BACHELOR OF ELEMENTARY

EDUCATION
COURSE CODE
EEC1113
COURSE NAME
FOUNDATIONS OF EDUCATION
NAME
Yunes Saeed Ashoor Mhifoodh
STUDENT AID
AIU19092038
PREPARED
Mr. Nidhoil Mohamed Ibrahim Nidhoil
Sections A
1. Define Peer groups and discuss Peer' s negative Influence on students
social development.

A peer group is both a social group and a primary group of people with similar
interests (homosexuality), age, background, or marital status. Members of this group
are more likely to influence a person's beliefs and behavior. [1] Peer groups have
distinct hierarchies and patterns of behavior. In a high school setting for example,
18-year-olds are a peer group of 14-year-olds because they share similar and
parallel life experiences in school together. In contrast, teachers do not engage
students as a peer group because teachers and students fall into two different roles
and experiences.
During adolescence, peer groups tend to experience drastic changes. Teens tend to
spend more time with their peers and have less supervision than adults. Teens'
connections change during this time, too. They prefer to talk about school and their
careers with their parents, and enjoy talking about sex and other personal
relationships with their peers. [2] Children look forward to joining peer groups that
accept them, even if the group is engaged in negative activities. Children are less
likely to accept people who are different from them.
Negative Influence on student’s social development
Single pressure
The term individual pressure is often used to describe situations in which an
individual feels indirect pressure to change his behavior to match that of his peers.
Professional smoking and drinking minors are two of the best known examples.
Despite the often negative connotations of the term, peer pressure can be used
positively, for example, to encourage other peers to study, or not to engage in
activities such as those discussed above. Although peer pressure is not unique to
one age group, it is usually more common during adolescence. Adolescence It is a
period characterized by experience, and adolescents usually spend a lot of time with
their peers in social contexts. Teens force each other to conform to certain beliefs or
behaviors, and studies have shown that boys are more likely to give in to them than
girls. Much research has been done to gain a better understanding of the effects of
peer pressure, and this research will allow parents to engage with and understand
their children's behaviors and the obstacles they will face due to their peer groups.
Learning how peer pressure affects individuals is a step in minimizing the negative
effects it leads to.
Future problems
Successful peer relationships are linked to subsequent psychological development
and academic achievement. Therefore, if one does not have successful relationships
with peers, it can lead to developmental delays and poor academic achievement -
perhaps even to high school completion. Children with poor peer relationships may
also have problems with work and marriage later in life
Risky behaviors
Several studies have shown that peer groups are powerful agents of risky behavior
in adolescence. Adolescents typically substitute family for peers regarding social
issues and the convenience of activities, and many problematic behaviors occur
within the context of these groups. A 2012 study focused on adolescents'
participation in risky behaviors. Participants completed a self-report scale of identity
Commitment, which explores values, beliefs, and aspirations, as well as a self-report
that measures perceived peer group pressure and control. Peer group pressure and
control were both positively associated with risky behaviors. However, teens who
were more committed to personal identity had lower rates of risky behaviors. Overall,
this study shows us that developing adolescent identity may help prevent the
negative effects of peer pressure in high-risk adolescents
Aggression and prosocial behravio
Social behaviors can be reinforced or inhibited by social groups, and several studies
have shown that aggression and socialism are susceptible to peer influence. A
longitudinal study was conducted in 2011 and focused on these two behaviours. A
sample of teens was followed over the course of one year, and the results showed
that teens who joined an aggressive group were more likely to increase their abilities.
Levels of aggression. Also, teens were more likely to exhibit prosocial behaviors that
were similar to the consistent behaviors of the group they were in. A teen's peer
group plays a role in shaping him into an adult, and a lack of positive behavior can
have consequences in the future

2. Review TWO (2) negative Influences of media and TWO (2) other positive
influence of families on students social development.
Audio and visual media are considered one of the most important means used in
disseminating news and information and disseminating ideas and opinions. They
helped in one way or another to increase the intellectual awareness of individuals
and gave them the opportunity to learn about the events going on around them, but
the deviation of some of them from professional standards had serious negative
effects and positive effects on Society, especially adolescents
Negative effects
Planting misconception
The media, especially television, through its programs, films and series, played a
role in conveying the customs and cultures of Western peoples, encouraging
teenagers to practice them, and embracing new ideas that do not fit the traditions
and norms of their society.
Consolidation of negative feelings
Media content that has been proven by social media, including news of wars and
fighting, news of accidents and suicide, and horror and crime films, causes the
consolidation of negative feelings within the adolescent, so he feels depressed and
sad as a result.
Positive effects
1. There are a number of positive effects of consuming the means. Television can
also have positive effects on children as they grow. Programs like Alma Semis
provide valuable lessons for children in developmental stages, such as math, the
alphabet, kindness, racial equality, and cooperation. The Explorer also offers a
foreign language role for children of all groups in a fun and collaborative
environment.
2. Changing the position or direction
It is one of the most prominent and clear manifestations of the influence of the mass
media, where the situation means the person’s vision of an issue, a person, a value,
or a behavior, and a person’s feeling towards this thing, either negatively or
positively, rejection or acceptance, love or hate, hostility or affection, and that Based
on the (information) available to the person. The media usually provide us
(information) or the greater part of it, and therefore the media influence our
understanding, attitudes, and judgment of things.

3. Based on the Functionalist Theory, Analyse ANY THREE (3) Institutions that
make the society..
The Functionalist paradigm describes society as stable and describes all of the
various mechanisms that maintain social stability. Functionalism argues that the
social structure is responsible for all stability and instability, and that that the social
structure is continuously attempting to maintain social equilibrium among all the
components of society.
According to functionalists, the socialization process is coercive, forcing us to accept
the values and norms of society. The values and norms of society are agreed upon
by all members of society because there is a “social contract” in effect which protects
us from one another and keeps society stable and balanced. People follow and
accept the values and norms of society in order to maintain their own safety as well
as maintaining social order.
Functionalist Perspective on Socialization
The Functionalist paradigm describes society as stable and describes all of the
various mechanisms that maintain social stability. Functionalism argues that the
social structure is responsible for all stability and instability, and that that the social
structure is continuously attempting to maintain social equilibrium among all the
components of society.
According to functionalists, the socialization process is coercive, forcing us to accept
the values and norms of society. The values and norms of society are agreed upon
by all members of society because there is a “social contract” in effect which protects
us from one another and keeps society stable and balanced. People follow and
accept the values and norms of society in order to maintain their own safety as well
as maintaining social order.
Robert K. Merton
The term role model generally means any “person who serves as an example,
whose behavior is emulated by others. ” The term first appeared in Robert K.
Merton’s socialization research of medical students. Merton hypothesized that
socialization happens when individuals compare themselves with reference groups
of people who occupy the social role to which the individual aspires. Beginning with
Merton, sociologists call any group that individuals use as a standard for evaluating
themselves and their own behavior a reference group. For example, an individual in
the U.S. with an annual income of $80,000, may consider himself affluent if he
compares himself to those who earn roughly $35,000 a year. If, however, the same
person considers the relevant reference group to be those in the top 0.1 percent of
households in the U.S., those making $1.6 million or more, then the individual’s
income of $80,000 would make him or her seem rather poor.

4. Analyse THREE (3) social problems that were created from tensions and conflicts
based on the conflict theory.
Conflict theory emphasizes interests in conflict, rather than norms and values. The
pursuit of interests results in different types of conflict. Thus, conflict is seen as a
normal aspect of social life rather than an unnatural event. Conflicts often occur due
to competition for resources. The three principles of the theory are: 1) Society is
made up of different groups competing for resources. 2) While societies represent a
feeling of solidarity, there is a constant quest for influence among social groups as
they pursue their interests. Within societies, materials and means of production are
controlled by specific groups. 3) Social groups use resources for their own interests
while pursuing their goals. This often means that those who lack control over
resources will reap benefits from this. As a result, many dominant groups will seek
power with other groups in an attempt to gain power. Most of the time, the groups
with the most resources will gain or maintain influence.

Section B.
1.Define the trivium and the quadrivium with examples.
The quadrivium (plural: quadrivia) is the four subjects, or arts, taught after teaching
the trivium. The word is Latin, meaning four ways, and its use for the four subjects
has been attributed to Boethius or Cassiodorus in the 6th century. Together, the
trivium and the quadrivium comprised the seven liberal arts (based on thinking
skills), as distinguished from the practical arts (such as medicine and architecture).
trivium means “the place where three roads meet” (tri + via); hence, the subjects of
the trivium are the foundation for the quadrivium, the upper division of the medieval
education in the liberal arts, which comprised arithmetic (number), geometry
(number in space), music (number in time), and astronomy (number in space and
time). Educationally, the trivium and the quadrivium imparted to the student the
seven liberal arts of classical antiquity.

2. Looking at the 7 liberal arts [trivium and the quadrivium], comment on the
subjects taught in schools based on the curriculum.
In modern applications of the liberal arts as curriculum in colleges or universities, the
quadrivium may be considered to be the study of number and its relationship to
space or time: arithmetic was pure number, geometry was number in space, music
was number in time, and astronomy was number in space and time. Morris Kline
classified the four elements of the quadrivium as pure (arithmetic), stationary
(geometry), moving (astronomy), and applied (music) number.[11]
This schema is sometimes referred to as "classical education", but it is more
accurately a development of the 12th- and 13th-century Renaissance with recovered
classical elements, rather than an organic growth from the educational systems of
antiquity. The term continues to be used by the Classical education movement and
at the independent Oundle School, in the United Kingdom
Modern usage of the term liberal arts consists of three areas: the social sciences, the
arts, and the humanities. Academic fields associated with the term liberal arts
include:
Philosophy Social sciences (anthropology, biology , human
geography , linguistics , political science and jurisprudence , psychology , sociology)
Creative arts (fine arts, music , performing arts, literature)

3. Explain THREE (3) differences between private and government schools?

A public school is a primary or secondary school funded and operated by the local,
state, or national government.
A private school is a primary or secondary school that is not run by the government.
Finance and control
Public schools are more or less funded by taxes and controlled by the government.
Private schools are funded in one form or another by student tuition fees and
administered by a private body.
Curriculum
The public school has a set curriculum defined at the national level.
The curricula of private schools are determined by the school board
Number of students
Public schools have more students than private schools.
Private schools have fewer students than public schools.
Facilities
Public schools have fewer facilities and technology than private schools.
Private schools have more facilities and advanced technology than public schools.
Teachers
Public schools hire teachers who meet all requirements imposed by the state.
Private schools have different criteria for recruiting teachers.

4. Illustrate THREE (3) roles that the government could play in organising
schools.
1. High-Level Learning for All Students
Through a school's organizational patterns—whether the school is divided into teams
or houses, for example, or whether it adopts a traditional or a block schedule—the
staff can convey to both students and their parents that learning is important, that the
business of the school is learning, and that the different elements of the school's
organization are structured to support that learning. The master schedule, for
example, is not established merely for the convenience of the transportation
department, although bus schedules are important and must be accommodated. Nor
are teams established only so that members of the faculty who are friends can work
together. All arrangements must reflect an unwavering focus on student learning.
2.A Safe and Positive Environment
The wise deployment of space can go a long way toward ensuring a physically safe
environment, particularly for young children. If classrooms, the art room, restrooms,
and the library are all within easy walking distance, and if the paths to each are safe,
children will feel secure going alone. In addition, a school's arrangement of teachers
into teams, houses, and the like can contribute to a feeling of community, and
therefore emotional safety, for students; they should feel part of a group small
enough that their absence or illness would be noticed.
A Culture of Hard Work and Opportunities for Success
A focus on success is not a matter of spoon-feeding. A good school organization will
offer students the optimal degree of challenge, stretching them while at the same
time ensuring that they can succeed if they exert the necessary effort. Students need
to know (and may need to be reminded) that it is up to them to exert the effort. For
example, elementary-school teachers might let their students know that they are free
to go to the computer lab or learning center once they've completed their work and
mastered certain tasks; similarly, students in middle or high school could be told that
if they are willing to commit to a heavy workload and fill any gaps in their
understanding, they can enroll in Spanish II or an advanced placement course. Such
opportunities should not constitute an exclusive club, open only to a few students;
they should be open to any students willing to commit to them. The master schedule
must be arranged to permit students to make these commitments and demonstrate
their desire to participate in the most challenging opportunities the school has to
offer.
When a school adopts a success orientation, it also commits itself to a flexible
deployment of resources: nothing is carved in stone, and no one adopts a “take it or
leave it” attitude. Students are assumed to be capable learners, and the school
accepts its obligation to ensure successful learning by all students. Students should
be able to get additional help when they need it, and to challenge the curriculum
when they so choose; they should not be obliged to sit through a year of algebra if
they can demonstrate, through a valid assessment, that they already understand the
content. On the other hand, a student struggling with how to write a clear paragraph,
for example, should be able to get help as needed.