Israel’s Stand: Thwarting Terrorism by Decimating Hezbollah Essay

Another specter of fear surged around the globe recently and the terrorist group Hezbollah is the one to be blamed. Terrorism is not only a threat by itself because it sows fear in a nation of civilians and their neighbors. Most terrorist groups like Hezbollah are more dangerous than â€Å"loners† and â€Å"crazies† because they are not crazed at all. These people believe that to spark terrorism is a right thing to do. Ultimately, the goal of Hezbollah is to force the Israel government to respond to their violence in a harsh manner, in the hope that such repression will lead to discontent among the people and would lead it to bow down to their selfish interests. In this case, we could deem that terrorists believe that they could use their tactics to forward their goals — to destabilize governments and occupational forces. Such terrorism is directed at a specific goal that is easy to articulate and understand, such as overthrow of the current political regime. On the other hand, radical Islamic believers’ frequently state goal of terrorist groups is to promote a certain religious system or protect a set of beliefs within a religion. This kind of terrorism is called religious terrorism. A good example of this type of terrorism is the use of jihad, or holy war, by Islamic fundamentalists who wish to protect their religion from â€Å"creeping secularism and cultural imperialism posed by Western countries such as the United States† (Ali and Bowe, 1988). Israel, as a nation, has gone through the most grueling conditions. Its politics at large have been strongly influenced by two seemingly contradictory forces: the Jewish people’s long history of persecution and repression-culminating with the systematic killing of about six million Jews during World War II. Also, as a consequence of the Holocaust, many people stood negatively upon the violent creation of the state of Israel in 1948 and until now it threatens their country’s militant record and continuously adding to their violent history. The haunting memories of the Holocaust and the conflicts between Israel, its neighbors and the Palestinians have profoundly shaped Israeli society, psyche and politics. The reaction of Israel to the recent conflicts with Hezbollah could be deemed as it really wanted to put a stop to their violent history. Even before, major terrorist groups, such as Hamas, Islamic Jihad, and Hezbollah, oppose the existence of Israel and reject the creation of a Palestinian state on the West Bank and Gaza. They have pledged to continue terrorism against Israel’s Jews until all of Palestine is liberated and not one inch of it is under Jewish control. For them mere contiguity is irrelevant. Essentially, these terrorists groups are closed to the idea of â€Å"compromise† because they want everything. In mid-July 2006, the leader of Lebanon-based Hezbollah announced that his militant Islamic group had captured two Israeli soldiers. The Hezbollah leader, Hassan Nasrallah, asserted that the soldiers would only be returned through a combination of dialogue and prisoner exchange. He added that the operation had been planned in advance of the capture of another Israeli soldier by Palestinian militants in Gaza. Underscoring his militant stance, the head of Hezbollah also said that if Israel wanted to escalate the crisis, his group would be ready to deal with a possible confrontation. The Israeli government held urgent cabinet meetings regarding the situation and approved a strong military offensive in Lebanon — in response to Hezbollah’s actions and also for the purpose of finding the two captured soldiers. Israel warned that it would hold Lebanon responsible for the fates of the two captured soldiers, pointing to the fact that Hezbollah had been allowed to attack Israel from within Lebanese borders with impunity and irrespective of the parameters of international law. Israeli Prime Minister Ehud Olmert characterized the actions of Lebanon-based Hezbollah as an â€Å"act of war. † The Israeli leader’s promise of â€Å"painful† and â€Å"far-reaching† consequences was issued just as its forces launched a military assault on southern Lebanon. The initial assault left several Israeli troops and civilians dead, even as roads as well as Hezbollah interests were attacked within Lebanon. As an organization, Hezbollah essentially means â€Å"Party of God† but their aims do not necessarily imitate â€Å"godly† actions. Their history emanated to help the Islamic Revolutionary Guards fight active opponents who demonstrated in the streets. The name was used as early as 1973 by Ayatollah Mahmood Ghaffary in Iran. It was resurrected in 1978 in one of the revolution’s slogans: â€Å"Our Party Is the Party of Allah and Our Leader Is Ruh Allah. † The so-called party consisted of a thousand young thugs who infested Tehran’s poor neighborhoods. For a modest monthly allowance, they waged street battles against members of more sophisticated political groups. In contrast to its beginning, the â€Å"party† today boasts a membership of more than one million adherents in Iran alone. Its offshoots in Muslim countries, Europe, and America act as operatives and as a vanguard for the Islamic Republic of Iran. In Lebanon, the party also has a powerful military wing that has bombed Israel and given assistance to militant groups like Hamas in the Gaza Strip (Hoveyda 94). Just last year, Hezbollah challenged United States as Sheik Hassan Nasrallah, the main Hezbollah leader taunted the Bush administration’s claim that Lebanon was part of the U. S. -supported democracy wave. â€Å"You are wrong in your calculations in Lebanon,† he said in a Pro-Syria rally in Beirut. â€Å"Lebanon will not be divided. Lebanon is not Somalia; Lebanon is not Ukraine; Lebanon is not Georgia†. In an interview, the leader was quoted saying: â€Å"Forget about your dreams of Lebanon. What you did not win in war, I swear, you will not win with politics† (Fattah A1). Clearly, Nasrallah is inviting conflicts and not interested to talk about peace. Feldman of the New York Times Magazine stated that Israel is the only democratic society in a region where autocratic states exist, where they tolerate terrorist groups like the Hezbollah. With the Iraqi war’s success in stopping Al-Qaida, it assumed the democratic stance of the United States in their counter-terrorism initiatives. As the Hezbollah now is forwarding its aims by elections, it won the by popularity in Lebanon. It left no choice to Israel but to stage the attacks to decimate the Hezbollah terrorists once and for all (9). With this cause to topple Hezbollah, the Israeli Left which is accustomed to damn every government, has rallied behind Prime Minister Ehud Olmert. The national unity is as impressive as the determination. Only that one difficulty for Israel, while Hezbollah is the overt enemy, the real authors of this crisis is Iran and its opportunistic sidekick Syria. Arab states and their terrorist groups have discovered that attempts to wipe out Israel do irremediable damage to themselves. Iran’s Shiite leaders believe that their messianic Islamic revolution can achieve the victory that eluded the secular or Sunni Arabs. The terrorist organization Hezbollah is just the frontline weapon for the purpose, supposedly a vanguard of Shiite supremacy but in reality just a group of mercenaries that Tehran arms, finances, and disavows all in the same breath (National Review 19). Furthermore, the National Review indicated that: In the past, Israel has killed Hamas leaders, and in the present operations it has detained a number of others. Like Hezbollah, Hamas is paid and sponsored by Tehran, but its followers are Palestinian and Sunni, and it is conceivable that Israel will agree to a cease-fire and the exchange of the Hamas leaders it holds for Cpl. Gilad Shalit, kidnapped by Hamas. No such deal is possible with Hezbollah, in part because it is an existential threat in a way that Hamas is not, and in part because Tehran would never accept it, even as it twisted any humanitarian negotiating position that Israel might adopt into evidence of weakness and surrender. Israel has killed previous Hezbollah leaders, and arrested others, and now it is destroying Hezbollah’s infrastructure, its headquarters, Al-Manar television station, and much else. If commandoes or aircraft close in on Nasrallah, the likelihood is that he will do a bin Laden and go to ground in Syria or Iran. Whatever happens, and however long it may take, Hezbollah has to be pushed back far enough to leave its arsenal of missiles unthreatening to Israel. Such an eventuality could only encourage the Lebanese at last to settle accounts with these gunmen in their midst. As further conflicts rise in the efforts of Israel, United Nations Secretary Kofi Annan expressed shock at the â€Å"apparently deliberate targeting of the post,† especially since he claimed that Israel had assured him of the safety of United Nations personnel. Israel responded by conveying its regret over the matter. Some Israeli spokespersons criticized Annan for â€Å"irresponsibly† accusing their country of deliberate action before an investigation could be carried out. A day later, an initial report into the deaths of the United Nations peacekeepers was released. The report indicated that despite repeated contacts by the United Nations — 10 in total — with Israeli troops regarding the closeness of Israeli strikes in the area, and regardless of promises from the Israelis that the shelling would stop, the United Nations post was hit by a precision-guided missile following a period of about six hours of constant shelling. Although we are aware of the extent of damage that Israel is pushing against the Hezbollah, Israel is still taking full responsibility about the matters of not including civilians. It is the Hezbollah to blame because they are using the civilian as â€Å"shields† to their ongoing skirmishes. As Hezbollah is getting the media mileage by appealing to the world that Israel is ganging up on innocent civilians. On the ground in the conflict zone, Israeli troops experienced one of their bloodiest and most challenging days. Eight soldiers died and around 22 were injured in clashes with Hezbollah; it was the most significant loss of troops to Israel since the start of the conflict. The clashes ensued at Bint Jbeil — the very town that Israel said it had taken control of a day earlier. In a separate incident of fighting, a ninth Israeli, this time an officer, was killed. In the city center of Tyre in Lebanon, a huge explosion destroyed a multi-storey complex, supposedly regarded as the offices of another Hezbollah commander. On the other side of the border, Hezbollah continued its rocket assault on Israel, leaving about 31 people injured. It was estimated that Hezbollah was firing rockets at a rate of over 100 per day into Israel. Hezbollah seems to be applying the approach similar to Osama bin Laden and Al Qaida’s. Bin Laden has used his ties with al-Qaida to conduct a worldwide campaign of terrorism. The primary goal of Bin Laden and his supporters is to liberate Palestine, with secondary goals of removing the Saudi ruling family from power and driving Western military forces and their corrupt, Western-oriented governments from predominantly Muslim countries. Most Islamic fighters have no interest in strategies of authentication or existential realization and no interest in Marxist theories of emancipation. But, in one respect, their actions echo stunted ideas that the act of terror not only had an expressive meaning, but an existential meaning as well. To wit, even suicide can be life affirming (Coker 291). Terrorism should be thwarted at once before it could sow more damaging effects in the future. The nation of Israel has unified for this aim because, in the real sense, they have had enough of these radical terrorist groups that has threatened them over the years. It is time for Israel to find out whether there is a democratic antidote to the poisons that have long been flowing around their borders. Yes, action entails risk. But so does inaction. Like the catastrophe of 9/11 was only the most dramatic consequence of a quarter-century of inaction, of denying that the rise of radical Islamism and terrorism were matters to be taken seriously around the globe. Works Cited Coker, C. â€Å"War Without Warriors†. In Global Responses to Terrorism: 9/11, Afghanistan and beyond, Buckley, M. & Fawn, R. (Eds. ) (pp. 284-295). New York: Routledge, 2003. Fattah, Hassan M. â€Å"Pro-Syria Party in Beirut Holds a Huge Protest,† The New York Times, March 9, 2005, p. A1. Feldman, Noah. â€Å"Ballots and Bullets†, New York Times Magazine. (New York, Jul 30, 2006): 9-12. Hoveyda, Fereydoun. The Broken Crescent: The â€Å"Threat† of Militant Islamic Fundamentalism. Westport, CT: Praeger, 1998. National Review. The Israeli Front, 58. 14 (New York, Aug 7, 2006): 14. Pro-Syria Party in Beirut Holds a Huge Protest Hassan M. Fattah, Jad Mouawad contributed reporting for this article.. New York Times. (Late Edition (East Coast)). New York, N. Y. : Mar 9, 2005. pg. A. 1 Copyright New York Times Company Mar 9, 2005 Shouting anti-American and anti-Israeli slogans, hundreds of thousands of Lebanese poured into central Beirut on Tuesday in a show of strength by the militant Shiite Muslim party Hezbollah, which opposes a withdrawal of Syrian forces from Lebanon. The enormous crowd, in which many had been bused in from the Shiite slums of southern Beirut, was far larger than the anti-Syrian demonstrations of recent weeks that have drawn broad international support. It offered a defiant challenge to the Lebanese opposition forces that have insisted on Syrian withdrawal and exposed fault lines of class and ideology. †Today, you decide the future of your nation and your country; today, you answer the world,† the Hezbollah leader, Sheik Hassan Nasrallah, said in a rare and surprise appearance. Banners held aloft read: †No to American-Zionist intervention. Yes to Lebanese-Syrian brotherhood. † President Bush, speaking later in Washington, stepped up pressure on Syria to withdraw its 14,000 troops before Lebanon’s elections in May, saying the forces of authoritarianism across the Middle East are facing a fast-moving wave of popular opposition. The emergence of democracy in Lebanon, he said, would amount to a ring on †the doors of every Arab regime. † [Page A10. ] The participants at the demonstration here represented, by and large, a very different Lebanon from the educated, better-off Christians, Druse and Sunni Muslims who have captured the world’s attention since Rafik Hariri, the former prime minister, was assassinated Feb. 14 by a huge car bomb. While the anti-Syrian opposition movement has been called the Cedar Revolution, a reference to the Lebanese national tree, it has also been called the BMW revolution. The demonstration included far more women with covered heads and many men in traditional dress. Since the killing of Mr. Hariri, a billionaire who resigned as prime minister to protest Syrian domination of Lebanon, many Lebanese parties have called for the complete withdrawal of Syrian troops, which have been here since 1976. Backers of the withdrawal have taken to the streets in demonstrations reminiscent of the events in November in Ukraine, where a rigged election was overturned partly through popular rallies. The Lebanese opposition blames Syria for Mr. Hariri’s death, a charge Syria has denied. Hezbollah, or the Party of God, had remained quiet until Tuesday despite invitations by the opposition to join. The opposition has been struggling to demonstrate that it is the voice of the majority while becoming a favorite cause of the Bush administration. †Freedom will prevail in Lebanon,† Mr. Bush said Tuesday. †The American people are on your side. Millions across the earth are on your side. † But Hezbollah, which the State Department classifies as a terrorist group, is now Lebanon’s best organized political party and maintains a militia of some 20,000 men. United Nations Resolution 1559, passed in September 2004, calls for both the withdrawal of all foreign forces and the disarmament of Lebanon’s militias. To Hezbollah and its followers, the foreign threat to Lebanon comes not from Syria but from Israel and its ally, the United States. Israel occupied part of southern Lebanon from 1982 until 2000 in order to prevent infiltrations from radical anti-Israel groups. Many Lebanese Shiites say Israel still has designs on their land and that the American-backed democracy movement is simply another form of American imperialism. †Forget about your dreams of Lebanon,† Sheik Nasrallah, the Hezbollah leader, said at the rally, speaking to Israel’s leaders. †What you did not win in war, I swear, you will not win with politics. † Speaking to the Bush administration, he said: †You are wrong in your calculations in Lebanon. Lebanon will not be divided. Lebanon is not Somalia; Lebanon is not Ukraine; Lebanon is not Georgia. † Ahmad Moussa, 22, a student at the rally, said: †We’re here to defend our liberty and our true sovereignty, the sovereignty of the resistance. The opposition wants to open the door to the Americans and to foreign intervention. We will stop them. † The demonstration was held in Riyadh al Solh Square a few blocks from Martyrs’ Square, where the opposition movement has held its demonstrations. The pro-Syrian demonstrators filled the open field in front of United Nations offices in Beirut, and stretched across nearby overpasses, roads and tunnels. Officially, the demonstration was sponsored by several political parties. But the rally was all Hezbollah, complete with well-designed banners, anthems, crowd control and a secret police infrastructure to ensure that things stayed peaceful. Hezbollah, which has 13 of the 128 seats in the Lebanese Parliament and hopes to expand its power as the country prepares for the May elections, clearly wanted to make a show of strength through the demonstration, challenging the opposition’s claim to represent the nation’s future. †I want to show the Americans, the French and the U. N. that we are the majority of the Lebanese and that we have a voice,† said Youness Ismail, 26, a restaurant owner from the poor southern suburbs, who had arrived in the square on Tuesday morning. †All they have done is make us promises they never kept, and now they are trying to use the international community to reoccupy us. † Like the opposition movement, the demonstrators waved Lebanese flags and called for national unity, while demanding the truth behind Mr. Hariri’s assassination. But the sea of people also raised photos of the Syrian president, Bashar al-Assad, and the Lebanese president, Emile Lahoud, an ally of Syria. Some banners read, †America is the source of terrorism. † †This is a goodbye party, not a show of support for Syria,† said the opposition leader Jibran Tuweini, editor of the Lebanese daily An Nahar. †If they wanted this to be a challenge to us, they would have brought their party’s yellow flags. But Hezbollah doesn’t want to burn its bridges with anyone because ultimately they will have to return to the Lebanese people once everything is over. † At Martyrs’ Square, opposition demonstrators who have been camping out expressed their frustration at the growing demonstration not far away. The roar of the crowd could be heard as the tents rustled in the wind, and many Hezbollah demonstrators walked past the opposition tents pitched at the square. The Lebanese Army showed up in full force to ensure that both groups were kept apart. †Shame on them — they are carrying flags and raising pictures of foreign leaders,† said Samer Samer, 57, who had brought his two sons to the opposition camp. †They’re like us; they want no foreign interference and want the U. S. , Israel and France out. But we also want the Syrians out too. † Fears that the growing political tension will lead to a resurgence of violence have grown in recent days as Lebanon’s political and sectarian fault lines have re-emerged. Lebanon’s rival groups fought a vicious civil war from 1975 to 1990, leaving parts of the country in ruins. †This is a delicate situation but not a dangerous one,† Mr. Tuweini, the opposition leader, insisted as he watched the demonstration on television from his office overlooking Martyrs’ Square. †I’m not worried about the unity of the Lebanese, but I am worried that car bombs and assassinations will happen as we try to defend it. † The demonstration came one day after Syria began a redeployment of its forces to the Bakaa region. But Mr. Assad and Mr. Lahoud said in a statement on Monday that a complete withdrawal would await negotiations with a future Lebanese government, raising the likelihood that Syrian soldiers will still be in the country during the elections in May. On Tuesday, Lebanese officials told The Associated Press that the main Syrian intelligence offices, along with Syrian troops, would be relocated by March 23, when the Arab League is to hold its annual summit meeting in Algeria.

Detailed assessment of The Toy Essay

Introduction I am a student at †¦.College and I am doing The Early Childhood care and education Course FETAC Level 5. One of mandatory modules in this course is Early Childhood Education and Play and The Toy Critique assignment is part of that. I have to choose a toy and write detailed assessment about it. My chosen toy is The Memo Locomotives Puzzle made by Goki. Goki is the name of the brand for high-quality wooden toys at a fair price, ensuring that excellent toys remain affordable. Memo Locomotives puzzle is set of 32 wooden tiles with 4 different, attractive locomotives and comes in hard cardboard box. Each locomotive is in different colour. To connect pieces together child has to look at colours, pictures and shapes, like square and diamond. Aim, Objectives, Rationale My aim of this assignment is to choose a toy that is suitable for children in age group 0-6 years and to assess and to examine it under various headings. I will critique it fewer than 40 criteria points and discuss the toy specific to P.I.L.E.S and the role of the adult in supporting play. I will write up and evaluate my findings and give conclusion and recommendations at the end. I chose to critique Memo Locomotive Puzzle for this assignment because it is a toy that my family members had played with for few years and children really loves it. I have learned that play is not only enjoyable, but it has a value to learning and development as well. It is in play that young children encounter their own learning situations. Play facilitates social skills and helps children to see things from other people’s point of view. Play helps to strengthen the imagination of children and it is  necessary in cognitive development. Through play, children develop a greater ability to concentrate (Flood and Hardy, 2013, pg 47). Aistear recognises the value of play in early learning and development. Section 3 of the Good Practise Guidelines deals with the subject of play and its role in the early childhood curriculum (Flood and Hardy, 2013, p 165) Aistear recognises the enormous body of research that shows that young children (particularly those aged 0-6) learn most effectively through play and that more directive methods do not work but actually curb children’s natural desire to explore and discover (Flood and Hardy, 2013, pg 92). Going through this assignment I want to find out for what type of play and what stage of play. The Memo Locomotive Puzzle is suitable and I want to see how it stands up in relation not only to play but to learning and developmental values too. I will look at adult’s role in play activities regarding this toy and if there are any changes to be made to improve the toy. I will state my conclusion and give my recommendations at the end. List of criteria 1. Name of toy? Puzzle and Memo Locomotives. 2. What is the price range? It can be bought online at amazon.co.uk and it costs 24 euro, shipping is included. 3. What is a brand for it? The brand is Goki. 4. Who is a toy manufacturer? It is Gollnest & Kiesel KG, Germany. 5. Is it ready available? Yes, it is and can be bought online at amazon.co.uk. 6. At what age group is it suitable? It is suitable for children from 2 years of age up to 6 years of age. 7. Is it suitable for boys or girls? It can be played by boys and girls. 8. Does it suit all cultures? Yes, it does. 9. Is it suitable for children with special needs? Yes, it is. There could be some difficulties to use the puzzle if child has specific movement restrictions. 10. Does it suit single or multiple players? It can be played by single child or up to four children. There are 4 locomotive sets in the box and up to 4 children can play with it at the same time. 11. Is it aesthetically pleasing? Yes, it definitely is. The puzzle comes in four bright, contemporary colours: red, blue, yellow and green. There are lovely, colourful, attractive motifs of animals and children illustrated on it. 12. Is it educational? Yes, it is. It promotes physical, intellectual, language, emotional and social development. 13. Does it help to develop language? Yes, it does. Child names colours, shapes and animals and talks about pictures that appear when pieces are connected. 14. Does it develop motor skills? Yes, it does. It is a great builder of fine motor skills as a child has to connect pieces without a glitch to get a complete picture. 15. Does it encourage imaginative play? No, it does not. This toy is more suitable for manipulation type of play. 16. Does this toy have any sensory benefits to the child? Yes, it does. Wood has individual character, smell and texture. This awakens the natural senses and kelps the child to recognize and understand natural materials. 17. What size is it? Does it need a special storage? The puzzle comes in hard cardboard box sized 21x8x5 cm and does not need a special storage; can be easily put on the shelf. 18. Does it require batteries or does it need to be charged? No, it does not require batteries or charging. 19. From what kind of material is it made of? It is a wooden toy. 20. Is it durable? Yes, it is very durable. The puzzle is made from sturdy wood, so it is very hard to cause any damage to it while it is used in playing activities. 21. What kind of texture does it have? It has smooth, even and solid surface with warm feeling. 22. Is it waterproof? It is not waterproof. But I had experienced that a small amount of water does not cause any damage to the toy. 23. Is it washable or does it need special cleaning? It is not washable and does not need special cleaning. It can be cleaned with dump cloth. 24. Is it for use indoor or outdoor? It is for indoor use, but can be played outdoors as well, if it is not too wet. 25. Is it moveable? Yes, it is. Child can move it, for example, from table to ground very easily. 26. Is it portable? Yes, it is. It comes in nice box with lid and is lightweight. 27. Is it qualitative? Yes, it is. My family members have used this game for more than three years and it still looks and feels the same as it was whet it was brand new. Material is qualitative and sturdy and printings have stayed on place till now. 28. Is it good value for money? Yes, it is. 29. Are parts of it replaceable? No, they are not. 30. Are there levels of difficulty? No, there are not. But adults can make them up, like, asking the child to connect pieces by looking at colours. When child has appreciated it, adult can encourage the child to connect pieces matching the shapes. 31. Are there add-on packs available for it? No, there are no add-on packs available. 32. Is it suitable for multiple purposes? No, it is not. But, if the child has an imagination, he can find another function, for example, use wooden pieces as a part of construction project. 33. Is there a special instruction or programming required? The toy does not require programming or special instruction. 34. Does it require an upgrade? No, it does not require an upgrade. 35. Does it need an adult supervision? It does not require an adult supervision. 36. Is it safe for children? Yes, it is. It is fully tested and certified to meet all safety requirements. It has CE marking. 37. Is there choking risk? No, there is no choking risk. Each piece of puzzle is in size 5Ãâ€"7.7 cm and big enough to be safe for even a very small child. 38. Is it flammable? No, it is not flammable. But it will burn if put in flame, because it is a wooden toy. 39. Does it have a guarantee? No, it does not. But it can be returned to Amazon.co.uk within 30 days of delivery for a full refund. 40. Is it recyclable? Yes, it is. It is made from wood and wood is a natural made material which can be subjected to recycling. 41. Are there reviews about the toy? No, I couldn’t find any reviews about this particular toy. Detailed assessment of the Toy Initially I found out for what type of play my chosen toy can be used for. There are several types of play, but to my chosen Locomotives Puzzle fits Manipulative type of play that is under Physical form of play by Moyles’s forms of play (Beaver et al, 2001, p471). Manipulative play involves practising and refining motor skills. This type of play enhances physical dexterity and hand-eye co-ordination. Over time children need to experience a range of different levels of manipulation if they are to refine their motor skills. This type of play includes manipulating objects and materials (NCCA, 2009, pg 54) Manipulative play includes using puzzles, threading, playdough, carpentry, construction sets and blocks (Department of Education, Training and Employment, 2012, pg2). In this type of play the child has to manipulate with puzzle pieces by lifting, turning and placing them. This  toy can be a part of Intellectual play as well as it helps child to discover and learn colours, shapes and counting and has a benefit to memory skills. This toy can be tested under five areas of benefits to development that links with Aistear’s themes. Aistear recognises the enormous body of research that shows that young children (particularly those aged 0-6) learn most effectively through play and that more directive methods do not work but actually curb children’s natural desire to explore and discover. This section describes how play benefits all five areas of development: intellectual, language, emotional and social (PILES). This links with Aistear’s four themes: wellbeing, identity and belonging, communicating, and exploring and thinking (Flood and Hardy, 2013, p 165). I will look closer how my chosen toy can benefit all five areas of children development. Physical Development: Wellbeing Physical play is very important and essential to children development. Physical play (†¦) promotes gross-motor skills. Children develop balance and increase co0ordinaton trough practising skills such as running, jumping, climbing, skipping, walking on tip-toe, hopping, pedalling, etc. Physical play also promotes health and wellbeing because it increases appetite and tires children so that they sleep well. Physical development also involves the development and refinement of fine-motor skills; creative and construction play are both particularly beneficial in this area (Flood and Hardy, 2013, pg 92). Physical development and health is also one of Key Developmental Indicators (KDIs) that â€Å"together form a framework that guides teachers in the planning process of beneficial learning experiences for the children in their care† ( Flood and Hardy, 2013, pg 61). There are 4 KDIs that relate to physical development and health. This toy is valuable to fine-motor skills. Small-muscle or fine-motor development also is included in the physical development of a child, and deals with such areas as smiling, picking up a fork or tying a shoe. Small-muscle development is evident as infants grasp cereal to put in their mouths and is enhanced by activities such as picking up blocks or drawing with crayons (Brotherson, 2006, pg 2). Playing with The Memo Locomotives Puzzle the child has to lift and turn pieces, and sort them in groups. Children have to do accurate movements to connect pieces thus getting the complete picture of the train.  Children develop control and strength in their fingers by doing that. These things are very essential to educational process at later stage, for example, to handwriting and drawing practise. Intellectual Development: Exploring and Thinking Intellectual, cognitive development takes a big part in children’s overall development. Cognitive development includes the development of each of the following: imagination, creativity, memory skills, concentration skills, problem-solving skills, concept information (Flood, 2013, pg 96). And playing has important role in intellectual development. Through play children can explore and think about a wide range of concepts in a non-threatening way. Play cannot be ‘wrong’ so children are much more likely to take risks with their learning when they are engaged in play (Flood et al, 2013, pg 93). Through play with The Memo Locomotives Puzzle children can explore colours and shapes. This toy helps children to improve their sorting skills, because they have to sort out pieces by colours at the start to make each train. Children will get 8 pieces for each train after sorting them by colours. Now they will be able to sort those 8 pieces in pairs by connecting shapes and by linking pairs together they will get complete train. Each time by playing with it children train their memory skills by remembering which piece has to be taken to make complete diamond shape and which one is needed to make the monkey and bananas picture. Children can learn or improve their counting skill. For example, for a small child teacher/parent can count each piece that child has placed and soon child will start to count together with teacher/parent. Language Development: Communicating The definition of language is: â€Å"Language is any form of communication, be it spoken, written or signed. Language consists of words and system of combining them† (Flood and Hardy, 2013, pg 122) The memo Locomotives Puzzle can give benefits to language development by naming colours, shapes, animals and other parts of pictures. Because of Puzzle’s bright and vivid printings it has a big value to teaching child the right name of exact colour. Besides that, game can be played up to 4 children and by communicating and explaining the rules to each other they will improve they language skills.  Virtually all types of play involve communication. Children negotiate their roles, talk about what they are doing and talk about their plans for what will happen next. (†¦) When playing games with rules, children have to explain rules to newcomers. (Flood and Hardy, 2013, pg 93) Children will learn new words and they will learn new ways how to put words in sentences. Teacher/parent can be a companion to child if he’s playing alone and communicate with him during play thus helping to improve his language development through play. Emotional Development: Identity and Belonging, and Communicating Emotional development involves children learning to deal with their emotions (both negative and positive) in a healthy way. Emotional development also involves the promotion of a positive self-image and high self-esteem. (Flood and Hardy, 203, pg 93) Play is important part of emotional development and The Memo Locomotives Puzzle can help in that. During play with this toy children have to deal with emotions like anger and frustration when something does not work the way children wish to or pride and happiness when they got it right. Those good emotions promote positive self-esteem, child is happy about himself, for example, he is proud he did his train set first or he did his one carefully and at the end it looks nicer than other ones. Children learn to share their emotional with adult and peers, like; child learns not only to show but to talk about his emotions. Emotional regulation is an important part of emotional development (Flood, 2013, pg 175). During play with The Memo Locomotives Puzzle teacher/parent can observe children and help them deal with their negative emotions, like they can teach how to deal with frustration when it is hard for child to find right piece of puzzle. Social Development: Identity and Belonging, and Communicating Social development basically involves the development of three related skills: (1) the ability to interact effectively with others, (2) learning and understanding the norms of the society in which the child lives and (3) moral development. Play can be a very effective way for children to learn and perfect these skills (Flood and Hardy, 2013, pg 94). The Memo Locomotives Puzzle can help children to interact effectively with others. They have to communicate while playing by handing pieces to each other,  helping find the right piece for each other. They have to learn to share The Locomotive’s sets and wait for their turn. They will learn to ask for a piece nicely and use phrases like ‘thank you’ and ‘you are welcome’ thus learning and teaching to each other good manners. Children learn to understand the norms of society by doing that. â€Å"Social norms are descriptions of ‘rules’ about people’s behaviour, beliefs, attitudes and values within a society or social group† (Flood, 2013, pg 151). It is very important to select not only the right type of play to promote child’s development but to make sure that the play will match his stage of development also. Most of theorists of play, like Maria Montessori, Friedrich Froebel, Steiner Waldorf, Sigmund Freud, Jean Piaget and Rudolph Steiner, have identified stages of development. For example, Rudolf Steiner distributed 3 different stages: 0-7 years, 7-14 years and 14-18 years (Flood et al, 2013, pg 42-43). The Memo Locomotives Puzzle is suitable for children in age group 2-6 and fits under first stage (0-7) years by Steiner’s concept: The first seven years of children’s lives are of greatest importance. (†¦) Children conquer the skills of movement, speech, gesture and communication. (†¦) Children absorb every aspect of their environment and they are open to external influences also. The focus at this point is on learning by doing (Flood and Hardy, 2013, pg 42-43). I already have clarified that my chosen toy helps to improve children’s basic knowledge in physical, intellectual, language, social and emotional development and it means that age group marked on The Memo Locomotives Puzzle’s label match the concrete toy. Detailed assessment of the role of the adult There are two styles of play that are relevant to adult’s role in children playing activities. They are structured play and free play. Structured play is planned, guided and led by adults. Structured play can be useful but there is a risk that if it is too adult-led children can lose interest. (†¦) Adults can provide support by demonstrating skills that the child can then try out for themselves. (†¦) Some theorists advocated a very structured approach. Montessori advocated that certain skills should be very clearly demonstrated by the adult, with the child carefully watching so that  they could then copy exactly what the adult had done (Food and Hardy, 2013, pg 87, 88) Free play is not adult-led. Adults provide equipment, materials and resources for free play, but they do not direct it any way. Advocates of free play believe that children learn much more from this style of play than from structured play, since they are more motivated by having created it themselves (Flood and Hardy, 013, pg 88). The Memo Locomotives Puzzle needs adult participation to improve children development in all five areas of benefits to development. Adult participation is essential to help children by naming colours or shapes, showing which colour or shape are the one that has been named. Therefore adult attendance is not essential all the time. Children can be left with the toy by themselves thus giving them time to practise their object manipulating skills and memory. Adult has to observe children while playing and make a decision when to intervene and when to stand back. Adult must intervene and help in communication thus helping to develop children’s social and communication skills, like helping to resolve conflicts and to solve problems in peaceful manner. I like Janet Moyles concept and I believe it suits the best regarding adult role to play with The Memo Locomotives puzzle. The concept for which she (Janet Moyles) is best known is the spiral of play or spiral of learning. The spiral of play describes how children move in and out of different modes of play: direct play to free, and back again (Flood and Hardy, 2013, pg 105). Adult observes to children playing and decides when and if he/she is required to intervene in the play to support it. Evaluation I consider results of my assignment as positive and valuable. I found out a lot about my chosen toy’s benefits to children learning through play. I discovered for what type of play this toy would suit the best and how adult can support children in play with it. Conclusion My aim was to find out can The Memo Locomotives Puzzle be supportive in learning through play and give any benefits to children’s development. I  introduced with my chosen toy and did description of the toy including 40 assessment criteria and described the toy under five areas of benefits to children’s development. I also looked at adult role in play with The Memo Locomotives Puzzle. I found out that toy is educational and fun. I found that The Memo Locomotives Puzzle fits under manipulative type of play. The toy can be useful in all five areas of benefits to development: physical, intellectual, language, social and emotional development. I believe that manufacturer has positioned this toy under the right age group because of children’s developmental stages and age stages. I discovered that for this toy looking at adult role better suits structured style of play with adult stepping in and out giving children time for free play as well. Overall I looked at toy from many aspects and found this toy suitable for children’s learning through play. Recommendations My list of advantages and disadvantages: Advantages Disadvantages Attractive for children Age group toy is suitable for Benefits all five areas of children development Material for storage box is not quite durable Affordable High quality Made of natural material In overall I really like this toy. I have experienced that children love this toy and it is attractive for them. There are only two things I would recommend to change about it: 1) Although the toy comes in good hardboard box, I would recommend using wooden box instead. The hardboard box can be destroyed in a second if child steps on it and it would make storage very impractical. I believe it would lead to lost pieces. I agree that wooden box  would make the toy a bit more expensive, but it would make the toy last longer. If there are no pieces lost, this toy really last for many years because of its durability. 2) I would recommend to manufacturer to change an age group that toy is suitable for. Because of my own experience I can say that this toy is really attractive to children aged 2-4. Children at age 5-6 lost their interest after the first time playing with it. They already know colours and they know shapes and they got along very quickly, level of difficulty is too easy for them. All the other aspects, like durability, bright and vivid colours, lovely printings. I believe, are very good regarding this toy. I like about this toy that it is really educational and attractive for children and I would highly recommend it to parents and teachers for children aged 2-4. References Beaver, M., Brewster, J., jones, P., Keene, A., Neaum, S., and Tallack, J., 2001, Babies and children, Diploma in childcare and education, United Kingdom: Nelson Thornes Brotherson Sean, Bright beginnings #8, 2006, US: NDSU Extension Service Department of Education, Training and Employment, 2012, Giving children a flying start, Australia: Queensland Government Flood E., Hardy C., 2013, Early Childhood Education & Play, Dublin: Gill and MacMillan Flood, E., 2013, Child Development, Dublin: Gill and MacMillan NCCA, Aisthear: The Early Childhood Curriculum Framework, 2009, Ireland: NCCA

Effects Of Having Parent Working Abroad Essay

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Critically analyse the idea that Pluralism is an outdated view of Essay

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