The Discourse On Development As A Form Of Social Change

Theories of development and frameworks to support development are massively important to those working with children. They help us to comprehend children and understand how they react to different situations which affect their behaviour and in turn the way they learn. Theories and ways of working with children have merged to provide frameworks for children’s care, for example the Early Years Foundation Stage (EYFS). This tries to ensure everyone works together, along the same lines. Some of the theorists and their theories have had a huge influence on current practice.

There are many different theories of development that help us to understand children’s behaviour, reactions and ways of learning. All equally important as they influence practice. To begin with there is Piaget’s constructivist theories which look at the way in which children seem to be able to make sense of their world as a result of their experiences and how they are active learners. He also suggested that as children develop so does their thinking. Piaget’s work has influenced early years settings into providing more hands on and relevant tasks for children and young people. In other words the children are ‘learning through play’. Teachers are working out the needs of children and plan activities accordingly.

Group B – saw the adult behaving aggressively towards the doll and then rewarded by sweets from another adult.

For individuals in very poor and economically unstable countries, globalization tends to do more harm than good. Through the economic, political and cultural examples stated above, globalization has not aided these countries climb out of poverty, develop an influential government or have a strong cultural identity, in fact, it has done the exact opposite. L’Huillier quotes Charles Darwin, “if the misery of our poor be caused not by the laws of nature, but by out institution, great is our sin” (2017 381). The business model that globalization suggests is an unattainable utopia for those in developing countries. These traits of poverty and war have always existed yet, many of today’s countries are the way they are because of the models that are favored and paraded under globalization

There are many theorists that influence the way practitioners teach children in nursery settings as they all have different theories about how children learn best and develop. On of the theorists is Sigmund Freud. Freud suggested that personalities are made up of three parts. These three parts are the id, the ego, and the superego. All of these will develop when the child grows and will be controlled by what happens in the child’s life and the experiences that they have. Sigmund Freud focused on the id which is the instinctive part of our personality and the superego which is the conscience, this develops later in the childhood of the child.

The four major themes of human services according to the chapter are one problem in living human beings not being able to meet their own needs all the time. Second the growth number of problems in modern world helps with people not able to get help from family or the community. Third self-sufficiency giving people the tools needed to provide for themselves. And last, social care is assisting clients in meeting their social needs, with the focus on those who cannot care for themselves, social control in who receives services and under what conditions they receive them

First, I will explain the role of empowered institutions and countries in limiting the economic activities of developing countries, impeding on their ability to survive. Afterwards I will explain the obligation people in privileged positions have to improve the lives of those in compromised positions, at a certain degree of self-sacrifices. Finally, I will critically analyze and disprove the counter argument, which attempts to relieve us of the aforementioned duties, by discrediting the roles of institutions and developed countries in the prolongation of impoverishment.

Within the last 60 years, Third World development has been a global priority, at the top of virtually every Western agenda. And with the rise of the global population and poverty levels continuing to rise along with it, it is very easy to see why human development is becoming such a topic of focus and discussion among members of the academia. But one question that everyone wants the answer too is, how does Third World development fit into Globalization? Despite apparent compatibility, when closely examined it is clear to see that Globalization actually contradicts Third World development due to the conflict of agendas. Both Globalization and Development hold views concerning market reform, social structure and regulation, which are

According to William Easterly, the consensus on global development is an axiomatically wrong and ostentatious position. This is not new to Easterly, who spent a number of disenchanted years as a senior advisor at the World Bank. These tumultuous years would certainly help formulate Easterly’s austere perception of technocratic solutions to global poverty. Easterly’s contentious view of technocrats becomes a focused thesis in his book, The Tyranny of Experts. In this book, Easterly argues that poverty is not a “technical problem amenable to technical solutions” (Easterly 6). Instead, poverty is a manifestation of brutish leaders quashing the rights of individuals. While Easterly presents a cogent argument against top down development, the lack

In today’s world people, places, societies and environments are constantly changing. Both natural and human created events, shape the world and create strong relationships between the environment and society. Human geography and development studies are two fields seeking to analyse these interrelationships and answer key questions about major issues in the world such as poverty, inequality and conflict. Human geography is largely about studying the spatial aspects of relationships between people and society whereas development studies focusses more on the way societies function, focussing on issues such as poverty and inequality as well as the way in which ‘developing’ nations function compared to ‘developed’ nations. Through examples of poverty and inequality this essay will explain the ways in which development studies and human geography overlap and the ways in which they are different in their analyses.

The concept of ‘sustainable development’ is one that has faced heated debates for decades now. A seemingly harmless concept, it raises a lot of questions as to what it really entails and how exactly it can be achieved. But with more than 1.3 billion people living in abject poverty (less than $1.25 a day), and with a reported 22,000 children dying every day as a result of poverty (UNICEF), the debate for Sustainable Development becomes interesting as it questions the extremity of economic growth policies, in the war against poverty. Many note economic growth and development as the only tool for poverty alleviation. Roemer and Gugerty, for example, report that GDP growth of 10% per year is associated with income growth of 10% for the poorest 40% of the population. However, others question the extent to which economic growth should be put above other socio-economic factors. Lele points out that the focus on economic growth has led to important ecological and social sustainability, taking the backseat. He argues that due to strong emphasis on economic growth, not enough attention is paid to social equity, and economic stability within the development discourse.

Globalization is the proximate and multidimensional set of political, economic, social, and technological integration around the globe. The increasing interconnectedness among countries can be seen through the prism of globalization. Essentially, the lives of people living in distant cities like Bangalore and Silicon Valley are brought closer as a result of this phenomenon. Drivers of this adjacent include; the expansion of trade, technological exchange, labor movement and investments (Stearns 2017). The discourse of globalization encompasses several multidisciplinary themes. The paper, however, concentrates on the economic factors, “which, entails the closer economic integration of countries of the world through increased flow of goods, services, capital and even labor.” (Stiglitz 2007: 4). The paper focuses on economic globalization and elucidates whether the globalization has reduced poverty and inequality or had reproduced the reversed implications. Meanwhile, the paper reveals if the developing world has benefited from the set. This seems to be the central question that policymakers, development economists, and politicians have been grappling with for years. The paper is presented in three parts. Part one reflects on the historical context of the problem statement. The second part compiles literature and juxtaposes with cases to corroborate the globalization-poverty-inequality triangle. Finally, the conclusion represents the author’s viewpoint on the

Development is defined as “the process of change operating over time- the process by which countries and societies advance and become richer’’. The modern 20th century defines development as” the process of change which allows all the basic needs of a region to be met, thereby achieving greater social justice and quality of life and encouraging people to fulfill their potential’’. Todaro defines development as “the process of improving the quality of all human lives through raising people’s living standards, their incomes, consumption levels of food, medical services, education, raising people’s self-esteem through the establishment of social, political and economic systems and institutions that promote dignity and respect and increasing people’s

Lack of development in countries in the so-called `Third World' has many political and economical reasons. Historians explain the inadequacy of developing countries with the early imperialism and the resulting colonization of the South. Exploitation of mineral resources, deforestation, slavery, and the adaptation of foreign policies shaped the picture of today's suffering and struggling civilizations and natural rich continents. The omission of concessions and equal negotiations between dependency and supremacy give rise to the contrast of enormous resources and immense poverty in developing countries is. In the last years the outcry of justice and the emancipation of the Third World became louder throughout developing and industrialized

In the aftermath of the implementation of the structural adjustment programme in the 1980’s by many developing economies, it generated a lot of criticisms for increasing the level of poverty within the receiving nations (Oppong, 2013), thus engineering the push for the concept of ‘Adjustment with a Human face’ which was launched by UNICEF in 1987 to campaign for a change in the manner by which neo-liberal policies were implemented by many governments through the support of international financial institutions like the IMF and World Bank. This move by UNICEF sought to promote the establishment of empowerment policies and people-centered development, hence rejecting the marginalisation that had been institutionalised by the implementation of the economic stabilisation programmes (Johnson, 2003 cited in Gready & Ensor, 2005). However, the UNDP (2006), states that the recognition of human rights as the basis for development and development programming, as it is being practiced today stems from the 1993 World Conference on