Children are:-
- young human beings
- small human beings
- below 18 (depending on different country)

Rights are:-
Legal and moral entitlement of human being for exmaple, voting, education, medical, religion… When too many rights are given away, the rights will devalued.

Right holders are:-
People with rights.

Privileges are:-
Benefit given to certain people, some are given and some don’t based on certain criterias. It can be stripped off anytime.

Do children have rights?
There’s two answers for this, YES and NO. It is something people kept debating about especially when it comes to legal and moral issues regarding children.

No matter what, children have the rights to have their “best interest” be a primary consideration in all actions concerning them. Adult’s duty is to protect the important interest of the children. Both rights and duties are correlative.

No: Children cannot make their own decision because they have not enough knowledge or unable to voice out what they want especially babies.

Yes: They are human beings. They have the right to grow up, to be heard, given benefits and privileges to protect their interest so that they can grow up properly.

There are also arguments such as human beings are right holders; if they are not right holders, they are not human beings.

Positive rights
Rights considered as positive rights may have include other civil and political rights such as police protection of person and property and the right to counsel, as well as economic, social and culturals rights such as public education, heatlh care, social security, and a minimum standard if living. A positive right is a right to be provided with something through the action of another person or the state.

Moral rights
Based on religious/cultural concept of morality. The most popular one would be the abortion issue.

Both positive and moral rights are at odds with each other and the debates continue.

Will/Choice Theory
Sees a right as the protected exercise of choice.
E.g Right to education
“Have the option of enforcing the duty of some other person to provide me with an education or discharge them from the responsibility of doing so”

Welfare/Interest Theory
As the protection of an interest of sufficient importance to impose on others certain duties whose discharge allows the right-holder to enjoy the interest in question.
E.g. Right to education
“Is for me to have an interest in being educated which is so important that others are under an enforceable duty to provide me with an education”

“that others”
Are people or entity that provide the services such as doctors/hospital and teachers/school.

Locomotor skill / Travelling skill
Transport the whole body from one point to another. Children develop locomotor sckill automatically but they need encouragements and instructions to reach the mature stage of locomotor skills. It must be according to their developmental level.
E.g Crawling, walking, running
Sample activity: Hop from one hola hoop to another hola hoop that are placed on the floor.

Non locomotor skill / No travelling skill / Axial movement / Non manipultive skill
Movement perform in place that enhances stability. The axis of the body rotation around the fixed point. It is not easy to judge the progress of the child.
E.g Stand, bend, sit, squat, kneel, twist
Sample activity: Jumping up and down.

Manipulative skill
Involves locomotor skill and an entirely different object.
E.g
(category 1)Pushing, pulling, lifting
(category 2)Kicking, catching, throwing, bouncing, dribbbling
Sample activity: Pull a robe with both hands.

Educational gymnastic skill
Body management skill which teaches strength, stamina and flexibility. Done on the floor with either big or small aparatus. Transferring weight skill is required.
E.g Rolling, balancing, climbing, hanging
Sampel activity: Climb on the monkey bar.

A basic movement is basic physical education that emphasizes motorskill and spatial awareness. It also involves the implementation of “movement exploration”.

Domain of Physical Education(PE)
- Physical domain
- Social development development domain
- Cognitive domain

“Movement exploration” is actually problem solving approach.

Movement program must be:

• Consists of variety of movements such as jump, run, walk, squat, skip, hop…
• Creative and fun to extend interest, once they have interest, they like to repeat the activity
• Encourage decision making and problem solving
• Emphasize on safety and control
• Appropriate for their level(age, developmental stage), allow children to experience success as much as you can

Semester 3 is coming this Sunday, 26th Oct 2006.

No idea what sort of subject we are going to take. Only will know by then.

Result would be out in 2 weeks time I guess…

That’s all for the time being

It’s been a long time not updating this blog ;p I’m just so lazy. Besides, second semester ends already. Tomorrow and Sunday will be exam days!

I don’t feel anything at all. So relax! This is so weird. Maybe I’m well prepared already? Hmm… Nevermind about that, done the two papers these two days and I’m off to my almost one week holiday before new semester starts.

No idea when I should go and enroll myself yet. No notice or anything.

Children with special needs are those that are at risk of physical, developmental, behavioural, and emotional conditions who required health and related services of a type or amount beyond that required by children generally.

Issues with special needs children:

• Inclusion of Children with special needs
  Provide optimum environment where special equipments or facilities are required
• Children with stress
  Provide supportive, protective environment nd promot well-being
• Children with chronic illnesses
  Provide protective an prevetive environment
• Children from drug abuse family
  Proper strategies and practices needed

Tools required for special needs children:

• Supevision
  Offer maximum well-being
• Education
  Gain knowledge on how to deal with the children
• Cultural competence
  Actions and reactions to children who are ill/disabled differs from culture to culture

Most of the time, teachers of other subjects might approach the music & drama teacher in a surprise and left them defensive.

Other subject teachers will want the music and drama teacher to teach certain topic to the students. However, the music & drama teacher doesn’t have any plan for those instead she already got her own lesson plans. It is not easy for her to come out with something immediately. There is no way to interrupt the planned activities of the music & drama teacher if there is no prior planning or arrangement.

To solve this problem, early planning in the school year with both teachers will solve this problem.

For example, the science teacher wants to teach the children about body parts, then the music & drama teacher found out that there’s body parts song that can be taught. At the same time, this song allow the children to do actions along with it. With early planning like this, it will ensure that children will get the best from both world.

There is also problem of getting suitable material to teach. In case there is no early planning and the other subject teachers need help from the music & drama teacher, the music & drama teacher can provide materials needed to the other subject teachers and they can use the material anyway they like to teach.

Early planning and communication is important for successful integration of drama & music across curriculum.

WOW! Time sure flies.

Semester 2 is ending really soon! Exam will be on 11th & 12th October. Very fast eh? One semester is only 7 weeks. It’s like just started not too long ago and then now it’s going to end.

Done both assignments, passed up one and need to pass up another one this Sunday. In the process of preparing for exams.

Children with learning difficulty have normal intelligence but hav significant difficulties in the acquisition nd use of language, listening, peaking, reading, writing, reasoning, or mathematical ailities.

How to teach them drama and music? Just some examples:

• Set up pretend environment
• Give “uncluttered” directions
• Repeat the activities
• Provide supportive and accepting environment
• Encourage and praise over and over again
• Practice instrument parts kinesthetically away from the instrument first
• Highlight visual using large print, color, frame and isolate pattern on overheads o in their books
• Slow down verbal input or recording