Finance Project Essay Example | Topics and Well Written Essays - 1250 words

Finance Project - Essay Example As the project considers a period of ten years critical evaluation is required to decide the outcome of the project. Analysis: 1. The expected cost for the project: Year Expected cost(in million dollars) 1 25 2 28 Opportunity cost of the project= 8% Present value of the cost of the project: Cost (i) Discounting factor at 8 % (ii) Present value (i*ii) 25 0.926 23.15 28 0.857 23.996 2. Present value of the after tax cash profit: Year( i) Cash flow(after tax) (in million $) (ii) Discounting factor at 8% (iii) Present value(ii*iii) 3 6 0.794 4.764 4 7 0.735 5.145 5 8 .681 5.448 6 9 0.63 5.67 7 9 0.583 5.247 8 9 0.541 4.869 9 9 0.5 4.5 10 9 0.463 4.167 11 9 0.429 3.861 12 9 0.397 3.573 Total present value of cash flows=$47.244. Discounting Factor values (Present Value of an Ordinary Annuity Table, n. d) 3. Expected Net present value= Present value of the total cash inflow-the present value of the total cash outflow= 47.244-(23.15+23.996) (Kapil, n. d, p.399) = $ 0.098(in millions) As the figure here reflects a positive NPV so the project will be beneficial to the organization and should be accepted. The calculation of the Net Present Value is a method of Capital Budgeting which is done to critically evaluate the profitability behind the implementation of a new project. The positive value in the result favors the acceptability of the project. 4. Risk inherent to the project: The common risks which are associated with any business are business risk, financial risk and market risk. Business risk involves the risk under which the firm is unable to cover the operating cost associated. In the case of power Co, it is planning to install new generator thinking about the increase in demand. A study assumes that the building process will take 2 years and in the two years’ time, there will not be much inflow from the new generator involved. If the risk arises in the business that the involvement of the new project will pose a difficulty in raising the operating cost of the project, then the business runs the probability of becoming insolvent. The next type of risk which the business is likely to face is the financial risk. Financial risk involves the mode of financing for the project. The firm may be unable to meet its financial obligation for the project. In such case the debt of the firm will increase and the firm will not be able to realize the expected profit. In dealing with such kind of risk Power Co should be careful in choosing its mode of finance. It should chose an option which appears flexible for the business, it will be better if the firm chooses optimum financial mix for the purpose which should have a considerable amount of the portion of the equity. (Gitman, 2007, p.427) A portion of the equity in the financing raises confidence among the investors and also does benefit the organization in the long run. The organization is relieved of the burden of repaying the debt to some extent in case of mixed financing. The final type of risk inherent in the business is the market risk. It is to be remembered that the main reason of Power Co in opting for the installation of the new generator is the prediction of the rise in demand. Power Co forecasted that within the next ten years their rate of production will be insufficient as they are the major suppliers of electricity in the region. However the

Description essay Example | Topics and Well Written Essays - 1000 words

Description - Essay Example Sean Penn, Ali MacGraw, Zsa Zsa Gabor, Dick Van Dyke and Tony Hopkins have all had homes here. The reason for this is the area’s incredible views of both the mountains and the ocean. As we drove along, it was awe-inspiring and a little dizzying to look up at the multi-colored mountains on one side of the road and then deep down the jagged cliffs to the white sand and ultramarine blue of the ocean down below. The difference between the two sides of the road made us feel as if we were traveling in alternate worlds, which, in a way, we were. The solid mountains look very dry, full of scrub brush and rocks and small, stunted trees that are bent and shaped by the wind. Although the ends of the grasses sway in the breeze and the trees bend slightly, this side of the road looks unchangeable. Nothing moves without good cause. It is very obvious looking at this side of the road why fires are such a danger here. In contrast, the ocean breakers send up white spray into the blue sky, emph asizing the constant motion and change occurring along the coastline. People are everywhere enjoying the beach, some tanning, some surfing, some just playing at the water’s edge. In contrast with the mountains, it seems as if nothing down there could ever remain the same. The houses along this drive are incredible, too. They don’t seem to belong to the real world of real people living real lives. Instead, they are mansions and palaces belonging to characters out of a fairy tale. The gigantic structures seem less like a place someone would live than like monuments to an idea. Each one has its own unique architectural style and lies in various degrees of hidden behind the heavily landscaped areas of their yards and gates. It is difficult to impossible to stop long enough to get a really good glimpse of how each house has been modeled. Another thing people don’t

Motivating High School Student Essay Example | Topics and Well Written Essays - 1000 words

Motivating High School Student - Essay Example The report further showed that over his/her lifetime, the cost to the economy for an average high school dropout is roughly $240,000 due to lower taxes, higher government aid program receipts, and higher crime rates. One important factor in high school students dropping out or completing their classes late is the lack of motivation in studying. A study conducted in 2006 showed that 7 out of 10 high school dropouts quit school because of lack of motivation (Bridgeland, Dijulio, & Morison, 2006). Therefore, it is important to keep the high school students motivated so that they complete their classes successfully and in time. This paper discusses about some of the best ways to motivate high schools students to complete their classes, with a sense of accomplishment and pride, and graduate with their peers. Before discussing on how to motivate high school students, it is important to understand the underlying reasons that make students unmotivated to complete their classes. A study (2006 ) conducted by questioning 467 dropouts from different ethnic backgrounds shows several factors that contribute to the lack of motivation of high school students eventually leading to their dropping out. ... 2) 43% said that they had missed too many classes and were not able to catch up. 38% said that they had too much freedom and not enough rules. It was too easy for them to skip classes. 3) 42% of the respondents said that spending time with other people not interested in school was the reason they dropped out of high school. 4) Pace of instructions at high school was also identified as another reason. When students needing extra attention do not receive it, they are likely to drop out. Poor pre-high school education was also identified as a major stumbling block as 45% said that their earlier schooling had poorly prepared them for high school and 35% said that failing in school was their reason for dropping out of high school. 5) 80% of dropouts said that they did one hour or less of homework each day in high school. Also, two-thirds of them claimed that had they been demanded to study harder, they would probably have completed high school. 6) Another important reason for dropping out was poor involvement of their parents. They said that their parents got involved in their schooling only for discipline reasons or only after they learnt that their child was on the verge of dropping out. Most parents were not aware of their child’s grades. Several of respondents also said that they had to leave school for personal reasons like having to get a job and making money (32%), becoming a parent (26%), and having a family to care for (22%). Having understood the reasons why high school students choose to dropout, we now focus on the best ways to motivate the high school students so that they can overcome these problems and complete their classes. Sass (1989) asked his students to give feedback on two recent classes, one where they felt they were highly motivated and

Improving absenteeism and exceeding break time limits at Walmart Research Paper

Improving absenteeism and exceeding break time limits at Walmart - Research Paper Example em and area for improvement (b) impact of the organization’s culture, (c) client and practitioner’s considerations, (d) diagnostic process and data collection, (e) overcoming resistance to change, (f) action plans, strategies, and techniques, and (g) OD intervention analysis. Ultimately, absenteeism leads to labor turnover. Every year, Wal-Mart needs to recruit, hire, train and retain more than 790,000 employees to refill a gap created by the left employees; it is estimated, in 2005, Wal-Mart employed 1.8 million employees globally and the turnover rate was 44 percent (Boudreau, 2010, p.125). Some conservatives estimates highlight that the turnover rate has reached to the level of 50 percent in the recent years clearly indicating that the Wal-Mart employees have developed sense that they are under-paid, offered inadequate health benefits and insecure career growth and so on (Jackson et al., 2012, p.15).This state of affair indicates that the existing causes and trends in absenteeism need to be revisited and overhauled. Before going to revisit the existing human resource policy of Wal-Mart, it is reasonable to further understand the impacts of the existing policy. In 2004, Costco hired and employed 68,000 workers and 25% of them were unionized, while Wal-Mart’s Sam’s Club employed a total of 102,000 in the same year (Holmes and Zellner, 2004). In the same article, the authors mentioned that in terms of wages alone, a Costco employee generated and earned, on average, $33,218 ($ 15.97 hourly). On the other hand, the average Sam’s Club employee earned $23, 962 ($11.52 per hour). Hypothetically speaking, if a Costco employee voluntarily quits, the turnover cost would be around $ 49,827 (1.5 times annual salary); and Sam’s Club employee would cost $ 35, 943. At the face of it, it may appear as if the low-wage strategy at Sam’s Club generates higher savings in terms of turnover but actually it is not the case (Cascio, 2006, p.42). Cascio (2006) further

Report writing Research Paper Example | Topics and Well Written Essays - 250 words

Report writing - Research Paper Example As such, carrying out a research on the same allows an individual to make better use of this knowledge to improve on the growth of a business as well as predict what the future holds in that line of business. i. Problem Statement: the dilemma in which sellers get into whenever they introduce new products into the market has been a question that has challenged many business entrepreneurs over time. Most of these challenges are brought about by lack of a deep understanding of consumer behavior pattern. Many attempts have been made by various researchers to investigate and gain insight into this topical issue but not much have been done due to the myriad factors that interplay to bring out the varied consumer responses and behavior patterns. The need to understand influence of consumer behavior pattern more deeply in business therefore rises. d. Proper utility of these statistics will see companies generate clients that are more loyal, get more people happy with their shopping experiences and create a new ability to capitalize on the decision-making process used by entrepreneurs to gain more clients (Hirsh, Kang, & Bodenhausen

Leadership vs. Management Essay Example for Free

Leadership vs. Management Essay Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. The manager’s job is to plan, organise and coordinate. The leader’s job is to inspire and motivate. In his 1989 book â€Å"On Becoming a Leader,† Warren Bennis composed a list of the differences: the manager administers the leader innovates the manager is a copy the leader is an original the manager maintains the leader develops the manager focuses on systems and structures the leader focuses on people the manager relies on control the leader inspires trust the manager has a short-range view the leader has a long-range perspective the manager asks how and when the leader asks what and why the manager has his/her eye always on the bottom line the leader’s eye is on the horizon the manager imitates the leader originates the manager accepts the status quo the leader challenges it the manager is the classic good soldier the leader is his/her own person the manager does things right the leader does the right thing Leadership Attributes of a leader: Studies, and develops ideas and principles Innovates Resourceful and looks for solutions to problems Empathetic with a focus on people Inspires trust among stakeholders Understands the big picture Superior listening skills Courageously challenges the state of affairs, and asks why and what can be improved Looks for opportunities to develop strengths Develops a following A leader’s specific roles are determined through the four basic leadership responsibilities of directing, coaching, supporting and delegating. Specific responsibilities will fall into one of these four categories. In leadership practice, one must master skills in all areas in order to effectively lead others under their direction. Developing strengths in each of the four leadership roles allows a leader to read specific situations accurately and know what communication style is best applied. Directing Directing refers to how to keep work tasks and activities on the right track. A leader’s direction is what makes or breaks problem solving as well as determines the effectiveness of an approach to an assignment or task, the maintaining of momentum until its completion, and whether it is done by deadline. There are several ways to generate good direction techniques. These include: Explain things completely and include the ‘why’s’ Leaders learn early on that the best way to gain support and trust from their employees is to explain all things in their entirety. Once people understand why something is important or necessary, they generally rally to the call of that which needs to be done or addressed. Remain visible Leaders understand the power of their presence at all times. Nothing deflates the workforce’s motivation and desire to achieve more than to be left on their own with no visible means of support or direction. Objectively consider opposing points of view Leaders consider situations, problems and solutions from various viewpoints, as the input from as many individuals as possible expands their capabilities to effectively frame their direction. Coaching Coaching refers to when a leader knows where he or she wants to go and remains in control of the task but needs to lead others in developing a mutual support network. Coaching instils the desire to achieve and builds a dialogue bridge between the leader and those under his or her charge. This  motivates employees and positively changes attitudes toward the work assignment. To do this effectively a leader must make an effort to: Incorporate the word ‘we’ into all conversations Effective leaders eliminate the word â€Å"I† because it denotes a singular rather than cooperative effort. The very meaning of the term â€Å"coaching† implies a team effort. Listen for objections and areas of misunderstanding Effective leaders who coach well develop the skill of eliminating objections by developing an effective dialogue and creating clear and concise responses. Offer explanations addressing the ‘why’s, what’s and how’s’ of the problem or task at hand Good coaching depends upon complete understanding. Motivation and confidence comes from understanding the expectations a leader has of those involved in a given task, assignment or problem solving situation. Supporting Managers cannot be effective leaders unless they actively hone their supporting skills. People look warmly on leaders who actively work to support them emotionally as well as physically. When leaders actively work to support the people under their charge they: Acknowledge individual efforts with comments of praise and positive support Leaders are not afraid to say â€Å"thank you,† or â€Å"you’re doing a great job,† or whatever it takes to instil confidence in an individual. Disclose their own feelings openly and honestly Leaders are not afraid to reveal their â€Å"inner self.† Trust and loyalty are built on disclosing inward feelings, concerns and desires. Readily and honestly opening up builds encouragement and perseverance on both sides. Never hesitate to ask, ‘What’s wrong?’ Leaders allow themselves to get into the thick of a situation or task, and are quick to share the decision making responsibility, but know when to relinquish control in order to gain extra participation and involvement. Delegating Leaders know and understand their people. They know their strengths and weaknesses as well as what motivates and frustrates them. Effective delegating relies on the ability to select the proper person for the specific task or role. Leaders develop good delegation skills by: Briefing the delegate Leaders leave nothing to chance when they delegate. When delegating, it is vital to explain exactly what expectations the leader has of the delegated individual. Having confidence in the person they select Leaders do not select individuals for an assignment according to their job descriptions or the salaries they command, they look for people with the skills, abilities, perseverance and motivation to get the job done and done well. Not abdicating responsibility, but allowing individuals to decide a best course of action for themselves Leaders monitor and weigh these individual decisions, but never advance their own leadership position for a particular course of action unless they assess  it to be the best one. Understanding Theories of Leadership Trait Theory of Leadership Trait Theory of Leadership is based on the assumption that people are born with inherited traits and some traits are particularly suited to leadership. People who make effective leaders have the right (or sufficient) combination of traits and great leaders has some common personality characteristics. Traits/skills generally believed to be possessed by leaders can be classified into categories such as: Physical characteristics (e.g. age; height; weight; alertness; energetic); Background characteristics (e.g. education; social status; mobility; experience); Intelligence characteristics (e.g. ability; judgement; knowledge; clever {intelligent}; conceptually skilled; creative; knowledgeable about group task; intellectual breadth); Personality characteristics (e.g. aggressiveness; alertness; dominance; decisiveness; enthusiasm; extroversion; independence; self-confidence; authoritarianism; assertive; tolerant of stress); Task-Oriented characteristics (e.g. achievement needs; responsibility; initiative; persistence; ambitiousness; achievement-orientated; decisive; persistent; willingness to assume responsibility; organised {administrative ability}; Social characteristics (e.g. supervisory ability; cooperativeness; popularity; prestige; tact; diplomacy; adaptability; cooperative; dependable; tactful; persuasive; socially skilled; emotional stability and composure; good interpersonal skills). Look at the Social Characteristics above. Be honest with yourself and write down those characteristics you feel you have and those that you feel you still need to work on. Behavioural theories Behavioural psychology, also known as behaviourism, is a theory of learning based upon the idea that all behaviours are acquired through conditioning. Behavioural theories focus on how leaders behave and assume that leaders can be â€Å"made†, rather than born, and successful leadership is based on definable, learnable behaviour. Theory X and Theory Y Theory X and Theory Y framework proposed by McGregor in his classic book â€Å"The Human Side of Enterprise† (1960) consists of two alternative set of assumptions. Theory X perceives employees to be lazy, irresponsible and untrustworthy, while according to theory Y employees are approached as one of the most valuable assets of the company. Your management style is strongly influenced by your beliefs and assumptions about what motivates members of your team. If you believe that team members dislike work, you will tend towards an authoritarian style of management; on the other hand, if you assume that employees take pride in doing a good job, you will tend to adopt a more participative style. Theory X Theory X assumes that employees are naturally unmotivated and dislike working, and this encourages an authoritarian style of management. According to this view, management must actively intervene to get things  done. This style of management assumes that workers: Dislike working. Avoid responsibility and need to be directed. Have to be controlled, forced, and threatened to deliver whats needed. Need to be supervised at every step, with controls put in place. Need to be enticed to produce results; otherwise they have no ambition or incentive to work. X-Type organisations tend to be top heavy, with managers and supervisors required at every step to control workers. There is little delegation of authority and control remains firmly centralised. McGregor recognised that X-Type workers are in fact usually the minority, and yet in mass organisations, such as large scale production environment, X Theory management may be required and can be unavoidable. Theory Y Theory Y explains a participative style of management that is de-centralised. It assumes that employees are happy to work, are self-motivated and creative, and enjoy working with greater responsibility. It assumes that workers: Take responsibility and are motivated to fulfil the goals they are given. Seek and accept responsibility and do not need much direction. Consider work as a natural part of life and solve work problems imaginatively. This more participative management style tends to be more widely applicable. In Y-Type organisations, people at lower levels of the organisation are involved in decision making and have more responsibility. Contingency theories Fiedler’s contingency model The Fiedler Contingency Model asks you to think about your natural leadership style, and the situations in which it will be most effective. The model says that leaders are either task-focused, or relationship-focused. Once you understand your style, it says that you can match it to situations in which that style is most effective. Fiedler’s model consists of 3 primary elements: Leader-Member Relations – This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favourable situation than a leader who is not trusted. Task Structure – This refers to the type of task youre doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavourably. Leaders Position Power – This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favourable your situation. Fiedler identifies power as being either strong or weak. There are some criticisms of the Fiedler Contingency Model. One of the biggest is lack of flexibility. Fiedler believed that because our natural leadership style is fixed, the most effective way to handle situations is to change the leader. He didnt allow for flexibility in leaders. Hersey-Blanchard Situational Leadership The Hersey-Blanchard situational leadership theory states that instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people theyre leading and the details of the task. Using this theory, leaders should be able to place more or less emphasis on the task, and more or less emphasis on the relationships  with the people theyre leading, depending on whats needed to get the job done successfully. We will look at situational leadership more close later on. Transformational Leadership The leadership style called transformational leadership is often the most effective approach to use. Transformational leaders have integrity, they inspire people with a shared vision of the future, they set clear goals, they motivate people towards these goals, they manage delivery, and they communicate well with their teams. Transformational leaders are inspiring because they expect the best from everyone on their team as well as themselves. This leads to high productivity and engagement from everyone in their team. In many organisations, both transactional and transformational leadership styles are useful. Transactional leaders (or managers) ensure that routine work is done reliably, while transformational leaders look after initiatives that add new value. Its also important to use other leadership styles when necessary – this will depend on the people youre leading and the situation that youre in. Tannenbaum and Schmidt’s continuum The Tannenbaum and Schmidt Continuum is a simple model of leadership theory which shows the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager. As the teams freedom is increased, so the managers authority decreases. This is a positive way for both teams and managers to develop. Over time, a manager should aim to take the team from one end to the other, up the scale, at which point you should also aim to have developed one or a  number of potential successors from within your team to take over from you. When examining and applying the Tannenbaum and Schmidt principles, its extremely important to remember: irrespective of the amount of responsibility and freedom delegated by a manager to a team, the manager retains accountability for any catastrophic problems that result. Delegating freedom and decision-making responsibility to a team absolutely does not absolve the manager of accountability. Thats why delegating, whether to teams or individuals, requires a very grown-up manager. If everything goes well, the team must get the credit; if it all goes horribly wrong, the manager must take the blame. This is entirely fair, because the manager is ultimately responsible for judging the seriousness of any given situation including the risks entailed and the level of freedom that can safely be granted to the team to deal with it. This is not actually part of the Tannebaum and Schmidt Continuum, but its vital to apply this philosophy or the model will definitely be weakened, or at worse completely back-fire. Here are the Tannenbaum and Schmidt Continuum levels of delegated freedom, with some added explanation that should make it easier to understand and apply. 1.The Manager decides and announces the decision The manager reviews options in light of aims, issues, priorities, timescale, etc., then decides the action and informs the team of the decision. The manager will probably have considered how the team will react, but the team plays no active part in making the decision. The team may well perceive that the manager has not considered the teams welfare at all. This is seen by the team as a purely task-based decision, which is generally a characteristic of X-Theory management style. 2.The manager decides and then sells the decision to the group The manager makes the decision as in 1 above, and then explains reasons for the decision to the team, particularly the positive benefits that the team will enjoy from the decision. In so doing the manager is seen by the team to recognise the teams importance, and to have some concern for the team. 3.The manager presents the decision with background ideas and invites questions The manager presents the decision along with some of the background which led to the decision. The team is invited to ask questions and discuss with the manager the rationale behind the decision, which enables the team to understand and accept or agree with the decision more easily than in 1 and 2 above. This more participative and involving approach enables the team to appreciate the issues and reasons for the decision, and the implications of all the options. This will have a more motivational approach than 1 or 2 because of the higher level of team involvement and discussion. 4.The manager suggests a provisional decision and invites discussion about it The manager discusses and reviews the provisional decision with the team on the basis that the manager will take on board the views and then finally decide. This enables the team to have some real influence over the shape of the managers final decision. This also acknowledges that the team has something to contribute to the decision-making process, which is more involving and therefore motivating than the previous level. 5.The manager presents the situation or problem, gets suggestions, then decides The manager presents the situation, and maybe some options, to the team. The team is encouraged and expected to offer ideas and additional options, and discuss implications of each possible course of action. The manager then decides which option to take. This level is one of high and specific involvement for the team, and is appropriate particularly when the team has more detailed knowledge or experience of the issues than the manager. Being  high-involvement and high-influence for the team this level provides more motivation and freedom than any previous level. 6.The manager explains the situation, defines the parameters and asks the team to decide At this level the manager has effectively delegated responsibility for the decision to the team, albeit within the managers stated limits. The manager may or may not choose to be a part of the team which decides. While this level appears to gives a huge responsibility to the team, the manager can control the risk and outcomes to an extent, according to the constraints that he stipulates. This level is more motivational than any previous, and requires a mature team for any serious situation or problem. (Remember that the team must get the credit for all the positive outcomes from the decision, while the manager remains accountable for any resulting problems or disasters. This isnt strictly included in the original Tannenbaum and Schmidt definitions, so it needs pointing out because its such an important aspect of delegating and motivating, and leadership.) 7.The manager allows the team to identify the problem, develop the options, and decide on the action, within the managers received limits This is obviously an extreme level of freedom, whereby the team is effectively doing what the manager did in level 1. The team is given responsibility for identifying and analysing the situation or problem; the process for resolving it; developing and assessing options; evaluating implications, and then deciding on and implementing a course of action. The manager also states in advance that he/she will support the decision and help the team implement it. The manager may or may not be part of the team, and if so then he/she has no more authority than anyone else in the team. The only constraints and parameters for the team are the ones that the manager had imposed on him from above. (Again, the manager retains accountability for any resulting disasters, while the team must get the credit for all successes.) This level is potentially the most motivational of all, but also potentially the most disastrous. Not surprisingly the team  must be mature and competent, and capable of acting a t what is a genuinely strategic decision-making level. Leadership Styles Some basic leadership styles: Directive Frequently described as autocratic. Tells people what to do and expects them to jump to it. Participative Seeks input from others and participates in the decision-making process. Laissez-Faire A hands-off approach allowing for both initiative and the latitude to determine process to effect an outcome Adaptive A fluid style that takes into consideration the context of the environment and the individual being led. Using the techniques of Leadership Situational leadership ® Situational Leadership ® is a concept developed by Paul Hersey, an internationally recognised leading authority on training and development in leadership and management and Kenneth Blanchard, an American author and management expert. Generally when referring to the concept it is safer and correct to show the name as a registered protected trademark as it relates  to business and products by Hersey and Blanchard. Looking at ‘Directive Behaviour’ whereby the leader gives clear defined and detailed instructions, and ‘Supportive Behaviour’ where the leader gives people the freedom to make decisions and support them in their efforts, Hersey and Blanchard moved away from the idea of shifting on a line between the two and consider good leadership as a combination of both. The idea is that the way of combination will vary according to the person being dealt with by the leader, and the situation on which that person operates, hence the term – Situational Leadership ®. The notable features of this model are briefly that the model: focuses on followers (individual team members), rather than wider workplace circumstances; emphasise that leaders should change their behaviour according to the type of followers; proposes a progression of leadership adaptation in response to the development of followers. By combining high and low levels of each type of behaviour we progress towards four distinct styles of leadership. Level Group type Developing D1 Low competence / High commitment D2 Some competence / Low commitment D3 High competence / Variable commitment Developed D4 High competence / High commitment Appropriate leadership styles for each development level: Development Level Appropriate Leadership Style D1 Low competence / High commitment S1 Directing (Structure, control and supervise) D2 Some competence / Low commitment S2 Coaching (Direct and support) D3 High competence / Variable commitment S3 Supporting (Praise, listen and facilitate) D4 High competence / High commitment S4 Delegating (turn over responsibility for day-to-day decision making) Directing:The leader provides specific instructions and closely supervises the task. This style is appropriate for people who lack skill but are committed and eager to learn or those who do not want responsibility and want clear, specific instructions. Coaching:The leader gives some direction and supervision because team members, although they have some competence and commitment, are still relatively inexperienced, therefore require further development. They need support and praise to boost their self-esteem. Their involvement in decision making assists with the development process. Supporting:Even though team members do not need much direction, good support by the leader is still necessary to motivate and boost confidence. Delegating:Team members are both competent and committed therefore leader can give them responsibility for decision making and problem solving with little supervision or support. Power in Organisation Leadership Leadership and power are closely linked. Powerful people are normally those that others follow, so they become the leaders. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role. They identified five bases of power: 1.Legitimate:This comes from the belief that a person has the formal right to make demands, and to expect compliance and obedience from others. 2.Reward:This results from one persons ability to compensate another for compliance. 3.Expert:This is based on a persons superior skill and knowledge. 4.Referent:This is the result of a persons perceived attractiveness, worthiness, and right to respect from others. 5.CoerciveThis comes from the belief that a person can punish others for noncompliance. If youre aware of these sources of power, you can†¦ Better understand why youre influenced by someone, and decide whether you want to accept the base of power being used. Recognise your own sources of power. Build your leadership skills by using and developing your own sources of power, appropriately, and for best effect. Trust The first task of any leader is to inspire trust. Trust is confidence born of two dimensions: character and competence. Character includes your integrity, motive, and intent with people. Competence includes your capabilities, skills, results, and track record. Both dimensions are vital. The foundation of trust is your own credibility, and it can be a real differentiator for any leader. A persons reputation is a direct reflection of their credibility, and it precedes them in any interactions or negotiations they might have. Behaviours you can adopt to build trust in yourself: Talk Straight Demonstrate Respect Create Transparency Right Wrongs Show Loyalty Deliver Results Get Better Confront Reality Clarify Expectation Practice Accountability Listen First Keep Commitments Extend Trust Bibliography The Wall Street Journal Article: What is the difference between Management and Leadership (last accessed 4 August 2013) (http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership/) The Biz Coach Article: 10 Key Differences between Leaders and Managers (last accessed 4 August 2013) (http://www.bizcoachinfo.com/archives/8426) Techno Funcâ„ ¢ Article: Trait Theory of Leadership (last accessed 4 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/trait-theory-of-leadership-2) Article: Behavioural Theories of Leadership (last accessed 7 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/behavioral-theories-of-leadership) About.com – Psychology Article: Psychology Theories (last accessed 7 August 2013) (http://psychology.about.com/od/psychology101/u/psychology-theories.htm) Research Methodology Article: Theory X and Theory Y (last accessed 7 August 2013) (http://research-methodology.net/theory-x-and-theory-y/) Mind Tools Article: Theory X and Theory Y (last accessed 7 August 2013) (http://www.mindtools.com/pages/article/newLDR_74.htm) Article: Fiedler’s Contingency Model (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/fiedler.htm) Article: The Hersey-Blanchard Situational Leadership ® Theory (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/newLDR_44.htm) Article: French and Raven’s Five Forms of Power (last accessed 11 August 2013 (http://www.mindtools.com/pages/article/newLDR_56.htm) Slideshare Article: Fiedler’s contingency model to leadership (by Bhobotosh Debnath) (last accessed 11 August 2013) (http://www.slideshare.net/bhobotoshdebnath/assignment-on-2) Businessballs.com Article: Tannenbaum and Schmidt Continuum (last accessed 11 August 2013) (http://www.businessballs.com/tannenbaum.htm) The Build Network Article: Leadership styles to master (last accessed 11 August 2013) (http://thebuildnetwork.com/leadership/4-leadership-styles/) The Fast Track Article: The 5 Types of Power in Leadership (last accessed 11 August 2013) (http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/) Leadership Now Article: How the best leaders build trust (last accessed 11 August 2013) (http://www.leadershipnow.com/CoveyOnTrust.html)

Parental Awareness of Educational Play

Parental Awareness of Educational Play Introduction This study will be looking at how parents of children in a foundation stage setting understand and value play based activities to aid their childs learning and to consider their views on play as an integral part of the Early Years Foundation Stage (EYFS). Many policies have been introduced in the last few years concerning the education of young children. Through the implementation of policies which concentrate on supporting families, alongside initiatives like Surestart; childrens welfare and education have been united as well as support being offered for parents, families and the community. The idea of the family is now seen as an important part of early years education and parents should be encouraged and valued as they are important to the well being of their children and their educational benefits. Aubrey (2000) suggests that early education does not happen in a void and notably, we must remember that development begins with the family and reminds us that parents are a childs first educator. The EYFS tries to include all that is needed to ensure a child thrives in a EYFS setting, including children learn through play and parents work in partnership with settings. Although the EYFS is not without its critics. This study will seek to establish the extent of parental awareness of the educational value of play in the EYFS classroom. I have been employed in the early years sector for over fourteen years and have helped with the transition from nursery to primary school for many children, including three children of my own. During this time, I have experienced many parents whom are very happy for their child to be involved in a play based curriculum whilst in nursery education, but become concerned and surprised that children when entering school do not participate in a more structured and traditional curriculum and that the EYFS is continued into school. The next chapter will review the literature in the area of early years education, and will begin by considering some of the many definitions of play. Literature review This literature review, will discuss the many definitions of play. Major learning theories with reference to play, will be considered and how they have influenced education of today. It will also look at how policy has changed and developed, what has defined the Early Years Foundation Stage (EYFS) and discuss whether parents are aware of the benefits of a play based curriculum or not. What is play? An early definition of play comes from Isaacs (1999) who viewed play as the work of children. Montessori (2005) believed that children preferred to work whilst playing. Her teaching focused on children developing basic skills, skills could include button and fastening equipment to promote independence in dressing. Though Montessori did not promote learning through play, she did value individual effort as well as working as part of a group. (Lindon, 2001). Lindon (2001) believes play is a range of activities which are undertaken for their own enjoyment, satisfaction and interest. Play is not essential for survival although these activities support psychological wellbeing, learning physical skills and intellectual stimulation. Whereas Moyles (1989) comments on how play is valuable as an excellent learning tool, he also notes the difficulties in finding a definite, precise and conclusive definition of play. He continues by saying there is a need for a different terminology to be used, as the idea of play can be interpreted as something trivial, instead of being seen as play being serious and important to learning. Wood and Attfield (2005) agree by suggesting play cannot easily be defined or grouped as it is always dependant on circumstance and context, which can vary greatly. It has become apparent that although there is no clear definition of play, play is considered to be important by researchers in the field, although Peacocke (1987) argues that the lack of definition causes parents to be suspicious of play as a true learning activity. Child development and play Roussou as far back as 1700 challenged the idea that children were naturally sinful with the opposing idea that children were naturally innocent (Oates et al, date) Roussou as cited in Wood and Attfield (2005) used his knowledge to think practically on how children should be raised and determined that children from birth to twelve, should have their natural innocence appreciated and should be free, to run, jump and play all day. Ideas through the years have often challenged the current thinking of the time and childhood and play has developed and changed because of differing new ideas, to how we define it today. Child development ideas continue to be discussed and challenged with innovative and profound ideas having a large impact on how childhood has been conceptualized and children treated in society. Whilst others asked what do children know Piaget as cited in Garhart Mooney, (2000) suggests that Piagets work was about how children arrived on what they know? Piaget claimed that children construct their own comprehension by giving meaning to their surroundings and the people they meet. Piaget (1967) noted how all children of the same age appeared to think in similar ways, and how they would also make similar mistakes. From the observations Piaget noted the changes in the childrens thinking; this led him to believe that the child was an isolated individual, who adapts to the environment they are in (Smith et el, 1998). Gerhard Mooney, (2000) suggests Piagets theory has created the most comprehensive over view of young children and how they think, although practitioners of today can see some of Piagets theories are not as purposeful as once thought, the basic ideas of his theory still helps practitioners to plan a focused and challenging curriculum for young children. Lindon (2001) continues by suggesting that it is through Piagets beliefs that children create their own understanding of the world, which led him to highlight that adults should create environments which children can discover and learn by themselves. Cadwell (2003) suggests an example of this is the preschools of northern Italy, Reggio Emilia which are strongly influenced by the theories of Piaget. Vygotsky as cited in Garhart Mooney (2000) agreed with Piaget that childrens knowledge was created from personal experiences; although Vygotsky suggests that personal and social experiences can not be separated and that children learn from each other every day, their language develops and they grasp new ideas as they speak to each other, listen to each other and play together. Daniels (1996) proposes that Vygotsky saw play as an important activity to aid learning and development. Vygotsky as cited in Garhart Mooney (2000) suggests play combines time and opportunity for activities in social interaction, language and the use of symbols. He believed that this would empower the childs own interests and operate problem creating and problem solving. As cited in Brock et el (2008) Vygotsky believed these were the tools needed to work within the childs zone of proximal development and that when children are learning, they learn best when what they are learning is just outside their grasp. Th is means that practitioners should know what the child is capable of and what they are capable of understanding. The childs development should then be aided by adult guidance and teamwork with peers. Bruner (1977) continued to develop the ideas and theories of Vygotsky. He believed that children had an in built desire to learn. Bruner, like Vygotsky suggested that it is the work of the practitioner to know where the childs development is at and how they can carry forward the childs development to the next stage, he called this scaffolding. Broadhead (2006) suggests that Vygotsky and Bruners view is that the child and adult will work together, and through this they will develop new schemas. This idea has become increasingly popular, and its relevance to todays education. Development and play Froebel as cited in Macvanel (2009) believed that childhood was a stage in its own right and children were not mini adults. He felt children should learn through play, experience life first hand, self choose activities and use natural motivation. Froebel felt that play was a spiritual activity which reflected deep inner processes and change (Wood and Attfield, 2005). Montessori (2005) believed in an environment which is planned and learning activities supported training. She disregarded fantasy play stating it as insignificant and demeaning to the child, although she provided a child sized setting in which children could learn and rehearse life skills without the adult intervening. Montessori placed less emphasis on free play and fantasy play than Froebel (Montessori and Gutek, 2004). Where Montessori disregarded fantasy play, Isaacs (1995) saw the value of play especially spontaneous, imaginative and manipulative play. She saw that play could be used as a way to gratify frustrated n eeds, work through inner discord and gather understanding of the world in which children live and the relationships they have with people. Play was central to Isaacs curriculum and invited the children to adapt problem solving techniques and develop number, mark making and reading skills (Palmer, Cooper and Bresler, 2001). Current research carried out by Play England entitled Play for a change, revealed that playing had effects on areas of the brain controlling emotion, motivation and reward. The researchers continued by suggesting that play helps children to develop a range of responses to differing situations, experiences and relationships. To conclude it states playing aids children in developing flexibility and the ability to adapt to changing situations (Quarell et el, 2008). Leong (2009) agrees by saying the research into the links between play and cognitive and social skills is apparent and that play is the first stepping stone to children learning more complex ideas as they get older. This research raises new questions for those who view play as a trivial, simple, frivolous, unimportant, and purposeless behaviour and challenges them to recognize play for the important factor it is and the effect it has on childrens learning (Christie, 2001). Smith (2000) categorised play into five areas. He believed that children were active players, learners, social and emotional beings and autonomous players, and their play fitted into each of these areas. Lindon (2001) disagrees saying that researchers must be aware that although they desire areas of play to be clearly defined into categories, that these clear categories can restrict the view of play and when children play normally, they move between areas of play and adult defined areas of development with ease. A child, who is active in play, should not always be seen as just the child engrossed in physically active play (Lindon, 2001). Fisher (1996) agrees and points out that a child engaged in an intellectual activity is just as active as the child pedalling a bicycle. Eden (2008) says that children engrossed in play with others, learn how to work together and live together, that play is a valuable resource to promote equality and cultural awareness in young children. Smith (2000) agrees by saying that children establish healthy relationships with their peers and through play children have to learn to accept others. Bruce (2001) acknowledges that it is this enjoyment of all types of play that aids the children in play. Children reflect on what they have learnt, reproduce their experiences and through this cycle of everyday learning the children consolidate their experiences. Curriculum and play Since the 1944 Education Act, primary teachers and staff were given considerable freedom to teach what they believed to be educationally relevant to the children within their care (Cox and Sanders, 1994). Change was bought about after the Education Reform Act (1988), namely with the introduction of the National Curriculum (Cox, 1996). The national curriculum was introduced in September 1989 and is a framework used by all maintained schools to ensure that teaching and learning is well structured, balanced and sound (directgov, 2010). After the implementation of the national curriculum, it was soon thought that the children under five would also benefit from a curriculum. The Rumbold report (1990) was influential in developing recommendations for provision for these young children. Play and talk were recommended as key approaches. The first attempt to define a curriculum was called desirable outcomes for childrens learning (1996) and included six areas of learning. (Wood and Attfield, 2005). Play in the Early Years Foundation Stage (EYFS) The EYFS was implemented in 2007 and brings together the Curriculum Guidance for the Foundation Stage and Birth to Three Matters. The Effective provision of pre school education (EPPE) project, informed part of the EYFS and among other things showed that the experiences provided for young children in the Foundation Stage and early years settings have a strong impact on childrens learning and social development (DCFS, 2008). All schools and early years settings caring for children under five years have to implement the EYFS programme and the programme ends at the end of the academic year the child turns five (Pugh and Duffy, 2010). The EYFS sets out legal requirements and direction to help practitioners in settings meet the varied developmental and learning needs of all children under five years (Bruce, 2008). The EYFS proposes that flexible plans are used by practitioners to adapt ideas and that carers use observations to link play situations to learning outcomes. The main premise of the EYFS is that play is the central aspect and can support each of the six areas of learning (Canning and Read, 2010). For example, Pimentel (2007) suggests that to develop problem solving reasoning and numeracy in young children, practitioners should be providing mathematical opportunities through play based, open ended and challenging activities like imaginative play, songs and stories. Current research from Bergen (2002) agrees concluding there is a relationship between problem solving and pretend play and that social play has a great influence on problem solving of all kinds. Worthington and Caruthers (2010) continue by suggesting that parents should been shown how children explore mathematical meaning through play, to fully understand the concept. Riley (2003) suggests that play opportunities offer chil dren the chance to acquire knowledge and understanding of the world in which they live and that play has the potential to be the major approach to childrens learning. The EYFS, promotes parents as partners as it recognises that young children whose parents are involved in their early learning make notably better progress (Evangelou, 2004). The child and the family is now recognised as a whole, each able to benefit the other. Initiatives such as Sure Start believe in educating parents in order to educate the child. (Kurtz, 2003). Although Wiltshire (2002) argues that the whole idea of the foundation stage is confusing to parents as they do not know anything about its aims and outcomes. Petrie and Hollaway, (2006) suggest some parents may not be aware of the opportunities for learning that are embedded in a play-oriented curriculum, whilst Brotherson (2009) reminds us that at times, parents have concerns that their child is just playing and not learning what they need to learn and parents must be made aware that play is learning for children. Elkind (2007) continues by saying that parents are concerned their child is at a disadvantage if they are no t constantly engaged in high level learning and educational games, and is of the opinion that parents need to be alerted and reassured of the learning benefits of unscheduled imaginative play situations which will help develop their academic and social abilities. Since the EYFS has been implemented, there has been some who have criticised the initiative. There are fears that a single framework will result in a checklist style curriculum, with practitioners being overwhelmed with the framework (Thompson, 2006). Whitebread and Whitebread (2008) agree by continuing that although concerns over the expanse of the curriculum are minimal, there are serious concerns that in some areas the capabilities of the children are under estimated. Brock et el suggests that practitioners must be fully aware of the breadth and depth of play and a play based curriculum to be able to implement the EYFS effectively and with worthwhile outcomes. Key points As far back as 1929 Isaac defined play as childrens work, now over eighty years later the EYFS is based upon children learning through play. The EYFS principles are based on research and theory of the early years pioneers of education, although it is argued that parents are critical and confused by it. Policy and early years initiatives are encouraging parents to become involved in their childs care, but it is unlikely they will become involved and embrace the EYFS if they do not understand the ideas and concepts which it is built around. I am interested to see if parents understand the benefits of play, or like Peacocke (1978) suggests parents do not see the benefits of play and like Whitebread (2002) states they are confused by the foundation stage. Research Aims To find out what knowledge parents have of the Early Years Foundation stage. To gather information on what parents understand are the benefits of play as a learning tool in the foundation stage classroom. To gain insight into what parents views are of a play based curriculum compared with a more traditional curriculum. Methodology This chapter will look at how the research for this study has been approached, how I have designed the research and how it will help to answer the question Do parents of school age children value play as a learning tool to support the Early Years Foundation Stage? I will look at which methods of research have been chosen and why, highlighting the benefits and problems surrounding the chosen methods. Validity and reliability of the research will be discussed as well as discussing ethical issues which may arise whilst carrying out the study. Method and Approach This piece of research is focused upon parental views and awareness of the educational value of play, it will use qualitative methods during which personal opinions will be sought. As the parents views are paramount within the research the methodology used will be an interpretive approach. Robert Holmes (2005) suggests that qualitative researchers believe that the social world is created by the shared understanding of situations. Cresswell (2003) continues by saying that qualitative methods bring peoples personal views into the study. Peat (2002) suggests that the strengths of qualitative research include being able to gather information on the views of the participant and this in turn can help us gain insight and ideas. However, Silverman (2005) suggests that there can be limitations to qualitative research such as a hypothesis cannot be tested and that more ethical issues relating to qualitative studies can be noted as participants are giving personal viewpoints and opinions. Validity Hughes (2001) suggests that interpretive research is valid as long as it is true and notes the genuine voice of the participant. This is demonstrated through the research as the parents are active people whose understandings and actions are paramount and the intricacy and diversity of these opinions are respected. Robert- Holmes (2005) suggests that multiple understanding of the research is all equally important and the range of interpretations gives the research validity. Although Robson (2002) suggests validy is rarely recognised within a single study, but is built up over time during various research. Silverman (2005) suggests that validity can be affected in qualitative research, if the researcher uses second hand knowledge rather than first hand research. I feel that I must make note of this and be assure that I remain aware of as I feel it would be easy to allow my own thoughts, views and opinions affect the research. Robson (2002) continues by suggesting further concerns with validity can arise with concern to whether the sample of people within the study is representative of the population and this must be questioned. To acknowledge this I am aware that the sample of people I am using for my research are not representative of the population as a whole but is rather focused on a small group of parents within a small community, although these parents come from differing social backgrounds. As Bell (1999) points out researchers are dependent on the amity and availability of subjects, and it can be difficult to achieve a true random sample. Focus group My research will be focusing on the parents of a class of thirty children who have all started at primary school in September 2009. The primary school is set on the edge of the Cotswolds and is the only school in a small town. The children are from mainly white British heritage and the school admits pupils from a wide variety of social backgrounds (Ofsted, 2007). Prior knowledge of the class suggests that majority of the children have attended at least one of three pre school settings in the town including two private day nurseries and a charitable preschool. I decided to research this subject after a discussion with a small group of parents who were concerned that there children were still just playing now they were at school rather than participating in the more traditional curriculum, that they were expecting. This made me realise that some parents still did not view play as a significant learning tool to support the EYFS. I also began to question what parents really felt about pl ay as a learning tool, their views of the benefits or criticisms of a play based curriculum and if they even realised that there children would be taught within the EYFS when they began at primary school. Method To find out the views and knowledge that the parents have of both the EYFS and how they view play, I will be using questionnaires and interviews. I have decided to use questionnaires as they are ideal if you are trying to gather a large amount of primary information from a group of people, as suggested by Green (2000). A pilot questionnaire has been designed and given out to a selection of people who are similar to the people I will be giving my final questionnaire to. Once I have collected the draft questionnaires from my pilot group, I will be able to draw up my final questionnaire using any criticisms and suggestions that my pilot group give me. Green (2000) suggests that piloting your research questionnaire allows for the researcher to get rid of any uncertainty or vagueness that your questionnaire raises. The questions I am asking within my questionnaire are a mixture of differing sorts including open ended and closed questions. Green (2000) suggests that a combination of question types should be used when designing questionnaires, whilst Hucker (2001) reminds us that we should ensure that questions are relevant, using straight forward language avoiding assumptions and using a mixture of question types and avoiding leading questions. I feel that since I will have sent a first draft questionnaire to a pilot group of people, that the finished questionnaire I am sending to the parents will have hopefully been changed and rethought if needed, with questions altered or added and that they will meet all the suggestions of Hucker (2001) and Green (2000). Permission will be gained from the head teacher of the school. If the head teacher is happy with the questionnaire content and the proposed methodology for the research, the questionnaire will be issued to all thirty families within the EYFS classroom. Ethical considerations and confidentiality Aubrey (2000) reminds us that researchers have a duty to ensure that their research will do no harm to their participants and that participants will be treated with respect and their answers treated with anonymity and confidentially. The ethics of this research include ensuring the anonymity of all the participants and to present the information they share with me in a true light and to ensure the information remains confidential. Hucker (2001) reminds us that people who are involved in research have a fundamental right to know how the information collected about them will be used. To ensure that all parents know what my research is about I will enclosed a covering letter with my questionnaire outlining my intentions and the aims of the research, my details in case they wish to contact me to discuss anything regarding the research, alongside a brief paragraph outlining who I am and why I am carrying out this research. I will state within this letter that all questionnaires will be ke pt confidential and at no point will anyone be able to identify parents answers. Arrangements will be made to return all questionnaires in a sealed envelope to the class teacher and then passed onto myself. At no point will I know who has returned their questionnaire and who has not. I will suggest to the parents that the questionnaires are returned to the teacher in a sealed envelope, so that they will also not be able to view the answers given by the parents. Hucker (2001) suggests that it is an important idea to ensure triangulation in the research to show similarities across the range of methods used and to support validity and reliability in the research. Questionnaires are my first research tool and as another method to ensure triangulation, I will ask on my questionnaires if any parent would like to meet with me and participate in an interview. By using more than one method of research, I can hopefully show a fully rounded view of the research topic and as suggested by Robert-Holmes (2005) the different evidence produced can be combined and compared to provide a triangulated analysis. To prepare for the interview with any parent who would like to take part, I have decided to do an unstructured interview rather a structured interview and have decided on a list of questions to prompt me to ensure the interview flows and to aid me in doing this. I have chosen to complete unstructured interviews as Robert-Holmes (2005) suggests that structured interviews are very similar to questionnaires where as unstructured interviews shifts the focus away from the researcher and towards the issues and the true feelings of the participant. Bell (1999) suggests that during questionnaire the responses given by participants have to be taken at face value, where as during an interview rich material can be gathered, he likens this to putting flesh on the bones of any possible questionnaire responses. Robert-Holmes (2005) suggests it is an interviewers job to courteously listen to the responses made and to remain non judgemental at all times, this will be easier to do in a relaxed atmosp here. The prompts I will use will be open ended questions, similar to some of the questions asked within my questionnaire but in a much loser context with the aim to allow me more in-depth information on my research topic and parents views on play as a learning tool and gain an insight into their knowledge of the EYFS. An open ended question is a question in which the respondent is requested to provide their own opinion or ideas (Babbie, 2009). The responses my participant gives will be recorded by me in note form, but if I feel that I am missing out on significant information or not giving the participant my full attention, I may use a Dictaphone. This will be discussed with the participant and if they are not comfortable with this I will remain with note taking only. I will need to address the fact that the participants anonymity will have been compromised when doing the interview as I will obviously know whom they are, but I am aware I must ensure that they realise I will remain a confidant at all times and when quoting them or discussing there interview within this study, I will use a codename for each participant. Participants will also be made aware that they are free to withdraw from the study at any time. Hucker (2001) reminds us that there are many advantages of interviews including that they allow researchers to gain more in-depth information from the participants, but that disadvantages of interviews can be that the researcher can affect the research and that the interviewer can often influence the participants answers. Green (2000) agrees suggesting that interviewers should be aware that asking leading questions can be problematic and personal bias can make the research one sided rather than purposeful. Conclusion To summarise this piece of research seeks personal opinions, therefore will be a qualitative study. Aspects of validity, reliability and ethical issues have been discussed and will be maintained throughout. Questionnaires and Semi-structured interviews will be used to collect data from a sample population of parents with children in a EYFS classroom. Though this is a small study, responses will be interesting with regard to parental views towards views on play as a learning tool and the EYFS. Now that the method of data collection has been established, it is now possible to commence with the data collection. N.B After discussions with the Head teacher of the primary school regarding the content of the questionnaires, she has asked that I include two further questions in my questionnaire, the first being Where parents received their information of the EYFS and If parents would like further information on the EYFS and how they would like to receive this information The head teacher felt on a personal level for the school, that she would be able to use all the research to show how effectively the school is working in partnership with parents and where if at all they need to extend the parents knowledge of the EYFS. If the research shows that the school needed to support the parents further how they needed to improve and how parents would like to receive information was also important to her. I have agreed to this as I feel it could benefit all the parents, the children and the school. Hucker (2001) reminds us that carrying out research helps us analyse how we might do something better or mo re effectively, and the head teacher of the school wanted to be able to do this from my research. Data Collection and Analysis This chapter will discuss the data, how it was collected, analysed and interpreted. It will initially discuss the data collection process, any problems which I experienced and the successes I had. Specific themes will be identified and acknowledged alongside a brief description on the analysis of the data and how this data links to current literature. Once the main themes have been acknowledged, they will be examined and discussed in greater detail, which will lead towards the conclusion of the data and the summarisation of the main themes. Data collection Permission was granted by the head teacher of a primary school for me to carry out this research within the school, she agreed as the results would be beneficial to parents, children and staff. A letter of introduction was then distributed to the foundation stage class parents alongside a questionnaire. The letter outlined the research, and the parents were asked if they would complete the questionnaire and additionally participate in an interview. In total, thirty parents were invited to participate in the study. Problems with data collection On sending out the questionnaires, the initial response was low and after the first week only five parents had returned their questionnaire