Leadership Capability Research Paper Example | Topics and Well Written Essays - 2000 words

Leadership Capability - Research Paper Example These are the main areas that I need to improve on as a leader. As a leader with such weaknesses, I will ensure that the subordinates are aware of the fact that their inefficiency will not be tolerated in any way. Ways of improving this include having talks with the subordinates to explain their decisions on various issues. I will also engage the subordinates in friendly activities. However, when it comes to awarding punishments I will not be friendly or take sides. In any organization, for subordinates to follow the laid down procedures, the leader needs to be straight to the point and articulate. As the leader, I will occasionally seek assistance from other employees in areas where more assistance is required. All subordinates need to feel that their employer is friendly, but this is only to a certain extent. Therefore, I will ensure that employees are more cooperative and self-initiative (Adair, 2011). Chapter 3 shows that as a leader I am involved in working moderately with what the subordinates are doing. My strengths include being able to coordinate with the subordinates and engaging in what they are doing. As a leader, I am able to make things work and make valid decisions with the consideration of how it affects others. My weaknesses, as highlighted in the score, include not being fascinated by technical work and not being able to work with abstract ideas. These are the two main reasons why I had a low score. One of the steps that I need to take as a leader so as to improve is to adapt to technical issues. To adapt I will ensure that the issues which I do not understand are explained to me in ways that are interesting. I will also ensure that there is a competent subordinate who will be in a position to deal with such issues. In all organizations, most subordinates prefer a leader who is an all-around person. Hence, as the leader, I will ensure that they view me as a competent individual in all aspects concerning the firm. An all-around leader, in a suc cessful organization, is perceived by the subordinates as a person who can solve their problems. These are not just any problems but only those that are related to the organization. Addressing weaknesses such as these, will involve all my time and ensuring that I get all the information required when dealing with employees’ new ideas. This approach, in my opinion, is likely to solve my weakness because having all the information will assist me to have more confidence in the ideas presented by the employees. In a successful organization, when a leader makes a point of doing the research individually, his or her actions increase the level of confidence among subordinates (Godwyn and Gittell, 2011). The fact that the leader is involved in what subordinates are doing, shows that he/she is a suitable leader. Hence, to strengthen my strong characteristics, I will ensure that my subordinates view me as a leader who is concerned with their problems at work. Chapter 4 shows that as a leader I have the ability to effectively deal with group work. This is a crucial character trait of a leader in organizations where most work is done in groups. In this chapter, this is one of my key strengths. I scored highly, but there are some areas that need to be improved. One of the areas that need to be improved is my social aspect of being a leader. It is clear from the test scores that I am not in a position to solve

Ethan Frome by Edith Wharton Essay Example for Free

Ethan Frome by Edith Wharton Essay Naturalism is commonly understood as an extension or intensification of realism. The intensification involves the introduction of characters of a kind (Baym, 1999) A perfect example of Naturalist work is Ethan Frome by Edith Wharton. Ethan, one of the main characters in the book, is a old, deformed man who is in love with his wifes cousin. Zeena is Ethans wife who occasionally has psychological illnesses. Mattie is Zeenas cousin and is in love with Ethan. There are many examples of naturalism in Ethan Frome: the characters, their deformities, and their lowly place in society, their bad luck, and distasteful environment they lived in. Ethan Frome, a significant character in the book, is very troubled. Life hasnt been pleasant for Ethan. Through his life experiences, Naturalism has been portrayed. At the beginning of the story, the reader, from the following quote, finds out that Ethan is crippled from a smash-up:The smash-up it was—I gathered from the same informant—which, besides drawing the red gash across Ethans Fromes forehead, had so shortened and warped his right side that it cost him a visible effort to take the few steps from his buggy to the post-office window. (Wharton 4)This is a characteristic of Naturalism because the smash-up was caused by Ethans emotions. If Ethan did not have any feelings for Mattie, the smash-up would have never taken place and Ethan and Mattie would not be injured and forced to spend the rest of their lives being taken care of by Zeena. Then, the novel goes into a flashback and the whole story of Ethan Frome is told to the reader. The reader then finds out that Zeena, Ethans wife, is actually his cousin who came to Starkfield to take care of Ethans mother, and she never left after his mother passed away. Ethan and Zeena get married and they have a loveless marriage that took place because of loneliness. In the novel, it says that the marriage might not have taken place if it had not been wintertime. This is also another example of Naturalism because it was decision that was controlled by their instincts that if they did not get married, then they would have a lonely winter. Zeena becomes sick, and her cousin Mattie has to come to Starkfield and take care of the house. Ethan falls in love with Mattie, but is not able to express his feelings at first because of Zeena. Later on in the story, Ethan and Mattie discover that they love each other and that they cannot be together so they decided to commit suicide. Unfortunately, the suicide attempt was futile and Mattie and Ethan both survive. In this part of the story, Ethan and Mattie are acting on their emotions because they know that they cannot runaway together, and they also know that if they commit suicide they will never have to be apart together. Ethan and Mattie would have run away together if not for their economic conditions. Because the farm was so poor, Zeena wouldnt have sold the farm for very much and she would have to suffer if Ethan and Mattie had runaway together. Although, Ethan Frome plays a very big role in this novel, Zeena also portrays examples of naturalism. Zeenas character was portrayed to the reader as being selfish and needy. Because Zeena was not required to take care of anyone, she began to show the symptoms of sickness that Ethans mother was described to have had. And within a year of their marriage she developed the sickliness which had since made her notable even in a community rich I pathological instances. When she came to take care of his mother she had seemed to Ethan like the very genius of health, but he soon saw that he skill as a nurse had been acquired by the absorbed observation of her own symptoms.(Wharton 53)This is an example of Naturalism because Zeenas need to be required by others led her to become psychologically sick and this affected her marriage with Ethan. In the middle of the novel, Ethan and Mattie walk home together after the dance and Zeena hasnt put out the key. To the reader, this seems like it was Zeenas instinct to not put out a key because she was suspicious of the relationship between Mattie and Ethan. Soon after, Zeena goes to see a new doctor in town because of her sickness. This event gives the impression that Zeena is sick only because she wants to be recognized in society, and being sick is allowing her to be noticed by others. At the very end of the novel, Zeena recognizes that Mattie and Ethan have feelings for each other, and tries to split them apart by hiring another girl to take care of the house. However, the smash-up allowed Zeena to be needed by the handicapped Mattie and Ethan, and Zeena instant got better. These are examples of naturalism, because Zeena is acting on her instincts that that Ethan and Mattie are having an affair, and the outcome is that they try to commit suicide and fail and have to live the rest of their lives together with Zeena almost in  poverty. The decisions that the characters in Ethan Frome impact the rest of their lives. These decisions are all examples of Naturalism. Ethan decisions are based on his instinct and also his emotions of love for Mattie, and his emotion of loathe for Zeena. Zeenas, on the other hand, are based on by her instinct that Ethan and Mattie are in love with each other, her lowly status in society, and also their meager economic conditions. This book shows the reader that life should not always be controlled by instinct and emotion, but rather that it should be controlled by thoughts and adapting to the environment around you. Wharton, Edith. Simon Schuster, 2004.

The Traveller Gypsies Book Review English Language Essay

The Traveller Gypsies Book Review English Language Essay Judith Oakley is a social anthropologist who has spent a lot of her life researching into many aspects of native life forms; one of the most popular pieces of work was her work conducted around Traveller-Gypsies. Oakley wrote her book Gypsy-Travellers and published it in 1983; it represents the everyday life of Gypsy-Travellers and their struggle under the domination of a bigger society. The study conducted by Oakley occurred in the 1960s around England and understandings of Gypsy-Travellers throughout history have provided us with the ideology that they have always been vagrant people travelling freely. However, in this book, Oakley noted how Gypsy-Travellers living in Britain in the 1960s had to deal with numerous laws imposed by governments that would restrict their mobility and vanquish them from their true identity. Oakley is in constant teaching mode, and is always on the lookout for something new to write about the Gypsy-Travellers, something that was unknown to the public. One problem that has always affected the studies of Gypsies would be the definition of what a gypsy actually is; while some believe it to be thought of in terms of purity of blood, others would regard it as social population, rather than an ethnic marvel, which should be such dealt with using social manners. One definition of a Gypsy would be One inclined to a nomadic, unconventional way of life. (TheFreeDictionary, 2012). These people are the Gypsies that Okelys book refers to, and her outlook in regards to their identity underlies much of her approach to the subject; it is a common theme throughout the book, and one is left realising, that the author never presents a clear definition of what a  Gypsy  actually is, how the meaning of the word has changed over time, with new laws and regulations being put in place and holding these people back, and how they are seen in todays society. While this seems to be the main weakness of the text, Oakley does include how Gypsies live and s hows how Gorgios are perceived and acted upon and against, including how Gypsies compare themselves to Gorgios within the community. Oakleys text starts by her introducing herself and what she was doing at the time she wrote the book, using things she learned from other people; for example, she found that to some people pierced ears were the only way to get to heaven, which was further believed to improve vision for Traveller-Gypsies, as she found out when questioning some of the people she lived with. Oakley uses numerous lists to show which people helped her make her book happen; thanking many people on the way, listing who gave her advice, who proof-read the book and who composed the final drafts to send off for publishing. She thanks the newspapers for allowing her to use their content as a regard to keep anonymity between those she was living with. Finally, she thanks the Traveller-Gypsies she was living with for being her guides and providing her with friendship and laughter. This all adds up to show how much she appreciates the work of other people when trying to get her own work together; it shows she has faith in the team of people she worked with and how she would trust them to help make her work successful. The table of contents seems to show the author as writing the book chronologically; from writing about what was historically believed, to self-ascribing themselves to be a Traveller-Gypsy. It finalises by listing how Gypsies travel, in what and with whom; before writing about relationships and defining the role of the traveller women. Additionally, it lists terms Oakley used, which she came across when in the company of the traveller-gypsies, at the end of the book for readers ease of understanding their language. In personal opinion, chronologically ordering the table of contents seems to be a practical form of organisation as it shows how things have progressed throughout time, including any historical changes through research and the development of greater understandings. Furthermore, it allows for the reader to have a greater impression of how the people in the text live, what their means of transport is and how it has changed, and why these people live in the way that they do (b e it economic reasons or political). Oakleys study is divided into twelve chapters and a conclusion, which appears to be written in a well-structured way. The first chapter addresses the history of Gypsy studies and invites popular misconceptions to be looked upon in a formal manner; this continues to be looked into in chapter two. Chapter three shows an insight into how Oakley planned to conduct her research and includes material that was proven to be valuable at the time of her study. Next, chapter four narrates the place of the British Gypsy within the economic system and includes non-Gypsy alliances with work contracts. Identity issues are further raised in chapter five, where self-ascription is discussed in detail. Chapter six entails dealings with maintenance of the boundaries between Gypsy and non-Gypsy, or Gorgio; this same chapter also deals with the concept of things considered as ritually impure, which would usually be associated with Gorgios and their way of life further looked upon in chapter eleven. Chapt er seven offers realistic pictures of the attitudes presented to Gypsies, including their way of life and means of livelihood, from Gorgios; further, it shows the ways Gorgios deal with providing the populations accommodation. Chapter eight shows Oakley dealing with both the reality and myth of Gypsies as Traveller kind, and points out from the start that Gypsies do not travel about aimlessly, as either the romantics or the anti-Gypsy suggest (p. 125). Chapters nine and ten show how marriage, kinship, husband-wife relationships and children are dealt with, including how a marriage is chosen and why. The eleventh chapter had explored the role of women in a British Romany society and includes a detailed discussion of the differences between Gypsy and Gorgio women, including stereotypes. The final chapter, chapter twelve, deals with death, superstition and religion; however, these are not discussed in great depth further analysis of these would have allowed the reader a greater unders tanding when looking into how these things affect a Gypsies lifestyle. In her concluding remarks, Oakley notes how she can not necessarily conclude her chapter as she did not initially make a hypothesis. She relates to how gypsies are seen as trouble as they are kinds who refuse to settle and work for a living, unlike those who are already inhabited in an area do; they refuse to become proletarianised within the community. It also states how although they travel, Traveller-Gypsies do give a community something they could not otherwise get without their aid, whether that is positive for the community or negative. Further, she states how differentiating between gypsy and Gorgio is not always easy, but the gypsy culture has not always been accepted, as it may be led to be believed. The study was also a way to measure how gypsies deal with the way society treats them by shunning them; it records the responses and retaliations of Traveller-Gypsies. A lot of gypsies would refuse Gorgio access to their lives, yet it is needed in order for them to gain a good n ame and understanding of what they do; without this they would be continually forced out of societies and would never have the possibility of being accepted into particular societies. The concluding remarks in this book encloses a statement which seems to be of importance; Outsiders have projected onto Gypsies their own repressed fantasies and longings for disorder . . . this study has confronted such fantasies (1983, p.232). From what has been read in her book, Oakley uses herself as the narrator of the text, she writes about what she found as and when it happened; using any information she received and where it originated from. Additionally, the text written in the book has historical facts about the Traveller-Gypsies and how they have come to be the people they are; yet Oakley not only includes personal opinions on the matters, but personal experiences she has lived through whilst living within the Gypsy community. This gives the reader an understanding of what was happening at the time of the study as they are able to empathise, not only with Oakley, but with the Traveller-Gypsies as they dealt with any struggles they faced. Oakley uses present tense within her writing with phrases such as it is presumed (p. 52) rather than the past tense it was; this gives the reader to believe the books authenticity as it allows for both periods of time and shows comparisons between the two. In regards to the writin g style, it would most likely be suited for collegial or university students, or in particular those more advanced in this field of study, as the writing seems formal yet it contains academic information that may prove a challenge to those looking onto the subject from a less-educated point of view. For example, the way parts of the text have been written; in some parts, Oakley has referred to previous studies, a lot of them her own work, which may be identified as confusing for a student at any lower level of education, as they may be unable to understand parts of the text through the amount of referencing that is place. The author has a distinctive personal style, it is formal, yet informal; Oakley uses evidence in her statements then puts up an opinionated argument against what she says, which additionally helps the reader understand what is being said. With her interpreting the gypsy lifestyle, Oakley tends to use their jargon in her work, for example, using Gorgios to show a non-gypsy person in the gypsy life, of which are defined and listed in the back of the book. Any accounts that are included in the book are based on personal visits to the community, therefore there may be misinterpretations within what has been said as a communication breakdown may have occurred; further, Oakley may be using bias information when trying to put a point across as there were no other researchers to object to her motives. This doesnt help with the fact that she may not be putting up a believable argument, which seems to be one of the main criticisms against this text with their only being Oakley to refer to. How ever, with this being said, her text does include references to previous works from both herself and other former anthropologists in which she has used to back up some of her sources. Her studied natives were collectively anonymous in her work; however, she does use some forms of individuality. She uses one person rather than names as the people wishes to remain anonymous, which she accepted; phrases of which the people would want to be called are used, i.e. one traveller said, rather than a person told me. It does come across as the travellers she was living with have their own voice in the ethnography; she introduces them before using their quotes, giving the reader a sense of character; however, found in the notes are individual names of the Travellers she lives with and what wise words; they gave her to help her live within the community once she was accepted. This gives a greater sense of character for the individuals as although they were not specifically named in the text, they did have an involvement at the end of the book. Overall Oakley had provided a positive piece of text, with the main criticism being that her argument was not necessarily defined; her own personal meaning of what a Traveller-Gypsy was had never been noted thus it was unable to be validated in todays society as definitions have further changed since her period of study. Suitably, this text is informative and gives vital information upon how Traveller-Gypsies used to live previous to any laws and regulations stopping them performing certain tasks within a community. Word Count: 2,006

AIDS, Prison, and Preventative Medicine: :: HIV Jail Violence Rape Papers

AIDS, Prison, and Preventative Medicine The word "prison" conjures up thoughts of a dark and deviant subculture, living in a chaotic and destructive environment out of the sight and mind of mainstream America. Hollywood has skewed our views of prisoners, painting them as a seemingly irreparable subclass of humans that are only further downgraded and downtrodden by prison lives filled with violence and rape. Certainly the life of a prisoner is tough, and violence is inevitably present in prison systems where gangs frequently play a prominent role in social organization (Conover 2000). However, misconceptions regarding prisons are numerous, and such misconceptions play an important role in how the AIDS problem in prisons is viewed. For example, one of the most vivid, if not widespread misconceptions surrounding prisons are the stories of forced sexual activity and gang rapes—a view likely to lead an outsider to suspect that little can be done to prevent transmission of HIV among prisoners. In reality, this aspect of prison has been overdramatized and overemphasized, perhaps as a deliberate effort to amplify the purported deterring effect that the threat of a prison sentence has on crime. In fact, Ted Conover reports in his first-hand account of the infamous Sing-Sing, one of New York's most troubled maximum security prisons, that while "prison rape still occurs in New York and elsewhere," by far the most common type of prison sex, "after the autoerotic, is certainly consensual." He goes on to say, "I would even guess that, at least at Sing, sex between officers and inmates is presently more common than forcible sex between inmates" (Conover 2000). Such an example is a prime reason why prison officials, p oliticians and the general public alike need to focus not on the stereotypes of prison behavior, official codes of conduct, and expected or even legal behaviors, but rather what is actually occurring behind prison walls—illegal or legal, for better or for worse. If rape isn't as widespread in prisons as the average moviegoer might be willing to believe—at the very least, it certainly isn't an everyday occurrence—and prisoners are not allowed to have sex or use drugs, then can one expect to see lower incidences of AIDS in prisons? NO! As Conover's statement indicates, much of what goes on in prison isn't "supposed" to take place. Prisoners have sex with each other—most often consensually, but in some instances forcibly—and even with guards; they take drugs, both injecting and non-injecting; they get tattoos; they participate in fights that often involve the shedding of blood.

Organizational Theory and “The Heart of Change” Essay

The book The Heart of Change shows the practical side of the theories that are taught in the course textbook. It presents stories of successes and failures based in the application of concepts discussed in Organizational Behavior and Management and in class. Although we talked about several different concepts the ones that are evident in the examples in The Heart Of Change are the more progressive and individual centered approaches. The leadership characteristics that are important to successful change in an organization are those that are espoused in the transformational theory of management. It makes sense that ideals in line with the transformational management theory would be evident in a book about how to bring about positive change in an organization. Discussion A transformational leader essentially is about growth through change, about challenging the status quo, and staff to grow and perform it is about empowerment and all of those things are important in regards to the approach put forth in The Heart Of Change. A key theme in The Heart Of Change is that change is not brought about by statistical analysis or common sense, but it comes after changing the way that people feel about an issue. It is about connecting with the individual and bringing about an emotive response that motivates a change in behavior. And that is in line with one of the focal traits of a transformational leader. They are visionary leaders who focus who create the mission, focus and goals for the organization. Their approach to leadership is centered around the individual. This is important because for a leader to effectively implement change based The Heart Of Change they would have to be aware of they motivational factors of their employees so they know how do best address the intrinsic needs to change the attitudes of employees. The Heart Of Change shows that change does not happen simply by instituting different systems, but that people are the  force that ultimately determines how well an organization adapts change. That also relates to the leadership style of the transformational leader. They focus on the people as the key elements to bring change to an organization. Group Emotional Intelligence is a topic that we discussed in class that is essential to the type of change discussed in The Heart Of Change. The second stage of change is about putting together a team that is able drive the company towards its specific goal in regards to instituting change. There needs to be a strong force pushing the change and keeping the urgency up. It is understandably to much for on person to handle so there needs to be a team of interested, motivated people to act as that driving force. The three ideas of trust, sense of group identity, and group efficacy are essential to group effectiveness. The group that is at the forefront of the change action in an organization needs to exhibit a high EI. Not only because they need to be efficient, but because they are a model for the rest of the organization. This again relates to the character traits of the transformational leadership theory. Being a role model, showing others behaviors to emulate are what transformational leaders do, and this is what the change guiding group does as described in The Heart Of Change. Empowerment is an issue that is imperative to the change process. We touched on the idea of empowerment while exploring power, and politics in the workplace. Empowerment is important in regards to The Heart Of Change, because it is also about ownership. For change to be effective it takes an entire organization to believe in the change process. Through empowerment of the staff in the change process you are creating a sense of ownership for them in the process of change. Once they feel like they are an important part of the process it creates a sense of pride in their part of the process. In the workplace a sense of pride usually leads to a commitment to excellence in working towards the goals of the organization. Again this is a trait of transformational leadership. Transformational leaders encourage their teams and staff to be innovative, creative and encourage them to take risks. Empowerment is a tool, which is used to elicit the abovementioned traits in the staff, and drives the c hange. Organizational socialization is the way values; abilities, expected behaviors, and social knowledge of a organization are shared. It is based on creating an uniformity in mission, beliefs and actions. Socialization, in regards to the organizational change does not seem that it is an important issue in regards to affecting change in an organization. However, it is an integral part in sustaining any positive gains that have come from organizational change. After any sort of change occurs it must be accompanied with a change in the formal and informal socialization procedures to ensure they reflect the new organizational structure and culture. Effective socialization is imperative to ensure the change is long lasting. Updating Standard Operating Procedures for existing staff, as well as orientation procedures should reinforce the new changes for current staff, and introduce them to the new staff. Changing a system in simple. Sustaining a new culture and behavior in the workplace is difficult. People tend to revert to what is comfortable to them. In organizations that are in the process of implementing change is systems or culture, new people to the organization are the easiest to accept and adapt to the new changes. A new active socialization procedure needs to be adopted to address the veterans in the organization. They are the group that will be more apt to fall into old habits. Communication in the workplace is key to change, and is a theme that is throughout The Heart Of Change. Communication is important throughout several different stages of the change process as described in The Heart Of Change. There is a chapter in The Heart Of Change where they concentrate on communication of the vision and goals to the organization as a whole to motivate the members to buy into the vision. However, communication is very important during the first stage of change. In this stage the message communicated is the catalyst that will inspire the rest of organization to want to change. The communication should be tailored to evoke an emotional response, to motivate staff. The message can be we need to change, but the delivery of the message is has much to do its effectiveness. Also communication is important in the socialization aspect of sustaining  change. Within an organization communication comes in different forms. Procedures and rules are in the employee handbook, emails and memos. The culture of a workplace is transmitted through symbols and actions. The latter of the aforementioned communication is difficult and requires more effort to see that it is carried out in a manner that supports the organizational change. If there is a specific message, and vision that is to resonate with people and motivate them, all the actions of the leaders in the in the organization should reflect the message. Conclusion Change is a difficult process for an individual, but for an organization the difficulty grows exponentially. For an organization to change the actions and culture of everybody within the organization must change as well. There are the logistics involved in changing organizational structure. Then there is the task of changing the behavior of the employees as well. That is where the most obstacles will be found. The Heart Of Change offers a variety of experiences to highlight their theory in regards to the steps of successful change. Rooted in their theory are concepts that were discussed in class. Most of concepts that are evident in the change process theory are progressive and reflect ideas indicative of transformational leadership theory. The Heart Of Change has brought the individual concepts together and shown how they can work together to affect successful change in an organization. Reading The Heart Of Change shows how the powerful and effective the ideas that we learned about are, and how they can benefit us as we take leadership positions in our organizations.

The role and value of play Essay

All children and young people need to play. Children’s play is behavior which is freely chosen, self-motivated and personally directed, and the impulse to play is in all of us. Through play the child explores the world and its creative potential, discovering all the while, a flexible range of responses to the challenges, she or he encounters. By playing, the child learns and develops as an individual and as a member of the community – be it at home, the street and area they live in, their school or a holiday play scheme. As such, play is a right, recognised in the United Nations Convention on the Rights of the Child – Article 31. Play is essential for children’s physical, emotional and psychological growth, as well as their intellectual, creative and educational development. When children play they build up a sense of identity, self-respect, confidence and their own self-worth. Through playing with others, children build a resource of behavioural techniques to help them navigate complex social worlds including younger children not to feel intimidated by older children. The contemporary environment in which many children grow up is not designed with them in mind, and at times and in some areas provides limited opportunities for safe and creative play. Increasing traffic due to continuous property development, parental fears of strangers and lack of open spaces all restrict children’s play outdoors, but by providing and protecting play-rich environments for children we can counteract these limitations. Much has been written on the subject of play and there is visibility in legislation and guidance for professionals: – Stuart Brown, founder of the National Institute for Play, has said that â€Å"play is anything that spontaneously is done for its own sake†¦appears purposeless, produces pleasure and joy, leads one to the next stage of mastery† (as cited in Tippett, July 2008; italics added). – Edward Miller and Joan Almon describe play as â€Å"activities that are freely chosen and directed by children and arise from intrinsic motivation† (2009, p15). – Jeannine Ouellette refers to play as â€Å"activity that is unencumbered by adult direction, and does not depend on manufactured items or rules imposed by someone other than the kids themselves† (Ouellette, 2007, para13). – â€Å"The main characteristic of play – child or adult – is not its content, but its mode. Play is an approach to  action, not a form of activity.† Jerome Bruner, quoted in Moyles (1989) – â€Å"From an early age, play is important to a child’s development and learning. It isn’t just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.† (Dobson, 2004, p8) In June 2010 the coalition government set up a Childhood and families taskforce, Nick Clegg, Deputy prime minister said in his opening speech, â€Å"For too many British children, childhood has become a time of stress, anxiety and insecurity, when it should be a time of discovery, learning and adventure. My purpose in politics – and the job of this coalition government – is to change that, to live up to our responsibility and lay the foundations for better lives for our children.† At the launch of the revised EYFS, published March 2012, following the Tickell review, we were once again reminded that â€Å"play is essential for children’s development.† When children play, they are actively engaged in activities they have freely chosen; that is, they are self-directed and motivated from within. â€Å"Best Play† starts with a definition of play and with a set of values and principles. Both the definition and the values and principles are well recognised within the play work profession, (though they can be expressed in slightly different ways, for instance they can be found in the National Occupational Standards for National Vocational Qualifications in Play work and in the New Charter for Children’s Play (Children’s Play Council 1998), though perhaps less so outside it. It then looks at evidence and arguments about the role of play in child development and the consequences of a lack of good play opportunities. â€Å"Play is freely chosen, personally directed, intrinsically motivated behavior that actively engages the child†. This definition draws closely on the work of Bob Hughes and Frank King. Children choosing what they want to do, why and how they want to do it then when to stop and try something else is the simplistic breakdown of the definition. Free play has no external goals set by adults and has no adult  imposed curriculum. Although adults usually provide the space and resources for free play and might be involved, the child takes the lead and the adults respond to cues from the child. When children can pursue play under their own impulse and initiative, they are able to: Practice decision-making skills Discover their own interests Engage fully in what they want to pursue Develop creative problem solving skills Practice skills in resolving conflicts Develop self-regulation Develop trust, empathy, and social skills Develop language and communication skills Use their creativity and imagination Develop skills for critical thinking and leadership Analyse and reflect on their experiences Reduce stress in their everyday lives However, there is a growing consensus about some of the possible implications of play deprivation, based on reasonable assumptions about the role of personal experience and self-directed activity in the development of a range of competences. Depending on the types of play opportunity that are lacking, children could be affected in the following ways: Poorer ability in motor tasks Lower levels of physical activity Poorer ability to deal with stressful or traumatic situations and events Poorer ability to assess and manage risk Poorer social skills, leading to difficulties in negotiating social situations such as dealing with conflict and cultural difference Every child is different and will play in their way. As an adult and the manager of the After School Club (ASC) I need to recognise the impact that myself and co workers have on a child’s play opportunities. Throughout the session I take time to observe, consult, plan, and participate in play knowing the great potential for learning that play offers – developing skills and abilities, providing opportunities to co-operate, developing  friendships, taking turns, resolving conflicts and solving problems, and developing knowledge and understanding of the world. While children will sometimes need support, it should be recognised that they will often benefit from opportunities to play without adult supervision. Therefore we, the play workers, must understand the impact we have, giving consideration to the differences of each child including behaviors. Bob Hughes (2006), a playworker and play theorist, has identified sixteen play types, including creative, dramatic, explorat ory, fantasy, locomotor, mastery, object , role, rough and tumble, social, socio-dramatic, symbolic, deep (extremely risky) and recapitulative (ritual) play. Their very description indicates a relevance to the social, physical, intellectual, creative and emotional development. Snapshots of play at ASC: Eddie and Eleanor are playing a new game – Mancala. Eleanor was pleased to discover the game in the cupboard and is teaching Eddie as she has the game at home, she told Eddie how she loves playing it with her Dad. Eleanor explains the rules and object of the game, they play repeatedly, both enjoying the competitiveness. George, Robert and Calum have built a play scene on the wooden piano using the play animals, a piece of camouflage material and wooden tree pieces. They have built dens for their animals at different levels and then use blocks and vehicles they have made from lego to destroy the animal’s dens. The tigers dens is last to be destroyed says Calum â€Å"they are the fiercest animals and will fight you really hard to protect their home† â€Å"Foxes are fierce, said Robert, they ate my rabbit.† Libby, Evie and Katie asked to share a dance they had learnt at school today. Mrs. Colucci found the CD player for them to use. They had fun performing their routine to an audience and added props and different costumes to wear as they repeated their performances. They add a new piece to the end and are going to show that to their teacher tomorrow. Dylan and Alfie are playing with the cars, lining them up to move around the mat to get to the garage. Toby, Sam and Ben are building a ramp over the garage for the cars to be able to loop the loop and fly through the air! In summary – Play can be fun, challenging and enjoyable for both adults and children. By helping children to take part in different types of play on  their own and with others, and by providing a well-resourced play environment inside and outside, adults can greatly enrich the learning opportunities that play provides. â€Å"Play is the answer to how anything new comes about.† Jean Piaget REFERENCES FOR RESEARCH PURPOSES EVERY CHILD MATTERS, THE 5 OUTCOMES AND THE UNCRC NATIONAL OCCUPATIONAL STANDARDS FOR PLAYWORK PLAY ENGLAND – MAKING IT HAPPEN, IMPLEMENTING THE CHARTER FOR CHILDRENS PLAY PLAY ENGLAND – PLAY, NATURALLY – A REVIEW OF CHILDRENS NATURAL PLAY PLAYWORK PRINCIPLES. SKILLS ACTIVE PLAYWORK SECTOR / EYFS BRIEFING DOCUMENT Play, naturally A review of children’s natural play Stuart Lester and Martin Whilst researching material for writing this essay I enjoyed reading the following publication. Their suggested reading list is one I will work my way through to continue to extend my knowledge on this subject. A guide to child-led play and its importance for thinking and learning Playing to learn A publication commissioned by ATL from Di Chilvers Recommended reading list from the publication Broadhead, P. (2004). Early Years Play and Learning – Developing Social Skills and Cooperation. RoutledgeFalmer. Broadhead, P. (ed.) (2010). Play and Learning in the Early Years. Sage. Bruce, T. (1987). Early Childhood Education. Hodder and Stoughton. Bruce, T. (1991). Time to Play in Early Childhood Education. Hodder and Stoughton. Bruce, T. (2001). Learning Through Play: Babies, Toddlers and the Foundation Years. Hodder and Stoughton. Bruce, T. (ed.) (2006). Early Childhood – A Guide for Students. Sage. Lindon, J. (2001). Understanding Children’s Play. Nelson Thornes. Manning, K. & Sharp. A. (1977). Structuring Play in the Early Years at School. Ward Lock Educational. Moyles, J. (1989). Just Playing? The Role and Status of Play in Early Childhood Education. Open University Press. Moyles, J. (ed.) 1994. The Excellence of Play. Open University Press. Project Zero. (2001). Making Learning Visible – Children as Individual and Group Learners. Reggio Children. Siraj-Blatchford, I. et al. (2002). Researching Effective Pedagogy in the Early Years. Department for Education and Skills and the Institute of Education. Research Report 356.