What exactly is role-model education? I can think of no clearer way of explaining this most effective of all educational tools than Kipling’s words (above). Children, especially during adolescence – their most vulnerable and impressionable age – are in need of role models, and take them from all areas that are close at hand, whether mass media, parents and family, or their teachers.
Level 5 Diploma Unit 9 Lead practice to achieve positive outcomes for children and young people in residential childcare January 2017
Answer is in essay format
1.1 Explain positive outcomes for children and young people that residential childcare services aim to achieve.
2.1 Establish a culture that focuses on the wellbeing of the child or young person
2.2 Lead child or young person centred assessments to identify support required focussing on strengths and abilities
2.3 Plan provision that meets the identified needs of children or young people
2.4 Implement provision that meets the identified needs of children or young people.
3.1 Analyse how the aims and objectives of the organisation and the nature of the work setting impact on engagement with families
3.2 Cultivate attitudes amongst team members that promote productive engagement with families
3.3 Implement practices that support pro-active liaison and engagement with families
3.4 Support team members to address situations with families where it may be necessary to advocate for the rights of the child or young person.
5.1 Summarise theories about how children and young people learn
5.2 Evaluate the impact of life experiences and other personal factors on the capacity of children and young people to engage with learning and with education
5.3 Support team members to engage children or young people in learning in ways that take account of the child or young person’s
d skills and talents
5.4 Manage the physical environment in ways that encourage learning.
6.1 Evaluate the benefits of leisure activities for children and young people
6.2 Evaluate the importance of unstructured leisure time for children and young people
6.3 Work with others to enable children or young people to choose how they use their leisure time
6.4 Work with others to support children or young people to access leisure activities
After initial fears posed by the spread of electronic media, we now believe that print media can derive important spin-offs from the transient nature of electronic systems. It is clear that newspapers and magazines are as much part of the post-modern media mix as TV and mobile phones. Print back-up is needed for television and radio educational programmes so that learners can study the material at a later stage. Print is drawing people to the Internet and vice versa.
-The Social Media In Education English Language EssayFree Essays on Essay On Role Of Media In EducationthroughEssay writing on the importance of Social media in Education!
Today when politicians are taking full advantage of their positions, an evil nexus of mafia and crime syndicate is making the life of the common man miserable, taxpayer’s money is siphoned out for the personal gain of the influential and ordinary people are a mere spectator-media has a grater responsibility As the fourth pillar of democracy along with judiciary, executive and legislature, media of today has an all embracing role to act against the injustice, oppression, misdeeds and partiality of our society.
From the days abode, media has remained an integral part of human civilization.
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It is just these types of encounters that we should be providing for our charges in order to maximise ourselves and our colleagues as role-models to these youth, in order to develop them as people and further our educational goals.
Interestingly, Kate Philip suggests that there are many different styles of natural mentoring models in operation besides the classic one as defined. These include peer mentoring, unofficial adults, friend to friend and group or team mentoring (Hendry and Philip 1996) (see and (2001) on mentoring programmes in the US). It is possible to suggest from these observations, that role models are not just those in positions of authority or increased age/experience. Young people can choose their role models from any and every context including their peers. This is clearly seen in peer-led informal educational contexts such as peer-led , and can and should impact on our policy when facilitating these institutions.
We can also learn from the mass media models that these children did choose after their models from social nearness. Models included super heroes and film stars that played the role of the “good guy” fighting evil. Bucher (ibid: 624) suggests “these answers demonstrate the distinct manner by which the identity of children and adolescents can be influenced by models, also their moral identity. Several children remembered models who were well suited to their moral universe, characterised by a strong distinction between good and evil.” This surely suggests a thirst within adolescents for a strong positive role model to inspire them in the ways that they know are moral and right. We must conclude that this places the teacher and informal educator in an ideal position to fulfil this role.
These results were surprising for many people working in pedagogical fields, who had assumed that well-known stars and not parents would be those influencing our youth. In his analysis of these results, Bucher ( 625) refers to Mitscherlich who explains that it is “a psychoanalytic commonplace that identification with first referenced persons is more imprinting (also with respect to the moral values and attitudes) than the identification with the heroes of TV and other mass media”. For us, as educators, this enlightens us tremendously as to our capacity to influence our students. Educators can be considered to have near to the same status of social nearness to the children as their own parents. Children, when faced with worthy models at this proximity, will latch on to them and their ideals, and fully consider them as role models.