The recruited had said â€Å"too bad you’re not a minority. † I just looked at him, and said that technically, I was a minority because my mother was Mexican. I showed him my birth certificate showing my mother’s maiden name of Cervantes. He immediately submitted my package as a â€Å"high scoring Hispanic female. † I had a position offered to me as a Hospital Corpsman starting training in nine months. Today the military is a group of different races, ethnicities, and cultures. People are in positions based on their scores and skills, not their minority status. However, during my time serving on board a Navy vessel, I observed that many people still self segregate themselves with people of the same race or culture. During working hours, everyone works together to form a cohesive team. During meal hours I observed many African Americans sitting together at the same tables. The same went for the majority of Filipinos, Caucasians, and so on. Being on the ship is like living in a small city. In a city you can have a Chinatown and a Little Italy as well as other neighborhoods based on people’s ethnic and culture backgrounds. The military is very much the same way. People come together in their jobs, to bring the best of their diversity to the workplace, but in the end, return home to what is familiar and comfortable to them. Is this a step backward in regard to cultural diversity, or is it just human nature to stay with what is comfortable to them. I believe that it is the latter rather than the former. Conclusion There are many dimensions of cultural diversity. These dimensions affect which cultural, ethnic, or other groups we identify with as well as our social circles. Inclusion is a way of bringing these culturally diverse people together in a common way. With the use of diversity training, and implementation of workplace diversity policies, workplace culture is positively affected by diversity. Cultural diversity will continue to grow and be an important factor in business, and society, in the future. References Greenberg, J. (2011). Diversity in the workplace: benefits, challenges, and solutions. Retrieved January 30, 2011, from http://www. multiculturaladvantage. com/recruit/diversity/Diversity-in-the-Workplace-Benefits-Challenges-Solutions. asp. Harvey, C. P. Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. Thinking About Diversity and Inclusion free essay sample Thinking About Diversity and Inclusion Christopher Dale Brooks Cultural Diversity Stephanie Medley-Rath July 25, 2011 Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. The dimensions of cultural diversity are racial groups, ethnic groups, religious groups, and gender groups. Age is also a dimension. Minority groups also share the characteristics of experiencing unfair treatment, sharing likes and dislikes, involuntary membership, group solidarity, and marriage within the group. Each group should be dealt with simultaneously. It is important to focus on them all, rather than approach them in pieces. Components may vary, as it is possible to belong to multiple minority groups. Building a connection is just one dimension of diversity. To create a diverse workplace certain things must be met such as motivation, structure, and skills and training. Measurement of progress can be done through a series of evaluations. With what ethnic, cultural, or other groups do you identify? Describe what members of your social circle have in common. We will write a custom essay sample on Thinking About Diversity and Inclusion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I generally stay with my ethnic group of white male Caucasians. Working in the military has given me new insights to other ethnic groups which in turn has helped me to realize that we are all people that need some kind of help. Helping people whether it is personal, some kind of customer service, or just information that’s what I have learned to deal with on a daily basis. As for the members of my circle they are all of different cultures and groups. I tend to see a steady idea of what we all have in common is that we all need someone to talk to. Talking helps us all to release our stress of our day to our comrades who may have ideas to help us cope with whatever may be ailing us. Maybe, we just want to make sure that we are having a good day and that if there is something bothering us, we can help each other too. What is the difference between diversity and inclusion? Diversity can be defined as differences between two people, groups, and minorities. These differences can be as small as your looks, the language you speak, or you ethnicity. Let’s just say that I have a difference with my ethnicity because I am a white Caucasian male, I might hold a higher position in a job that someone else thinks that they are better qualified to apply. Only problem is that because the person running against me is African American, then that’s where it’s in the manager’s hand to be decided. Also, let’s just say that the manager has a biased opinion of me, and because he is African American maybe he will give the job to the African American and strip me of my job. Inclusion is defined as to be included. Minorities today want to be included in society. The minority groups today fight with a lot of passion just so they can make a stand and be heard. Ethnic groups want to be heard just as well in society so that they may have an opinion in the world today. Overall, all people want to do is to be accepted, included, and just a part of this world as the rest of us do too. What is the importance of workplace diversity training? Diversity training provides the knowledge, skills and tools to assist team members for behaving differently. This is important for creating and sustaining change that fosters a more creative, inclusive, respectful and productive workforce and workplace. Inclusion and diversity training must be flexible to meet the demands and schedules of todays active working environments. If these demands are not met then there would be an upheaval in the company. The military does not include this with their basic training. Which in reality, why do they need to include it? It is always about â€Å"one team, one fight. † This idea instills the ability of diversity to help each other through their personal issues and problems. What is your experience with workplace culture? Could there be, or could there have been, more inclusion? In most cases, the workplace could have been more inclusive. The reason I say this is that the military has many things to offer, but there is little room for culture. We do support other cultures with their holidays and special events but to what good are we if we are not fully aware of what their culture entails? I would like to see more support from our military to support other cultures with these events because I think that this would bring about the change in diversity for our military. Not only would it do the military justice, but maybe it could start something world-wide and of national interest too. I have worked in many jobs, and by far inclusion is the one thing that all company’s lack in the long run. I have worked with many cultures who thought that because they were a minority they didn’t have a chance to get to the top of the business. I know this because I saw many people walk away before they even began their climb because they did not think that our society would accept them for the position they could hold. References Harvey, C. P. , ; Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson.

Free Essays on Medea Vrs Beloved

Mothers always try to make the correct decisions for their children. Whether it is with their children’s friends, their behavior, or any other aspect of their life. The Mother in Beloved by Toni Morrison, as well as the mother in Media by Euripides, makes decisions concerning the survival of their children, but were these mothers looking out for the best interest of their child or themselves. In Beloved by Toni Morrison, the mother makes a very crucial decision in the lives of her children. The mother in this story, Sethe, concludes that it would be better for her children to be dead then for her children to have to suffer because of slavery, like she is. Sethe, as well as all the other women slaves, was raped multiple times and was forced into arduous labor. She would not be able to witness her own daughter, Beloved; go through what she had to go through and therefore murdered her. She also tried to murder her two sons and other daughter, but they were all saved. This was for the best because her two sons eventually escaped and did not have to be slaves for much longer, and her other daughter became very close with Sethe. After this murder takes place, Sethe is shunned from the community for eighteen years. She is shunned, not only for the murder of her child, but also for the way she held her head up as if she did such a great act. Due to this, one’s first glance may be to see Sethe as a women without a heart, a beast, and a ruthless women who does not care about her own flesh and blood, but once one learns about all the pain Sethe went through, this murder becomes more seems to be a murder committed due to a mothers love for her child. In Medea by Euripides the case in which the mother kills her daughter is quite different. This play starts out by a husband cheating on his wife. The husband, Jason, is cheating on his wife, Medea, with the princess of their country, and is going to marry her. Medea finds out abo... Free Essays on Medea Vrs Beloved Free Essays on Medea Vrs Beloved Mothers always try to make the correct decisions for their children. Whether it is with their children’s friends, their behavior, or any other aspect of their life. The Mother in Beloved by Toni Morrison, as well as the mother in Media by Euripides, makes decisions concerning the survival of their children, but were these mothers looking out for the best interest of their child or themselves. In Beloved by Toni Morrison, the mother makes a very crucial decision in the lives of her children. The mother in this story, Sethe, concludes that it would be better for her children to be dead then for her children to have to suffer because of slavery, like she is. Sethe, as well as all the other women slaves, was raped multiple times and was forced into arduous labor. She would not be able to witness her own daughter, Beloved; go through what she had to go through and therefore murdered her. She also tried to murder her two sons and other daughter, but they were all saved. This was for the best because her two sons eventually escaped and did not have to be slaves for much longer, and her other daughter became very close with Sethe. After this murder takes place, Sethe is shunned from the community for eighteen years. She is shunned, not only for the murder of her child, but also for the way she held her head up as if she did such a great act. Due to this, one’s first glance may be to see Sethe as a women without a heart, a beast, and a ruthless women who does not care about her own flesh and blood, but once one learns about all the pain Sethe went through, this murder becomes more seems to be a murder committed due to a mothers love for her child. In Medea by Euripides the case in which the mother kills her daughter is quite different. This play starts out by a husband cheating on his wife. The husband, Jason, is cheating on his wife, Medea, with the princess of their country, and is going to marry her. Medea finds out abo...

My personal Future plan Essay Example | Topics and Well Written Essays - 250 words

My personal Future plan - Essay Example My educational background and these skills ensure that I have the analytical abilities to address issues that arise along my career. I am passionate about science, and it will ease my fitting into the Engineering department. The engineering department needs employees that are thinkers, adore teamwork and are effective communicators. Given the commonly large workload in these departments, employees should be organized so as to save time in duty execution while achieving efficiency. Through my skills, I can develop reliable and dependable communication skills that would facilitate a peaceful coexistence with other employees. Effective communication is essential to an organization’s performance, and I can facilitate it through developing relevant presentation tools. My ability to interact with others will also ensure that we can work together with my colleagues in developing efficient coordination. Though I am an active team player, I possess the initiative to perform on personal tasks while ensuring that deadlines are met. In handling meetings, the opinion of every individual count and with this skill, I will influence fellow employees. My initiative is developed through confidence and the interest to challenge my abilities in achieving required success. The engineering department needs reliable individuals, and the flexibility I have ensures that I am available whenever the organization needs my services. I am also highly organized, a critical factor to the success of any engineer and employees in the

Synthesis Essay Example | Topics and Well Written Essays - 500 words - 3

Synthesis - Essay Example Sean needs to engage students in the topics by reducing the verbal instructions and communicating his instructions or lecture through visual aid. Hence, he should inter-mix verbal instructions with captivating visuals to help him gauge their attention. This would give Sean a clear understanding of student’s knowledge regarding clay sculpting and what Sean needs to explain more. Students should start their own clay sculpture, but after fifteen minutes, students would be rotated and they would finish each other’s sculpture. This kinesthetic movement would make his expectations clear, and would also be a fun activity for students to finish their friend’s work. He should also make a rule for students that if they break something, they would have to pay for it. Sara needs to first use the Socratic method of learning, ask students for information and then fill the gaps with her expertise. Sara is dealing with students who are passionate about football, but there are also girls in her class she needs to consider too. Sara needs to observe class behaviour, as well as community behaviour. In order to understand better her class and community, she should use visual aids, like pictures of legendary football players, monuments and places that the community thrives on. This would make her feel close to the class and the community, and would also make her more engaged with the students (Horwitz, 2010). Sara should hand out different tests to students, to further assess their knowledge; the tests for boys could be designed in a way that it includes questions relating to football. Similarly, she should use the girl preferred topics for the introduction of new concepts in her math lesson for girls, which interests them most. Megan would have a clear picture of her student’s language capabilities, once she converse with them for some time. She should spend at least one week assessing their language capabilities by engaging them in

Evaluate the impact Line Managers have on organisational performance' Assignment

Evaluate the impact Line Managers have on organisational performance' - Assignment Example As they are responsible for ensuring the operation of employees and monitor their performance on a day-to-day basis, their role in influencing staff performance is crucial. Researchers have highlighted the role played by line managers in producing an integrated culture of managing employees via line management while others have demonstrated the role that line managers play in increasing employee commitment, thereby leading to rise in productivity. The psychological contract between the employee and line manager is claimed to be the lens through which workers view the entire workplace. Organizational Culture and the line manager Organizational culture is said to have a significant impact on the way in which the organization, including line managers function. It includes beliefs values and behavioral patterns that form the foundations of organizations. The power of organizational culture in influencing line managers’ communication and leadership style cannot be negated. If the c ulture is open and encourages freedom of speech, the line managers will be inclined towards adopting a participative management style whereby employees’ views are incorporated during decision making. Under such an environment, tasks are delegated and the worker has the flexibility to accomplish tasks without being closely monitored. On the other hand, cultures where deference to authority and bureaucracy prevail tend to produce line managers which do not favor employee participation, are wary of employees’ intention to work and lack the trust necessary for successful delegation. An extreme form of such management prevails in the form of micromanagers which are typically found at lower levels of organizational hierarchy. Such managers often fall into the trap of over-scrutinizing employees’ work and adopting the â€Å"my way or the highway† philosophy (Chambers, 2005). It is no surprise that under such organizations communication is often top-down and line managers expect submissive behavior from employees who, in turn, seek to â€Å"please the boss† in every way possible (Chambers, 2005). The impact of both these styles on employee motivation and commitment is profound and shall be explored in depth later. However, it is important to note that a two-way relationship exists between line managers and organizational culture. The role of line managers is crucial in order to make any organizational culture functional. If the culture is directed towards the achievement of incorrect objectives then it can become largely dysfunctional. The management’s role is critical in that it determines whether the cultural orientation needs to be adapted to internal policies or individuals in the organization. This, in turn, determines and develops a dominant leadership style which results in a mutual relationship between the organization’s culture, efficiency and leadership styles. For instance, in a study conducted on over 32 lar ge corporations in Croatia (from the manufacturing, service and financial sector), the organizational culture was resistant to change and preferred the status quo which resulted in slow development of an entrepreneurial leadership orientation amongst managers (Buble, 2012). Complementing this

Abolitionists Essay -- essays papers

Abolitionists Strategies of Sojourner Truth, Harriet Tubman, and John Brown Abolitionist Movement was a reform movement during the 18th and 19th centuries. Often called the antislavery movement, it sought to end the enslavement of Africans and people of African descent in Europe, the Americas, and Africa itself. It also aimed to end the Atlantic slave trade carried out in the Atlantic Ocean between Africa, Europe, and the Americas. Many people participated in trying to end slavery. These people became known as the abolitionists. The three well-known abolitionists are Sojourner Truth, Harriet Tubman, and John Brown. Sojourner Truth (1797-1883), born into slavery as Isabella, was an American abolitionist and an advocate of women's rights. She joined the abolitionist movement and became a travelling preacher. She took her new name-Sojourner Truth-in 1843 and began preaching along the eastern seaboard. Her strategy consisted of walking through Long Island and Connecticut, speaking to people about her life and her relationship with God. She was a powerful speaker and singer. When she rose to speak, wrote one observer, "her commanding figure and dignified manner hushed every trifler to silence." Audiences were "melted into tears by her touching stories". She traveled and spoke widely. Encountering the women's rights movement in 1850, Truth added its causes to hers. She is particularly remembered for the famous "Ain't I a Woman?" speech she gave at the woman's rights convention in 1851. Although Truth never learned to read or write, she dictated her memoirs to Olive Gilbert and they were published in 1850s as The Narrative of Sojourner Truth: A Northern Slave. This book, and her presence as a speaker, made her a sought-after figure on the anti-slavery woman's rights lecture circuit. Harriet Tubman was closely associated with Abolitionist John Brown and was well acquainted with other abolitionists, including Frederick Douglas, Jermain Loguen, and Gerrit Smith. After freeing herself from slavery, Tubman worked at various activities to save to finance her activities as a Conductor of the Underground Railroad. She is believed to have conducted approximately 300 persons to freedom in the North. The tales of her exploits reveal her highly spiritual nature, as well as a grim determination to protect her charges and those who aided t... ... others to do what she needed them to do. Her subjects listed to what she had to say and were encouraged enough by her words not to give up and to continue their journey to freedom. As a result of the abolitionist movement, the institution of slavery ceased to exist in Europe and the Americas by 1888, although it was not completely legally abolished in Africa until the first quarter of the 20th century. While the abolitionist movement's greatest achievement was certainly the liberation of millions of black people from servitude, it also reflected the triumph of modern ideas of freedom and human rights over older social forms based on privileged elites and social stratification. Bibliography: Baines, Rae. Harriet Tubman-The Road to Freedom. New Jersey: Troll Asssociates, 1982. Bernard, Jacqueline. Journey Toward Freedom-The Story of Sojourner Truth. New York: Norton Publishers, 1967. Ripley, Peter C. The Black Abolitionist Papers. Chapel Hill: University of North Carolina Press, 1985. www.askjeeves.com Visited site November 14, 2001 www.encarta.msn.com Visited site November 14, 2001 www.encyclopedia.com Visited site November 14, 2001

Emotion and Behaviors Essay

This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import ant–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what you’ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.