Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright

Admission essay for Christian school

I was born and raised in a Christian family.   I used to go to the Presbyterian Church but early in my life I was really not that interested in knowing God.   I was a so-called Sunday Christian, who merely went through the routines and never really believed.   My belief was different because I believed that I can do everything through my own efforts without God’s help because I was not a real Christian.I had too much confidence and pride.   Pride motivated me to do things that I know are not very Christ-like: the same way that it influenced Adam and Eve to try to become like God (Gen. 3:5).   This made it very difficult for me and presented itself to be my undoing at certain times.   When I prayed to God, crying, I was able to feel God’s love and I believed that tears are symbol of His love at that time.   After that, I heard that God’s voice.He asked me â€Å"why are you weeping† just like John 20:13.   Finally, I realized that I need to r econcile my broken relationship with God, and now I am proud to say that God loves me still.   I began to understand from this experience that God dwells in the heart of me and I am a very humble man in the world.   Only humility can please God and place my life in a position where God will listen to me.My basis for my assurance of salvation and eternal life is John 17:25-26.   It appeals to me because it is about our motivation of love.   The heavenly Father loved His son with an eternal love.   Everything in the heart and life of the Father was released to His son.   No human love could keep Him perfectly obedient to His Father throughout His life.   Only His Father’s love was powerful enough to compel Him to commit His life to the saving purpose of His Father.  It is true that it is impossible for a Christian to be filled with this measure of love and not to be on mission with God.   I will be incapable of ministering unless I have His love.   I have be en changed completely through this verse.   I am pretty much sure that Jesus was crucified on a cross because He loves us.People who received Christ will get eternal life through him who sent by God to save us as Savior.   Like Jesus Christ loved each of us, I should love others.   This is only way that I could appreciate Jesus and my ultimate reason that I become a Christian to reward God’s infinite love.I have been in the United States for around three years.   When I was in Korea, God gave me an assurance of His leading so that I came to the United States without any doubt.   I feel that this is similar to the way that the people God used mightily in scripture were all ordinary people to whom He gave divine assignments that they never could have initiated (Genesis 12:1).  As God sent Abraham to out of his country to fulfill His purpose, I came to the United States to accomplish His purpose.I had been taught discipleship and spiritual growth as well as English i n Intercultural & Missions Institute for two years.   When I was in ESL course in Concordia University, I had a Bible study course with a teacher who belonged to IMI (Intercultural &Missions Institute).   I read the Bible at least two page everyday and shared the verse with my teachers.   Additionally, we chose Christian books to learn about who God is exactly and I had a Bible lecture.I am confident to state that God has been building my character to match His assignment for me.   It was difficult at the start because I was impatient to begin my work and I still was not sensitive to sin.   Sometimes, it was really hard to keep my relationship with God strong.   Whenever I felt those emotions, I would pray to God, and He would tell me, â€Å"Deny yourself.†Ã‚  I seriously thought that if I can’t overcome sin, I may choose a standard other than God’s law on which to base my life and it devastates everything nearby me.   I am sure, however, that God will refine my character if I keep trying not to commit sin.The other thing that I realized is that God’s Word is plumb line and it is a dangerous thing to live my life without spiritual â€Å"plumb line†, or standard, by which I determine right from wrong.   After I had become a real Christian, I always called sin a â€Å"mistake,† a â€Å"bad habit,† or a â€Å"weakness.†   So I couldn’t escape its grasp so far.   That is why I always felt sin has robbed my joy and guilty.Sometimes, the image of God was not love but fear.   However, I realized that I should not allow pride to convince me that it is too humiliating to admit the sin in my lives.   That can blind me to its presence.   As a Christian, I know that it is hard to live just like Jesus.   I will never give my Christian life up. W hen He tells me what His plans are, I will trust Him and walk closely with Him just like I did so far.My ultimate goal is to be able to lead a life in the manner that Jesus taught us.   I am still looking for God’s purpose to begin His assignment.   The reason that I chose Biola University is that it is only this school that can help me to grow spiritually and decide my major.   Moreover, I heard that I have to take biblical classes to graduate from Biola University.   I really like that curriculum of Biola University.  I am not majoring in Theology, but I officially would like to learn Theology if I will be able to study in Biola University.   Whatever God wants me to be, I am always ready follow him.   I am sure that my spiritual growth will be better as long as I am attending Biola University.   So I can contribute to let people know God as I studied in this school.   I want to lead a life worth living to help other people as a Christian.My main philosophy in life is to lead by setting an example. I cannot expect others to do what I myself would be willing to do but that does not mean that I cannot hope that others will see the example that I have shown them.This philosophy is one of the many forces that drive me to pursue my dream of pursuing my career and of becoming so much more in life.   The chance to help those who are less fortunate in life, the chance to help those in need, the opportunity to be of service to humanity; these are the reasons why I have selected this as the profession that I will pursue; for, as Eleanor Roosevelt once said, â€Å"The future belongs to those who believe in the beauty of their dreams†¦Ã¢â‚¬ 

An Analysis of a Saint or Sinner through Merton’s Strain Theory of Deviance

Merton’s strain theory presupposes that deviant and criminal behavior is a result of deprivation within the societal structures. This is due to a failed integration of socially accepted goals with the means to achieve them. Within this theory Merton provides five adaptation modes which people utilize to cope with the strain. These adaptations may end in either good adaptation or development of deviant/criminal behavior. Al Capone is an example of this theory as he is a possible example of innovation adaptation leading towards criminal behavior as symbolized by his success within the crime world of the 1930s. An Analysis of a Saint or Sinner through Merton’s Strain Theory of Deviance American sociologist Robert K. Merton borrowed Durkheim's concept of anomie to create his own theory which he called the Strain Theory. The theory presupposes that delinquency is not merely a response to sudden social changes as theorized by Durkheim but is instead a result of a social structure that fails to integrate predetermined societal goals with the means to accomplish them. This structural disintegration leads to the formation of deviant behaviors and ultimately criminal behavior. According to the theory, there are five modes of adaptation that people form as a reaction towards the strain caused by the restriction from socially accepted goals and means. These are namely conformity, innovation, ritualism, retreatism and rebellion. These adaptations can either lead to both positive and negative outcomes. For example, adaptation through retreatism can lead to social withdrawal and thus creates for a better likelihood of turning towards drug and alcohol abuse (Sociology at Hewett, 1999). As for another example, the well known and iconic American mobster Alphonsus ‘Al’ Capone is a possible outcome of the innovation mode of adaptation. Born to Italian immigrant parents, Al Capone didn’t have a privileged childhood. Together with seven other siblings, they lived in lower Brooklyn, a notably rough neighborhood. Al dropped out of school at the age of 14 and became a member of two kid gangs, the Brooklyn Rippers and Forty Thieves Juniors. Al Capone lived most of his life during the â€Å"gangland† era of American history to which he used his innovative skills to get ahead. The success of his mob organization, known as The Outfits, is solely credited to Al Capone’s organizational skills. Within five years of inheriting the organization from mentor Torrio, Capone has managed to take over most of the underground market of Chicago. Alternately, his rise to power also signaled the worst period of lawlessness America has ever faced (Chicago Historical Society, 1999 n. . ). Al Capone’s brilliant actions in the world of organized profiteering are classic examples of innovation leading to criminal behavior. Deprived by society’s structure of the means (education, opportunities) to attain the common goal of â€Å"good fortune through hard work,† Al Capone instead turned to the world of organized crime to attain his multi-million fortune. Deprivation is the primary cause of deviant behavior acc ording to the strain theory but this doesn’t limit deprivation to the economic sense only. If it were the case, then there won’t be any offenders in modern society who belonged to the capable and well-off , but as we all know that isn’t the case. In reality there are cases of privileged individuals who still manifest deviant or criminal behavior. Their behavior is still rooted in deprivation somewhere along the societal structure but this may imply other areas. Such areas may include metaphysical and psychological territories possibly including intellectual capacities, emotional quotients, psychologic anomalies and many more.

Kate Chopin s The Awakening Essay - 1617 Words

In 1899, Kate Chopin had published The Awakening, an American literature classic. Set in Victorian Louisiana, Chopin presented a world where woman are often given a limited amount of options in the many difficult choices we face today in life and bounded to a certain status. Stephen Greenblatt proclaims that the â€Å"beliefs and practices that form a given culture function as a pervasive technology of control, a set of limits†¦ to which individuals must conform† as well as that â€Å"literature†¦ has been one of the great institutions for the enforcement of culture through praise and blame.† The Awakening is the first of its time to introduce the idea that women should not follow the cultural boundaries set for them and to â€Å"batter against those boundaries† instead. However, the novel has also managed to be an â€Å"enforcement of cultural boundaries† by showing the consequence of when they are challenge. Readers of its time would find The Awakening as a breakthrough of the cultural constraints women faced in 19th century Louisiana whereas modern readers would be shocked by how enforced these seemingly oppressive boundaries are. The Awakening shows these two concepts mostly through its protagonist, Edna Pontellier, who finds herself constrained by the stereotypes and roles women are given in society and chooses to disagree with them in implicit and explicit ways stated below. In Culture, Greenblatt explains that going beyond the limits of culture are not typically met with harshShow MoreRelatedKate Chopin s The Awakening935 Words   |  4 PagesKate Chopin’s â€Å"The Awakening† can arguably be considered a feminist piece, but regardless of whether it is or not, the short story unmistakably describes how life was for women in the late 1800’s. Her story is a great example of the sexist views of the time and existing social roles for each gender. The literature includes a large interplay between so ciety and gender roles, which affected the reader’s response to the plot and other literary devices such as imagery back then and even today. ChopinRead MoreKate Chopin s The Awakening1553 Words   |  7 Pagesare evident throughout The Awakening by Kate Chopin. Chopin uses contrasting characters such as Edna Pontellier and Adele Ratignolle to further embody the differing aspects of feminism. Adele Ratignolle represents the ideal woman of the time period, a mindless housewife working to serve her family, whereas Edna signifies an independent and daring woman who does not conform to society’s beliefs. These two women’s differing characteristics and personalities allow Chopin to further compare and contrastRead MoreKate Chopin s The Awakening1497 Words   |  6 PagesEdna Proves that Society Does Not Control Her In Kate Chopin s novella, the awakening, Chopin portrays a story of how the protagonist, Edna Pontellier, undergoes a realization that she has been dumbfounded by the way society assert roles for women. Mrs. Pontellier s awakening stirs up issues in her marriage with her husband. For Mr. Pontellier does not understand why his wife is acting different as someone who does not share the values and duties that society withholds women to. Edna even fallsRead MoreKate Chopin s The Awakening Essay1450 Words   |  6 Pagesâ€Å"The beginning of things, of a world especially, is necessarily vague, tangled, chaotic, and exceedingly disturbing† (Chopin 67). Change: the most frightening word in the English language; it has never came quickly, never came easily, never come without casualties. Throughout history, countless revolutions have fought with blood, sweat, and tears for the acceptance of new ideas to foster change within mainstream culture. Naturally, there is always a resilient resistance to revolution, the norm thatRead MoreKate Chopin s The Awakening1875 Words   |  8 Pageswomen s rights on the grounds of political, social, and economic equality to men.† The Awakening, by Kate Chopin, was written in 1890 during the height of the women s suffrage movement, and essentially the public felt that the author â€Å"went too far† due to â€Å"the sensuality† of the protagonist (Toth 1). The â€Å"male gatekeepers† that scrutinized her work saw her piece as a statement that â€Å"the husband is a drag†, and that traditional American values should be forgotten (Toth 1). In truth, Chopin did notRead MoreKate Chopin s The Awakening2531 Words   |  11 PagesDress to Impress Kate Chopin’s novel, The Awakening depicts sexual affairs, inner struggles, and the conquest of motherhood that most women face today. The conquest of motherhood involves the battle between being a supportive wife and selfless mother. The story revolves around the characters’ dialogue and appearances described beautifully throughout the novel by Kate Chopin. The story is a familiar one that, sadly, most women can relate to: A woman is married without knowing what true love is. HerRead MoreKate Chopin s The Awakening1685 Words   |  7 Pagesconforms, the inward life which questions† (Chopin 18). The Victorian Era created a clear distinguishment between male and female roles in society, where women were expected to behave feminine-like, be responsible for domestic duties and have little involvement in society. This created a heavy oppression upon females and as a result forced many of them to remain entrapped in a male dominant society, in fear of being outcasted . In the novel The Awakening, Kate Chopin depicts how Edna’s defiance of VictorianRead MoreKate Chopin s The Awakening1981 Words   |  8 Pagesthe 1800s The Awakening by Kate Chopin published in 1899 is a novel that can teach the true meaning of family, the importance of friendship, and the value of independence. Chopin teaches the true meaning of family by showing how Edna receives no support from her own family and struggles to succeed without them. Chopin shows the importance of friendship when Edna has no one by her side until she meets a woman named Adele and a man named Robert. The primary area that Chopin focuses on is the satisfactionRead MoreKate Chopin s The Awakening1198 Words   |  5 Pageswoman’s freedom is the driving force behind Kate Chopin’s contextual objections to propriety. In particular, The Awakening and â€Å"The Story of an Hour† explore the lives of women seeking marital liberation and individuality. Mrs. Chopin, who was raised in a matriarchal household, expresses her opposition to the nineteenth century patriarchal society while using her personal experiences to exemplify her fe minist views. Katherine O’Flaherty, later Kate Chopin, was born to Eliza and Thomas O’FlahertyRead MoreKate Chopin s The Awakening1870 Words   |  8 Pagessymbolizes the Marxist cause. A multitude books throughout history and the current day are representing the groundbreaking thoughts of Marxism, and they help to demonstrate how vile Capitalism truly is. In Kate Chopin’s The Awakening there lie countless subtleties of Marxism and its standards. Chopin skillfully injects the ideals into the novel through characters’ actions and behaviors. Three characters in particular represent the evils of Capitalism in the teachings of Marxist, and those characters