英国萨塞克斯论文代写:多样性被定义

Keywords:英国萨塞克斯论文代写

多样性被定义为“不同或不同的质量，一系列的差异”。（牛津词典p.157）。专业从业者应该意识到各种不同类型的多样性，他们可能遇到的工作在早年。色彩、宗教与文化、性别、残疾、学习风格、人格与社会经济。孩子不一定要有一个物理的多样性对他们是不同的；每个孩子都应该被看作是不同的，因为每个孩子是不同的未来。儿童和他们的家庭遇到的多样性在一起生活，这是为了帮助多样性的方法，试图引导他们作为专业的医生的工作。如果某些问题是困难的或反对的孩子的父母或照顾者的信仰体系，可能会出现问题。如果父母或监护人是反对什么，医生试图教的差异性和多样性？我们在哪里划清界限，什么是对的，什么是错的，我们应该说什么，什么不应该？西格蒙德·弗洛伊德（1905）的许多理论家之一（已经）涵盖了儿童的发展，并谈到了童年的差异和多样性。他的理论，“精神动力学方法”是一个可以定义为帮助患者通过对无意识的思想解决情绪问题或疾病的一种手段，西格蒙德·弗洛伊德称之为“谈话治疗”。佛洛伊德（1905）强烈强调早期经验的重要性，并把注意力放在了无意识与青少年人格发展的关系上。（马特·贾维斯的位置。）
英国萨塞克斯论文代写:多样性被定义
Diversity is defined as a 'quality of being different or varied, a range of difference'. (Oxford Dictionary p.157). Professional practitioners should be aware of all the different types of diversity that they may come across in working in early years. Colour, religion and culture, gender, disability, learning styles, personality and socioeconomic. Children don't have to have a physical diversity for them to be different; every child should be treated as different, as every child is different from the next.Children and their families have to encounter diversity throughout their lives together, it is the job of the practitioner to help ease the approach of diversity and try to guide them as professionally as possible. Problems could occur if a certain issue is something that is difficult or against the child's and parents or carers belief system. What if the parent or carer is against what the practitioner is trying to teach about difference and diversity? Where do we draw the line of what is right and what is wrong, what we should say and what we shouldn't?One of the many theorists that (who has) have covered Child Development and has touched on upon difference and diversity in childhood is Sigmund Freud (1905).  His theory, 'The Psychodynamic Approach' is one that can be defined as a means of helping patients to deal with emotional problems or disorders by probing unconscious thought, Sigmund Freud described it as 'the talking cure'. Freud (1905) strongly emphasised the importance of early experience and drew attention to the unconscious in relation to the development of personality in young people. (Matt Jarvis p.2.)