The main aim of education should be vocational Term Paper

The main aim of education should be vocational - Term Paper Example In the developing countries, we find that during the 1990s, there were policies that reflected the changing priorities and the shift from pre-vocational courses to the empowerment of general education, as advocated by World Bank in 1991 (Mclean and Kamau, 1999). It was contended that the developed nations that had strong resources, and well organised and well funded secondary schools, were more suitable for imparting vocational education to its students. However, this theory does not hold true anymore and it is now perceived that vocational education is important for all students, worldwide. It is quite legitimate to frame an economic goal from the context of general education, and one can hardly ignore the necessity of preparing students for their future workplaces, so it is of little wonderment when we learn that â€Å"the vast majority [of students] believed that schools should help them to do as well as possible in their exams and teach them things that would be useful when they entered jobs† (National Commission on Education, 1993, 151). Even today the main aim of education is related to the study of certain subjects that can be gradually developed to prepare the students for pursuing higher studies like doing research work (Lauglo, and Maclean, 2005). In the modern context, the term ‘education’ conveys the same meaning as â€Å""philosophy" and "psychology" do, for a discipline or field of studies, once calls "pedagogy," often set up as a department or school within a college or university, and thought of as subject matter to be taught and developed by further research. One of our tendencies is to make everything just another subject in the educational curriculum† (Frankena, 1973). Vocational education in this regards refers to the addition of subjects that are more practical based or job focussed, with visits to industries and with appropriate vocational trainings, to

Demonstrative Communication Process

Demonstrative Communication Process Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, body language, and so forth. Include the following elements in your paper: Demonstrative Communication Communication is defined as the process of sending and receiving information, a process by which information is exchanged between individuals through a common system of symbols, speech, signs, writing, or behavior (Merriam-Webster, 2011). Communication can be verbal or nonverbal, written, or visual. According to Paul Endress, 7% of the communication process is words, 38% is voice tone, and 55% is physiology. Therefore, nonverbal communication comprises 93% of communication; it is made up of the following three areas and their subgroups: †¢ Body Physical Space Clothing and appearance Locomotion (kinesics) †¢ Physiology Posture Gesture Facial expressions †¢ Nonverbal Eye contact Touch (haptics) Tone of voice (paralanguage) Research shows that the nonverbal channels of communication (how things are said) are often more important than words alone (what is said)(Endress, 2010). Demonstrative communication is that part of the communication process that includes nonverbal and unwritten communications. Demonstrative communication entails sending and receiving wordless messages (Nayab, 2010) Effective or Ineffective Effective communication is the foundation for positive interactions in the workplace as well as in social settings. To share ideas, give opinions, or be defined as an individual, one must have effective verbal and nonverbal communication skills. These skills are not only important for the sender but also for the receiver. According to Missouri Western State Universitys Laurel J. Dunn, nonverbal communication can be deciphered beginning in early childhood, but interpretation becomes more accurate as the person grows older. Nonverbal cues are responsible for a major portion of the message sent. Even if the verbal message is flawless, one still might communicate ineffectively (Dunn, 2009). For example, one person walks up to another and with a warm smile and direct eye contact, reaches out, gives the other person a firm handshake and in a happy tone of voice says, â€Å"I do not like you.† The other person will most likely smile back and agree. Words are only seven percent of the message whereas 93% is nonverbal. If the two conflict, the brain will register the preponderance of the message, which is the nonverbal. In order for a message to be received effectively, the verbal component must coincide with the nonverbal or demonstrative communication. For example, dressing properly, a firm handshake and a friendly demeanor can speak volumes about the kind of person someone is at a job interview. A person can rely on these qualities to reinforce his or her verbal performance (Sutton, 2011). For the receiver, a message can be easily misread or misunderstood. Gestures, appearances, and facial expressions can have different meanings to different people. People can easily misread people they do not know. For example, meeting someone who looks scruffy and assuming that he is lazy. However, later one discovers that he is a brilliant and hard-working artist. Some people might assume that sitting with arms folded means one is defensive. In fact, this can convey feeling cold or simply comfortable. Nonverbal communication should not be solely relied on because there are no hard and fast rules regarding what different gestures and expressions mean (Sutton, 2011). Across cultural lines, one gesture can mean one thing to one cultural group and mean the complete opposite to another. For example, to give someone the thumbs up gesture in America means he has done a good job. If this same gesture were used in Iran, it would mean an obscenity (Endress, 2010). Listening and Responding As with verbal communication, demonstrative communication involves listening and responding. Often an individual can learn more from another’s actions than from his words. Many are the instances in which people can listen with their eyes instead of their ears. For example, a close friend walks out of the classroom after a final examination with her head down, shoulders slumped, and a defeated look on her face. One does not need to ask how well she did. It is important for people to use active listening when receiving any type of message. According to Conflict Research Consortium, University of Colorado (1998), people often are distracted by other stimuli when they are supposed to be paying attention to a speaker. During an argument, people often formulate a response while the other person is talking, which leaves parts of the message unheard or misunderstood. Active listening involves clearing one’s mind of distractions and focusing entirely on the speaker. Once the spe aker has completed talking, paraphrase what he said before replying. Active listening can bridge the gap between effective verbal and nonverbal communication (McNamara, 2010). Conclusion Demonstrative communication is that part of the communication process that includes nonverbal and unwritten communications; it entails sending and receiving wordless messages. Nonverbal communication comprises 93% of the message. Effective communication is the foundation for positive interactions; it is equally important to the sender and the receiver. It involves listening and responding. One can learn more from others actions than from their words. References Conflict Research Consortium, University of Colorado. (1998). Active Listening. Retrieved from http://www.colorado.edu/conflict/peace/treatment/activel.htm Dunn, L. J. (2009). Nonverbal Communication: Information Conveyed Through the Use of Body Language. Retrieved from http://clearinghouse.missouriwestern.edu/manuscripts/70.php Endress, P. (2010). Non-Verbal Communication Demonstration. Retrieved from http://www.maximumadvantage.com/nonverbal-communication/non-verbal-communication-demonstration.html McNamara, M. (2010, August 2). Effective Verbal Non-Verbal Communication. Retrieved from http://www.livestrong.com/article/192035-effective-verbal-non-verbal-communication/ Merriam-webster.com. (2011). Merriam-Webster Dictionary. Retrieved from http://www.merriam-webster.com/dictionary/communication Nayab, N. (2011, June 27). Comparing Various Forms of Communication. Retrieved from http://www.brighthub.com/office/project-management/articles/79297.aspx Sutton, N. (2011, March 26). Pros Cons of Nonverbal Communication. Retrieved from http://www.ehow.com/info_8117087_pros-cons-nonverbal-communication.html Essay 2 (Example) Demonstrative Communication Introduction There are diverse definitions of communication. In simple words, communication can be defined as the process of transmitting and receiving messages. Communication involves reciprocation of ideas and messages. There are two forms of communication including verbal and non-verbal. Verbal communication involves communication in the form of written and oral messages. However, non-verbal communication is in the form of gestures and images. This paper aims to discuss demonstrative communication and its effectiveness. There are diverse factors that contribute towards the effectiveness of demonstrative communication. The vital components of demonstrative communication include tone, gestures, prior knowledge, and the environment. A slight imbalance in these factors could result in the ineffectiveness of demonstrative communication. Discussion Demonstrative Communication Demonstrative communication is the process in which sending and receiving messages a re accompanied by sharing thoughts and information. Demonstrative communication involves both verbal and non-verbal communication. This paper will discuss demonstrative communication and its effectiveness. Some of the components of demonstrative communication include tone, gestures, prior knowledge, and the environment. One of the types of demonstrative communication includes facial expressions. This form of communication also involves tone and body language. Facial expressions can be further classified into positive and negative. Demonstrative communication is effective when it involves positive facial expressions. However, negative facial expressions make demonstrative communication ineffective (Mounter Smith, 2008). Demonstrative communication also involves nonverbal and unwritten communication. In this form of demonstrative communication, wordless messages are sent and received. Demonstrative non-verbal communication supports verbal communication despite the fact that it can co nvey messages on its own. Demonstrative communication reinforces verbal communication. Effectiveness of Demonstrative Communication Demonstrative communication can be effective and ineffective. It can be positive and negative for both the sender and receiver. The environment in which communication takes place plays an important role in its effectiveness. Communication may take place directly or indirectly. Most of the time, face-to-face communication is more effective than other forms of communication. Indirect communication takes place through text messages, emails, and instant messages. These messages are also accompanied by facial expressions. In verbal communication, the participants talk directly. It is because of this reason that verbal communication is more effective than non-verbal (Nielsen, 2008). In our everyday life, we use the non-verbal communication more than verbal communication. Demonstrative communication can be perceived by the listener as both positive and negativ e. The perception of participants is largely influenced by the use of non-verbal forms of communication. The presentation of individuals also Essay 2 (Example) Demonstrative communication Communication can be described in many different ways and mean many things. Communication is the process of transmitting, relaying, or sending and receiving messages. The communication process conveys thoughts, ideas, data, and messages either thru speech, writing, body singles, behavior, or kinesics (Cheesebro, Rios, OConnor, 2010). Communication can be transmitted verbally and non-verbally. Verbal communication combines written and oral communication while nonverbal communications is express thru body language, facial expressions, eye contact, and gestures. The key to effective communication is the shared understanding of the information between the receiver and sender. It involves the shared understanding of thoughts, feelings, wants needs, and the intentions of the communicators, which may not be openly expressed with words (Cheesebro, Rios, OConnor, 2010). The communication process is completed when the receiver understands the message being sent by the sender. This paper will deliberate demonstrative communication, a style of communication that deals with nonverbal and unwritten communication. This paper will discuss how demonstrative communication can be positive and negative, effective and ineffective, and how it is mutually for the sender and receiver. It will also discuss nonverbal cues, the functions of nonverbal communication, and the importance of demonstrative communication is to listening and responding. Demonstrative Communication can be Positive and Effective There are two types of demonstrative communication as stated earlier nonverbal and unwritten. Demonstrative communication involves sending and receiving messages that are used to inform, correct, educate, and share emotions. If the communication process is ineffective it has the influence and power to hurt, confuse, mislead, and even hinder the receivers and the senders rather it is verbal or nonverbal (Papa, 2012). If the communication process is effective then it can leave the sender/receiver with a clear understanding of the message feeling, empowered, informed, educated, and appreciated. An example of this would be, if someone was out on a date and had a good time at the end of the night they might give the other person a kiss to indicate they had a good time and how they feel. On the other hand if someone did not enjoy themselves and was not interested in the other person there will be minimal talk, eye contact, gestures, and that person might receive a handshake or a polite goo dnight at the end of the night rather than a kiss. Since the sender and receiver shared understanding and receiving of the message is different it is important the message is clear and both communicators share a clear understanding of the message. Good communication skills are the key to an individual’s success in life and in this growing economy and globalized world. With the growing demand for these essential skills which have branched off into a wide variety of divisions and techniques, and with advancing technology nonverbal and unwritten communications has grown and advanced in numerous ways (Subapriya, 2009). Statistics vary, but 60%-80% of people’s communication is nonverbal, 7%-10% is actual words, and the rest is tone of voice. Subtle and often subconscious, movements such as facial expressions, gestures, eye contact, and posture send strong messages to the receiver. So in other words sitting up straight and paying attention can let the sender know you are paying attention and are interested in the message they are sending. Nonverbal Cues and Functions of Nonverbal Communication Nonverbal communication serves six primary functions complementing, substituting, accenting, contradicting, repeating, and regulating verbal messages. Complementing, nonverbal behavior serves to complement or adds to the verbal message (Subapriya, 2009). It can only modify, or elaborate on the verbal messages. Nonverbal behavior alone would not communicate the intended meaning. Complementing nonverbal message changes the meaning of the verbal message by adding additional insights or information. So when clarity is of the most importance, one should be especially concerned with making verbal and nonverbal behaviors complement to one another (Subapriya, 2009). Nonverbal messages are sent in advance of verbal messages. Before someone can even udder a word their facial expression, clothes, body posture, skin color, and hair style can communicate much about them. Unfortunately, this can be true even if the message sent is not the message you want to communicate. An example of this would b e, if someone had a job interview and they showed up wearing dirty clothes, angry facial expression, and bad posture. This would communicate to the interviewer that you may not want the job compared to someone in a suit and tie, a smile on their face, and good eye contact and body posture. The way you present yourself and the others view you is a part of the nonverbal communication process. Both oral and written communication styles attain perfection with the usage of nonverbal cues. The meaning of a text can be communicated to the listeners and readers through nonverbal signals. Verbal signs and nonverbal cues together in the right proportion can pave the way for meaningful communication (Peng, 2011). Nonverbal cues play a vital role in the success of effective communication. Nonverbal signals operate at two levels. Nonverbal cues in writing which involves features like, headings, titles, subheadings, photographs, captions, figures, graphs, and bar charts etc Whereas oral communication involves nonverbal signals like eye contact, gestures, posture, facial expressions, tone of voice and body language. Both oral and written nonverbal cues can form a dynamic feature of nonverbal communication to ensure effective communication (Subapriya, 2009). Without effective nonverbal communication the message sent can be misunderstood. Conclusion Demonstrative communication involves sending and receiving messages that are used to inform, correct, educate, and share emotions. If the communication process is ineffective it has the influence and power to hurt, confuse, mislead, and even hinder the receivers and the senders rather it is verbal or nonverbal. Good communication skills are the key to an individual’s success in life and in this growing economy and globalized world. Nonverbal behavior alone would not communicate the intended meaning. Complementing nonverbal message changes the meaning of the verbal message by adding additional insights or information. Both oral and written communication styles attain perfection with the usage of nonverbal cues. The key to effective communication is the shared understanding of the information between the receiver and sender. It involves the shared understanding of thoughts, feelings, wants needs, and the intentions of the communicators, which may not be openly expressed with wor ds. The communication process is completed when the receiver understands the message being sent by the sender. References Cheesebro, T., Rios, F., OConnor, L. (2010). Communicating in the Workplace. Prentice- Hall, MD: Pearson Education, Inc.. Harvard Business School. (2012). Faculty Research, Amy J.C. Cuddy. Retrieved from http://drfd.hbs.edu Papa, J. (2012). Effective and Ineffective Communication. Retrieved from http://ehow.com Peng, H. (August, 2011). Effects of Non-Verbal Communication on College English Classrooms Teachings. US-China Foreign Language, 9(8), 505-516. Subapriya, K. K. (2009, June). The Importance of Non-Verbal Cues. ICFIA Journal of Soft Skills, 3(2), 37-42.

Free Essays - The Character of Elizabeth Bennet in Pride and Prejudice :: Pride Prejudice Essays

The Character of Elizabeth Bennet in Pride and Prejudice "Pride and Prejudice" the novel by Jane Austin has a main theme of romance, but many other sub themes are present. I intend to demonstrate that Elizabeth Bennet is an interesting character in the book. The man plot of the story revolves around Elizabeth (or Eliza) Bennet, who belongs to a family of five sisters, and her relationship with eligible bachelor Mr Darcy. However, "Pride and Prejudice" is a very complex novel, with many different subplots going on. One of these is the relationship between Eliza's older sister Jane, and Bingley, Darcy's friend. There are many misunderstandings within their courtship which have an important role in the plot. Elizabeth's father and mother play a part, as do her relations, friends and acquaintances. In the story, Eliza hates Darcy at first, thinking him proud, but overcomes her prejudice and comes round to loving him in the end, and the two marry, as do Jane and Bingley. Another marriage is between Lydia, Elizabeth's younger sister, and Wickham, a man who Eliza was initially interested in. However, his true character comes to light, and his marriage proves to be far from uneventful. One reason why Elizabeth proves to be a very interesting character is her close friendship with her older sister Jane. The pair know each other very well, and they both feel a need to confide in one another due to the less that charming personality traits of the rest of their family. They are the only sensible ones if the household. Due to their constant contact, that are able to tell each other's moods with great ease, Eliza especially. When Jane returns from seeing Bingley "Elizabeth instantly read her feelings", so we know that they spend a lot of time in each other's company. Elizabeth obviously cares deeply about Jane, because when the later becomes ill while at Netherfield, Darcy's home, Eliza takes it upon herself to walk three miles through the mud to visit her. This greatly surprises the Netherfield party, but Eliza appears unconcerned. She mostly stays by Jane's bedside during the visit, preferring her company to the superciliousness of Miss Bingley and Hurst.

Travel to Europe

â€Å"Part of us believes the new car Is better because it lasts longer. But, In fact, that's the worst thing about the new car _ It will stay around to disappoint you, whereas a trip to Europe is†¦ Over. It evaporates. It has the good sense to go away, and you are left with nothing but a wonderful memory' – Daniel Gilbert â€Å"Europe and my metamorphosis. † I was excited and nervous. I'd have to think really hard and long to go back to the previous time I felt this way. I put a finger on my wrist Just to feel my blood thump against my thumb at an accelerated rate. I smiled to myself.It was finally happening. I was going to Europe. It all started when I thought about applying to the Exchange Program my college was offering of four-months,'l semester. The College they were sending the students was in Rennet. SEC Rennet School of Business. Finally, something that appealed to me. Living in Delhi had somehow numbed my senses to such an extent that I had become devoid of any sort of feeling. I needed to escape from this place or a while and this seemed Like the perfect opportunity. Carper Idle. I seized it. Voila, I was in Europe. I found time to backpack over all of Europe and when I couldn't find it I made it.I loved staying In the hostels and Interacting with new people on a dally basis. Some of them even became good friends. It was absolutely necessary for me to visit a few cities that old heard so much about that I was k if my grades took a toll. I knew I wouldn't get this chance later and I wanted to make the most of it. I thought I'd write a little bit about the cities I visited whilst there. Paris: ‘Wow was the first word that escaped my mouth when I looked around and found myself In Paris. The City of Lights never ceases to amaze and is one of the most beautiful cities I came across in France.Market District, the cobbled streets, the musicians, the poets, all in one place. The romance was In the air. I saw the Notre Dam Cathedral and visited the Place des Vogues Old Square. The Peer Liaises cemetery was hauntingly beautiful and what to tell you about the Eiffel Tower. It was just well exquisite. I was reminded of Ernst Hemmingway and what he had said about Paris and how right he was. â€Å"If you are lucky enough to have lived in Paris as a young man, then wherever you go for the est. of your life It stays with you, for Pans Is a movable feast†.Amsterdam: Man o Man what to say about Amsterdam. I loved it. It has absolutely everything. The Dutch are Insane. What spirit they have. Prepare to be infected with It while you are there because no one can escape it. It was a god damn party every bucking night I was there. I had no sleep at all and my time-space orientation got distorted for a few days I guess with all the kind bud I could get my hands on. The coffee shops were well just misnomers. The Architecture was amazing; I was Just taken In by It. The canals were great too. I love Amsterdam approach on legalizing prostitution.You have to see It for yourself. The place was so lively. Berlin: A city cemented in history. Definitely worth watching and visiting. Starting should see in ones lifetime. I can't thank my friend Goblin enough for being such a gracious host and showing me around Berlin. Yes I know you want me to bust that myth for you that Germans drink beer like its water. Well that isn't a myth, one visit to a local pub and my hopes were dashed. It is not a myth. Germans do love their beer a lot, and it loves them back! Warlock was beautiful. Small, quiet and peaceful. Just hat I had wanted that weekend.Some place where I could relax and unwind. I stayed at The Grammar Hostel and man you guys are the best. It is an old town really and there is not much to see except the Market Square. It was lively with so many people there and they were so different from the rest of the Europeans I had met. They were unique I must say. They could find beauty in the simple things in life. P rague. Pariah. The name actually means â€Å"threshold†. It was magical. The city was a portal between the life of the good and the other. A city caked in grime: ancient, Soot- blackened. History lived in every detail.I wandered the streets in disbelief, photographing everything like mad. I wish I had spent more time there. The wind carried the memory of magic; revolutions, violins and the cobbled lanes meandered like creaks. I fell in love there. I don't know whether it was a good idea or not. I Just wanted to get lost there. Span. Ever since I had learnt Spanish in school I had wanted to go there. I was not too good at it though I remember. By the time I got the chance to visit Spain I had forgotten all my Spanish. The people were wonderful and Madrid is Just Madrid, so exciting, full of life and zest.You've got to see it to believe it. I visited Barcelona as well and it was amazing. The Gaudier(Antonio Gaud) architecture was Just stunning. You must visit Case Battle (The f amous Skull and Bones balcony). It is the most interesting and unusual of houses in Barcelona. This is my take on the various cities I visited when I was in Europe. I made a lot of friends, had loads of crazy nights but most of all I made memories that will be with me for a lifetime. I hope you enjoyed reading and I hope this inspires you a little not much but a little to get away from your comfort zone and Travel, Dream and Explore.

Cypop 5 Essay

It helps children to deal with difficult circumstances such as emotional stress or medical treatments. Play gives children chance to let off steam and have fun. Children learn when they are in a safe and caring environment. They are stimulated through play. Babies and young children develop best when they are in a caring relationship with an adult. A baby will learn to walk faster when they have a safe pair of arms to walk towards and learn to talk when they have an adult who listens to them and responds accordingly. I aim to provide children with an environment that is caring, fun and stimulating. I aim to expand each childs individual, intellectual, physical and emotional capacities within a secure environment where each child, will be confident and settled. I will implement ideas from the EYFS and I will provide activities/opportunities that support the six main learning areas which are : * Knowledge Understanding Of the World * Personal social and emotional development * Communication language and literacy * Creative Development * Physical Development * Problem solving, Reasoning and Numeracy. Each child will be able to choose their own activities and access continuous provision throughout these six areas. Activities will be both planned and spontaneous according to your child’s preference. My weekly plan will be dependent on the children in my care and their ages and stages of development although I will be attending various groups and clubs within the local area that I live. Sample weekly plan: Morning afternoon Monday – outdoor playchildren’s centre childminders group Tuesday -soft indoor play (wacky)creative play/ arts and crafts Wednesday-country park/ play areachildren’s centre playgroup Thursday – baking/cookingoutdoor play Friday – children’s centre groupindoor play at home Play can be constructed to fulfil areas of the EYFS, especially any areas where a child may be struggling, such as Playing with sand – Texture, Weight, Pouring through containers, colours, measuring, shapes, make sand castles etc this can link to the following areas of the EYFS– personal development – personal, social and emotional development – creative development – communication language and literacy All of the above would be flexible dependant on the children and any new sessions that can be accessed. Before any weekly plan can be made you would need to observe the children in your care to produce a plan that is appropriate to their development this will also help identify when to add/remove new toys/resources. I will use Natural resources and household items to provide stimulating play for the children to look after such as Sawdust and Bark for dinosaur play, jugs, funnels, guttering for water play, blankets pillows and throws and pegs for den building and communication friendly spaces etc. All children are individuals first, each with a unique profile of abilities. All planning starts with observing children in order to understand and consider their interests, development and learning. I will make systematic observations and assessments of each child’s achievements ,interests and learning styles. I will use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child that I care for. I will match their observations to the expectations of the development matters principles. I will need to make regular observations on each child, using different techniques. These may include photographs, tick lists written observations and photographs. Where a child is not achieving their development goals I may then decide to speak to the parents regarding accessing other services for the child. All children need to feel valued and given the same options. I will ensure that children, parents/carers and visitors have equal rights and choices. Everyone will be given the respect that we all deserve as individuals. No person will be discriminated against and any remarks or comments of this kind will be challenged and discussed to ensure that it does not happen again. I welcome and include all children, their families and members of the community into my setting and I will ensure my setting is accessible to everyone. If a child in my care had specific requirements, certain changes would be made to the interior and exterior of my premises, dependent on the individuals circumstances. Certain activities are also adapted. All the children who come to my setting will have the same opportunities available to them. I am aware of the following legislation, The Children’s Act, The disability Act, UN convention on the Right of the Child, The children’s Bill 2004 and the Special Educational Needs Discrimination Act 2001. I will talk to different specialist groups, health visitors and read appropriate books to learn more about the condition and needs of the child, thus enabling me to provide the best possible care. If a child required assistance from a speech therapist or occupational therapist, then this could be arranged at my setting if it was more convenient for parents. I will do displays and have equipment in my setting that promotes a positive multi cultural attitude. I welcome parents/carers and visitors to talk about cultures, religions, food, clothes etc. I will never refuse or exclude a child. I will build on each child’s previous experience when accessing play opportunities. I will enable children to gain confidence and independence in play and identify individual requirements and provide appropriate support as/when required. I will also borrow and gain resources to enhance the inclusion of children with mobility or sensory difficulties. During snack time I will encourage children to help where appropriate eg. Older children could help butter crackers, or younger children could help divide fruit onto plates, I will encourage the children to help prepare our shopping list for the week for snacks and mealtimes and also encourage them to help with the meal plan for the week. During our week I will plan our activites a sample week could include : Monday : AM – Childrens centre drop in PM – Park – weather dependant Tuesday AM – Wacky Warehouse PM – play at home LEGO, PUZZLES and nap time Wednesday AM –