SPED30 Assessment ot the child compilation for Final Exam (1st sem.)

BORJA, Melanie Bernadette S.

BEED-SPED2C

I. Child's History

Background Information:

Name:

Nick-name:

Date of birth:

Age

Gender

Address:

Name of parents

Contact details:

Referred by: Ms. Lesly Rodas

Source/Respondent

Relation to the child:

Date of assessment: October 2010

Working impression: Based on Dr. Doroja's diagnose, Am-am has an Autism SPECTRUM disorder with moderate to Severe Mental Retardation.

HEALTH HISTORY

The Mother of A****l was sick during her first 3 months of pregnancy. She take a medicine to cure. A****l was born inside their house. The labor lasted for 14 hours from 2pm to 4am. When he was delivered his condition was also okay. After 1 year, his parents noticed that he doesn't had an eye contact. He doesn't have a hereditary illness and allergies. When am-am was 4 years of age he loved to cut papers. His mother was worried because of his situation so she consulted to Dr. Doroja and was assessed that am-am has an Autism SPECTRUM Disorder with moderate to Severe Mental Retardation.

Am-am sleep's in his own bed but not totally separated from his parents and his younger brother's bed. His eating patterns is normal but he is not allowed to eat sweet foods or any kind as long as its sweet because it can make him hyper. He loves to watch cartoons. He usually sleeps in the afternoon. He has also a normal toileting pattern, and he is particular of his grooving and hygiene. He can take a bath by himself, dress independently, brushes his teeth, formally and he hates to see things that are not arranged.

EDUCATIONAL HISTORY

A****l was enrolled at City Central School SPED center for only 2 months. His parents decided to stop studying because he was bitten by his classmate. He become afraid and not comfortable in his environment, he hates to hold a pencil. He does not like to be forced to write. He loves beads and clays. In their classroom, am-am and the rest of his classmates sits all the time on their assigned chairs always because they were locked by their teacher. So am-am become wild as what the mother observed. From the assessment of Dr. Doroja she suggested that its better for the child to stay at home and teach him about household chores (e.g washing plates/clothes & etc.).

HOME ENVIRONMENT

Am-am was the eldest son in their family. He has one young brother who is very close to him. They are 9 members in the family including his mother and father. His mother is the one who gives the tender loving care to him. According to his mother “hindi siya pabigat sa amin.” as well as to his father's reaction. And also to his one and only brother loves him. He understand his brothers' situation and he always give a chance like foods and playing and he also assist his brother. He and his mother are very close because both of them are always at home while his father is is on duty. Am-am was known to be a trouble maker because if he don't like his playmates he pushed them away. His mother give examples of his training. Am-am is helpful because he can laundry, wash the dishes, and he sweeps the floor. He arranged the clothes and observes cleanliness.

II. DEVELOPMENTAL HISTORY

◙ Work Behavior

learns to: needs to learn:

• response to name calling • anxiety towards stranger

• neatness of work and work area • imitation skills

• off-task behavior • compliance to oral instruction

• punctuality • safety: avoidance of common dangers

• frustration of tolerance • to behave during activities

• social eye contact

◙ Fine Motor

1. Transfer objects from one place to another.

2. Tear wrappers of his snack

3. Push and pull the door.

4. Fold his clothes.

5. Hold objects tightly.

* Basic play skills

learns to: needs to learn:

• Carrying toys from place to place. • Naming toys and objects used.

• To behave during activity time.

• To avoid hurting his playmates.

* Skills for playing alone

Learns to: needs to learn:

• Scooping water/beads • completing puzzles

• Cutting/pasting/scribbling/coloring • coloring

• pictures

• playing computer games

• etc.

◙ Gross Motor

Learns to:

1. To sit properly.

2. Coordinate and balance forgoing up and the down the stairs.

3. To walk, run, and jump.

Needs to learn:

1. To climb the stairs

◙ Cognitive Skills

Learns to:

1. Match few shape blocks to shape toy.

2. Arrange in a series of clays horizontally.

3. Imitate on how to form clays into circle.

Needs to learn:

1. Match at least all basic shapes to shape toy.

2. To imitate on how to make other shapes aside from circles through clays.

* Self-care and living skills:skills for going to toilet:

• Recognize the urge to go to toilet

• Wait to eliminate.

• Enter the bathroom alone.

* Skills for dressing

Learns to:

• Remove his pants

• Put on his pants

• Put on a clean shirt after getting sweat due to our activity on shape making through clays.

• Put on his socks.

• Put on a shirt.

• Button on a front button of his polo shirt.

• Put on shoes.

• Zip up his zippers.

• Tie his shoes.

• Hang his clothes after he used it.

* Skills for eating

1. Drink a soft drinks, milk, juices, and water in a cup.

2. Eat with a spoon and fork during eating period.

* Skills for grooming

1. dry his hands after washing it.

2. Wash his hands after our activity on shape forming through clays.

3. Brush his teeth after eating.

4. Wash his face.

5. Dry his body after bath.

6. Clean his ears.

7. Wash his hair after shampoo.

8. Trim his finger and toe nails.

◙ Advance skills for dressing

1. Sort dirty and clean clothes.

2. Fold and hang his clothes.

3. Wear clean and pressed clothes.

4. Selects his own clothes.

5. Select on what clothes to wear according to occasion.

* Grooming and Hygiene

1. use a deodorant.

2. use a mirror to check his appearance.

3. use a perfume when he feels sweat.

4. Use an alcohol after an activity.

5. Clean of dirt.

* Laundry

• separate clean shirt from dirty shirts.

• Wash his clothes by hands.

• Hang his clothes in a clothes line.

• To iron clothes if needed.

* Food preparation

Learns to: Needs to learn:

1. prepare a snack when he feels hungry. 1. Prepare for dinner.

2. Clean off table after eating.

* Health care

Learns to:

1. Eat a balance diet. He loves to eat vegetables.

2. Always sleep in the afternoon.

Needs to learn:

1. To treat his wounds or to care for his wounds for immediate heal.

2. To treat himself when he got sick. (e.g headache, cold, and nosebleed)

* Home-care skills: Cleaning

1. Empty the food basket when they go to market.

2. Sweep the leaves on the ground. He helps his mother on sweeping the leaves on the ground.

IV. SPECIFIC RECOMMENDATION

Work behavior:

A****l 's behavior is a wide range of repetitive behaviors. Can't do by himself the activity like to trace broken horizontal lines. He can't imitate to work on, So he is recommended to trace a broken lines vertically to practice and enhance his skills.

Cognitive:

For mind base or cognitive, he match few block shapes to shape toy. He can imitate on how to form a circles through clays. And he can arrange in a series of clays horizontally. So he is good in terms of forming a circles through clays.

Communication:

A****l was a deaf. He communicate to people through more actions and not by speaking. He speaks this word repetitively “Geh” or “Gah” in times that he is angry, or asking some things or pleasing somebody. He is not noisy or talkative.

Physical/Motor:

A****l has an innocent physical appearance, he is just typically normal ones. A really good looking, with a medium body weight enough. He is taller to his mother and father even he is just 15 years old boy.

Self-help Care:

A****l cares about his self. He don't have any problem about self-help care because he knows how to take a bath by himself, and he is too kind and helpful to others. He is the type of person that prefers to have a clean environment and organized things. He puts alcohol after eating or doing an activity.

In this, he will remember all his activity and he should be monitored and evaluated to measure if he is making a progress.

ACADEMIC ASSESSMENT A****l learns to.. • Work Behavior Concentrate to the given activity for a longer time. Respect adult authority. He follows instructions given to him. Curious on what you're doing. • Communication Communicate his feelings and needs through babbling. • Paper pencil tasks Trace a broken lines vertically. Trace a broken lines in a form of no. 1 • Pre-Math Match few shape blocks to shapes toy.

A****l needs to learn... To be patient during the activity in matching basic shapes on shapes toy. To work on the activity independently. To preserve the activity even when meeting difficulties to the task. Complete a task before beginning another. Sign language for better communication. In nodding his head when he says “yes” to trace broken horizontal lines. To match the shape objects according to size. To match all the shape objects to shapes toy. Identify shapes.

IV. RECOMMENDATION

A.) Summative Evaluation

When a***l was 4 years old he was brought his mother to Dra. Doroja and for consultation he was assessed as having Autism SPECTRUM with moderate to severe mental retardation.

A****l did not continue his studies anymore because of his behavior like pushing his classmates away, hate to hold a pencil, and sometimes a trouble maker. According to his doctor, A****l is no longer educable when it comes to his academic skills.

He can focus for only a few minutes, he plays by making circles out of clay, he cant imitate on how to work or he cant follow others instruction except from his mother. He becomes hyper when he meet new faces such as strangers.

A****l needs to improve his his behavior and social skills so that he will learn to love others. He also needs communication to communicate people, more practice on writing, and imitation to work on. In over all observation, am-am can't focus continually; only few times to focus things.

B.) Placement Option

His mother was the one who teaches him after he stopped schooling. The learning environment was okay unlike when he was schooling at City Central SPED center which is the reason why he stopped schooling because they were locked in their chairs by the teachers.

The class size: Teachers and classmates were not okay because one of a****l's teacher is forcing to write while holding a pencil. And also, he is not comfortable because one of his classmates bite him.

A***** has a different educational toys where an educational resource room is available. This room is where he placed all his educational toys and as well as all his activity are extended for him.

VI. TEAMWORK STRATEGY

The SPED teachers, parents and other professionals should call a meeting so that they can discuss the needs of a*******l. We can communicate by or through using cellphones or internet to every member of the team as many as we can. They should always monitor and evaluate progress.

VII. CONCLUSION

I'm hoping that someday am-am can help his self in order to become a better person and for him to function normally because his parents and young brother as his family, is willing and very supportive to him. We know that he can do and able to learn. Potential to learn and become socially fluent, no matter how impaired he may be. Though no breakthroughs appear likely to occur any time soon, there is cause for hope.

Characteristic Behaviors of Autism

Each child with autism will be different, showing different degrees of severity. A child may display most or all the characteristics listed below, or a child may only display one or two of these characteristics. This list of characteristics is not meant to serve as a basis for diagnosis of autism in your child. They should only be used for a informational resource only, and only a professional should diagnose your child. There are three basic characteristics of autism. They are:
1. Impaired verbal and nonverbal communication.
2. Difficulty interacting socially with others.
3. Unusual and/or restricted interests and sensory responses.
A more complete list of characteristics of autism is divided into categories:

1. Social development
* When picked up, offering no "help"
* Seems unaware of other people and their feelings
* Treating other people as if they were inanimate objects
* Doesn't point at objects to indicate wants or needs
* Doesn't share achievements or interests
* Has difficulty starting relationships with peers
* Avoids eye contact with others
* Has difficulty cooperating in groups
* Prefers solitary activities

2. Communication
* Has delayed speech and use of gestures
* Has difficultly understanding language
* Has difficultly understanding nonverbal cues
* Repetitive speech; echoes what others say (echolalia)
* Confusion between the pronouns "I" and "You" * Memorizes words but can't use the words in context
* Has difficulty with the give and take of conversation
* Monotone voice

3. Behavior
* Has rigid routines (may appear as if resistant to change)
* Repetitive behaviors, such as hand flapping, rocking, finger flicking
* Insistance on following a set pattern of behavior
* Insistance on keeping objects in a certain, often intricate, physical pattern
* Preoccupation with hands
* Preoccupied with parts of an object instead of the whole object
* Spins objects and/or fixates on spinning objects
* Dislike of certain sounds
* Dislike of touching certain textures
* Dislike of being touched
* Temper tantrums
* Displays a lack of imaginative play; can't pretend
* Self-injurious behavior

4. Learning deficits
* Has difficulty with abstract concepts
* Has difficulty using skills learned in one environment in another environment (generalization)

5. Associated features
* Shows a lack of fear and/or awareness of danger
* Laughing at inappropriate times
* Sudden mood changes
* Self-injurious behavior
* Toilet training, sleeping, and/or eating problems

LINKING CURRICULUM, INSTRUCTION AND ASSESSMENT

INTRODUCTION: Teachers can use the framework to assist in the design of single lessons and learning sequences. Students can use these pedagogies as a source of ideas and a way of extending and enriching their own repertoire of teaching skills. There will be no template process that can adequately do the job for them. It will be a process of judicious informed consideration of multiple contributing aspects situated in the local context. In this study, students will be exposed to discipline-specific pedagogies, methods, and practices. To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, The absence of a coherent curriculum has implications for student achievement and teacher retention in that students may learn less than they otherwise might, and many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom. In this topic, the analysis of student work for making decision about pedagogy: The General performance domain; creating performance task and setting up performance criteria; the types of performance task. And also on how to use assessment: traditional assessment; authentic assessment; performance assessment. This framework promotes increased consistency across classrooms and continuity across different schooling levels in what is taught and how it is addressed. It is a significant step forward for students and teachers who can change their practice. BODY OF THE CONTEXT: Curriculum Framework Pedagogy is the art of teaching. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. All the students should be involved in intellectually challenging pursuits-those that provide opportunities for deep engagement with a topic or concept. Classroom practice that engage students in solving a particular problem of significance and relevance to their words, they be it community, school-based or regional problem-provides the greatest opportunity for connectedness to the world beyond the classroom. The school curriculum plan will describe the array of teaching strategies the school will embrace. Teaching strategies will promote the following: Intellectual quality, Global and local connectedness, Supportive and social environments, Recognition of difference. A curriculum framework is an organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. A Curriculum Framework is part of a outcome-based education or standards based education reform design. The framework is the first step, defining clear, high standards which will be achieved by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. As compared with traditional education which is concerned only about delivering content, a standards based education reform system promises that all will succeed if all are held to high expectations. When the standards are reached, there will be no achievement gap where some groups are allowed to score lower than others, or the disabled are offered different opportunities than others. All will meet world class standards and be qualified for good colleges and trained for good jobs which pay good wages A Guide to Productive Pedeagogies CLASSROOM REFLECTION MANUAL INTELLECTUAL QUALITY The early self-fulfilling prophecy studies (Rist, 1970) and studies of streaming and tracking (Oakes, Gamoran & Page, 1992), show that one of the main reasons some students do not achieve high academic performances is that schools do not always require students to perform work of high intellectual quality. Conversely, Newmann and Associates (1996) suggest that when students from all backgrounds are expected to perform work of high intellectual quality, overall student academic performance increases and equity gaps diminish, relative to conventional teaching practices. From this research, we would generalize that a focus on high intellectual quality is necessary for all students to perform well academically. We want to ensure that students manipulate information and ideas in ways which transform their meaning and implications, understand that knowledge is not a fixed body of information, and can coherently communicate ideas, concepts, arguments and explanations with rich detail. Changing instructional strategies will not, in and of itself, increase student learning if a concurrent change in what students are learning does not also occur. "Assuming the central purpose of teaching is to help students to use their minds well, then education reform must involve more than innovation in teaching technique, method or procedure" say Newmann, Secada and Wehlag (1995). Intellectual quality of students' experiences must also change. Students must develop complex understandings of issues, solve important problems, understand powerful ideas. Simply put, they must develop critical thinking skills.

Lesson Plan Cleaning Appliances and Doing Laundry Objective: To teach cleaning and laundry skills using written specific task analysis and performance feedback. Setting and Materials: Setting: A kitchen and laundry room in a residential unit, a community laundry facility, or a simulated apartment at school Materials: 1. Specific task analysis checklists (see appendix A for an example of generic and specific task analyses) 2. Oven cleaner 3. Dish detergent 4. Sponges 5. Rubber gloves 6. Laundry basket 7. Powdered detergent 8. Measuring cup 9. Clothes Content Taught 1. Cleaning an oven 2. Cleaning a refrigerator 3. Washing a load of laundry Teaching Procedures 1. Gather supplies and provide the student with a written specific task analysis for the task to be taught. 2. Allow the student to perform the steps without coaching. 3. If the student is unable to continue, end the session and provide performance feedback. 4. Continue the above steps until the student performs all of the steps in the written specific task analysis correctly for three consecutive sessions. 5. After the student performs all of the steps in the written specific task analysis correctly for three consecutive sessions, begin the procedure for the next task. Evaluation Collect student performance data on the percent of correct independent of steps in the specific task analysis by recording the levels of assistance needed to perform each step (i.e., 1= independent and accurate response, 2= verbal cue and gesture needed for student to perform skill accurately, or 3= verbal cue and physical prompt need to perform skill accurately). Appendix A Generic Task Analysis for Doing Laundry at Home 1. Separate white clothes from colored clothes 2. Put either pile in washer 3. Add detergent 4. Select desired setting 5. Start washer 6. When finished, remove clothes from washer and place in dryer 7. Select desired setting 8. Start dryer 9. When dryer stops remove clothes from dryer 10. Fold and put away clothes --------------------------------- Objective: At the end of the lesson, 90% of 35 BSED T.L.E 3B students are expected to: a.define sleeve b.identify the different kinds of sleeves c.appreciate the importance of sleeve Subject Matter: Sleeve Reference: Practical Dress Design pp. 77-87 Instructional Materials: Visual Aids Teaching Strategy: Teachers Activity Students Activity a.Opening Prayer: Kindly lead the prayer Miss______________ b.Checking of Attendance Say “present” if your name is Called. c.Review of Previous Lesson d.Motivation e.Lesson Proper In your own idea class, what is sleeve? Yes, you’re right, it is a part of the clothes. Another answer class, Who else? Yes. Miss__________ Okey, very good Miss_________ Sleeve class is a part of a garment Covering an arm. Today class, we identify the classification of sleeve. The #1 is Circular Puffed Sleeve. What is Circular Puffed Sleeve? Yes, Miss______________ Okay, Thank you. Circular puffed sleeve have a crosswise seam, w/c may be accented with decoration or cut into unusual shapes. It is cut circular to flare at the seam and to fit the armhole and cuff band w/o gather. So this is the picture of circular sleeve class. The #2 is the Short Puffed Sleeve. What is short puffed sleeve? Mr.___________ This is the short puffed sleeve. This sleeve provides extra bulk to conform to the shape of the arm itself. There are three kinds of puffed sleeves: 1.Fullness on top 2.Fullness on bottom 3.Fullness top and bottom The #3 is the Cap Sleeve. What is a cap sleeve? Mr._______ Okay class, this cap sleeve is a very short sleeve that hangs over the edge of the shoulder w/o extending along the underside of the arm. This is the cap sleeve class. The #4 is Leg-O-‘mutton Sleeve What is Leg-O-‘mutton Sleeve? Mr.___________ This is the Leg-O-‘mutton Sleeve class. For certain dress-up occasions it always has a place, if nowhere else, on the stage. The #5 is sleeve with horizontal fullness. What do you mean by this? Mr.______________ This sleeve with horizontal sleeve class. Some of the Chinese mandarin robes have very, very long sleeves to be worn wrinkled around the arm. The #6 is darted top sleeve. What is darted top sleeve? The darted top sleeve class, The shorter darts create a neat square cap widening the shoulder silhouette only slightly. The #7 is cowl sleeve. What is this sleeve? So, This is the cowl sleeve. There is cowl drapery in a sleeve. The #8 is shirt sleeve. The #9 is long full sleeve. This is the long full sleeve class. The #10 is shirtwaist sleeve. This is the shirtwaist sleeve class in the lower it has design like a placket. The #11 Meztiza Sleeve This is the Meztiza sleeve class. The #12 Riffled Sleeve. What is the riffled sleeve? Miss________ This is the Riffled sleeve its lower portion is look like a wave shaped. The #13 is Bell sleeve. Wha is Bell sleeve? Miss__________ The bell sleeve looks like this. The #14 is raglan sleeve. Please read the raglan sleeve? Miss________ So class, as you see the picture of raglan sleeve, it extends to the neckline. The #15 is Dolman sleeve. The last is the kimono sleeve. The word Kimono, w/c literally means a “thing to wear” “ki” wear and “mono” thing, has come to denote these full-length robes. The standard plural of the word kimono in English is Kimonos but the unmarked Japanese plural Kimono is also sometimes used. Yes Maam. ( All students stand) Yes Maam. Sleeve is a part of a garment covering an arm. Sleeve is a part of a garment covering. Circular Puffed Sleeve is often called the lantern sleeve. It may be any length, flared slightly or very wide. Short Puffed Sleeve has a youthful appearance. The cap of the shoulder becomes the basis of the sleeve. Leg-O-‘mutton Sleeve is puffed at the top but slender at the elbow down is a style that frequently returns to the fashion scene. Horizontal fullness- The mousquetaire effect in sleeves (or gloves) refers to the horizontally draped folds. Darted top sleeve- was in vogue in the 1930’s dart varying in length from 5” to 1”. Cowl sleeve- This method is developing cowl drapery in the sleeve is the same as for a blouse front or yoke. Shirt sleeve- a deeper armhole is developed from the standard blouse and sleeve patterns to provide greater freedom of movement and less difficulty in construction. Long full sleeve- three quarter or full length, having crosswise dart or a vertical dart open. Shirtwaist sleeve- it is standard to have the placket on this line. Meztiza sleeve- The traje de meztiza was in fact the “Maria Clara”, trimmed into a shapely modernity. Riffled sleeve- is a sleeve that in the lower portion it looks like a riffled or a groove or interstice is formed. Bell sleve- is a long sleeve that is fitted from the shoulder to wrist and gently flared from wrist forward. Raglan sleeve- a sleeve that extends to the neckline. Dolman sleeve- is a long sleeve that is very wide at the top, and narrow at the wrist. Kimono sleeve- is a Japanese traditional garment worn by women, men and children. Application If your name is called, please stand up. You identify the sleeve on blackboard that I pointed. Evaluation Circular Puffed Sleeve 1. This type of sleeve is often called lantern sleeve. Cowl Sleeve________ 2. This sleeve is method of developing cowl drapery in a sleeve. Horizontal Fullness___3. The mosquetaire effect in sleeves refers to the horizontally draped folds. Shirt Sleeve_________4. This Sleeve had a deeper armhole is developed from the standard blouse and sleeve pattern. Leg-O’-Mutton Sleeve5. This sleeve is puffed at the top but slender from elbow down. Identify the pictures. About the classification of sleeve. 6. Cap Sleeve 7. Riffled Sleeve 8. Leg-O’-Mutton 9. Darted Top Sleeve 10. Circular Puffed Sleeve. Assignment Bring the following. For the pattern making of collar. 1.Manila paper 2. Ruler 3. Pencil 4. Scissor 5. Front bodice pattern 6. Back bodice pattern What is the Practice Teaching Program? Practice teaching program is the key phase and the most important experience in the pre-service preparation of future teacher. The practicum must express the goals of the whole teacher education programs and allow students opportunities to teach in several different ways and to explore in detail the context and rationale of educational programs to which they are exposed to. What I am expected to do as a student teacher? I expected to do as a student teacher is responsible first and foremost for the learning of young people. To act as a facilitator in the classroom. To discipline the students. I expected to discover new ways of working on new needs, new principles and new information. What are the goals and objectives of Practice Teaching? The Practice Teaching Program has the following objectives: To provide opportunities for the student teacher to apply in actual situations, the theories, principles, strategies and techniques learned in professional education courses: To provide the prospective teacher with experiences that will equip him with different competencies needed for effective teaching: To develop the students teacher’s personality as a future professional teacher. To deeper and enrich the insights of the future teacher on the teaching-learning situation and the evaluation measures for these situations: To provide the student teacher the opportunity to get oriented with the total school life: To provide the student teacher the opportunities to promote school-community relations: To give the future teacher experiences to be in direct contact with pupils: To enable the prospective teacher to form a philosophy relevant to the teaching profession and to develop professional attitude and sound ideals: To help the student teacher gain perspective of the role of a teacher and To provide student teachers with experiences in discovering new ways of working on new needs new principles and new information. Am I prepared for Practice Teaching? Yes, I’m prepared for practice teaching. How did I prepare myself for practice teaching? I prepare myself with a self-confidence, to have trust to my self and I prepare always in advance.

Demi Lovato - Have Yourself A Merry Little Christmas (Revised w/ Lyrics)

Oh yeah, mmm
Have yourself a merry little Christmas
Let your heart be light
From now on your troubles will be out of sight, yeah

Have yourself a merry little Christmas
Make the Yuletide gay
From now on your troubles will be miles away, oh

Here we are as in olden days
Happy golden days of yore, ah
Faithful friends who are dear to us
They gather near to us once more, ooh

Through the years we all will be together and
[ From: http://www.elyrics.net/read/c/christina-aguilera-lyrics/have-yourself-a-merry-little-christmas-lyrics.html]
If the fates allow
Hang a shining star upon the highest bow, oh yeah, oh
And have yourself a merry little Christmas now, oh, oh

Faithful friends who are dear to us
They gather near to us once more, oh, oh

Through the years we all will be together and
If the fates allow, oh yeah
But 'til then we'll have to muddle through somehow, oh yeah, oh, oh
And have yourself a merry little Christmas now, ooh yeah, oh, ooh

ENG53 Children's Literature

LITERARY CRITICISM

TYPES:

Formal Criticism - assumes that the important thing is the text-and text alone.

* Makes considerable use of the terminology we have just examined, and formal criticism prefers to categorize literature into kinds or genres-much like this book does.

* Would look for the essential unity of the text, perhaps focusing on the rising and falling dramatic action and the bldg. of suspense in the children's overhearing their parents plotting.

* The strength of formal criticism is that it causes us to read the literature carefully & thoughtfully.

Archetypal Criticism - The psychologist and physician Carl Gustav Jung (1875-1961) believed in a collective unconscious that lay deep within all of us and contained the “cumulative knowledge, experiences, and images of the entire human race.”

* Depends heavily on symbols, and patterns operating on a universal scale.

* The Hero with a Thousand Faces - explores patterns in his book.

* Allows us to see the larger patterns of literature, although it tends to ignore the individual contributions of the author and specific cultural and societal influences.

Historical Criticism - examines the culture and the society from which a literary work came and how these influences affect the literature.

* Often overlooks the literary elements and structure as well as the author's individual contributions.

Psychoanalytical Criticism - The psychoanalytical reading of a text attempts to “offer maps to unconscious stages of psychic development.”

* Based on the work of Sigmund Freud in the early 20^th century, Psychoanalytical Criticism attempts to explain the reasons for human actions.

* Psychoanalytic critic sees a work of literature as the outward expression of an author's unconscious mind, and it becomes the reader's or critic's task to discover the author's hidden fears, desires, and motivations.

* This type of criticism can coexist comfortably with other types

* The most famous modern example in children's literature of psychoanalytical reading is Bruno Bettelheim's study of folktales.

Feminist Criticism - an offspring of the feminist movement of the mid-twentieth century

* It's focus of how gender affects literary work, writer, or reader.

* A major concern of feminist criticism is the masculine bias in literature.

* The feminist looks for the presence of females’ stereotypes, for example, the woman as the dark-haired, sensuous submissive femine fatale, or as the fair-haired, vaginal, plaster saint.

* To challenge the way we have traditionally read literature & that is from the point of view of a male-dominated society. The feminist critic believes that, in the words of Simon de Beauvior, “One is not born, but rather becomes a woman.” Or another critic says: “Feminists do not deny that women exhibit group characteristics. However, they do not accept the thesis that similarities in female behavior are biologically determined.”

* Feminist Criticism therefore ultimately becomes cultural criticism

Reported by: Melanie Bernadette Borja

BEED-SPED2C