Educational Approaches in the ECCE Sector Ireland

Educational Approaches in the ECCE Sector Ireland Marie Grey Aistear the Early Childhood Curriculum Framework. Aistear is the national curriculum framework set in place all around Ireland. It is for early education from birth-6yrs. There is not one specific programme or curriculum to follow. It was put in place to help in schools, pre-schools, crà ¨ches, and within the home. By working closely with parents, teachers and practitioners Aistear provides a safe and enjoyable learning experience. Aistear is all about learning through play. Its four themes are as follows: Well-Being- This is about the overall well-being of the child. Such as physically, mentally, spiritually, and emotionally. I have used this aim as an example of what Well-being is. Aim 3: â€Å"Children will be creative and spiritual.†(National Council for Curriculum and Assessment (NCCA), 2009). Identity and Belonging- Is to know themselves as a unique individual, to belong as part of a group and part of the world. Not to feel left out, to feel accepted and equal. I found this aim explains Identity and Belonging very well. Aim1: â€Å"Children will have strong self-identities and will feel respected and affirmed as unique individuals with their own life stories.†(NCCA, 2009) Exploring and Thinking- Feeling confident to explore, try new things, be curious, use imagination, have a mind of their own, own opinions, views and thoughts. Learn to solve problems using their own initiative. This aim shows how this particular theme can be used. Aim 4: â€Å"Children will have positive attitudes towards learning and develop dispositions like curiosity, playfulness, perseverance, confidence, resourcefulness, and risk taking.† (NCCA, 2009) Communication- Being able to communicate openly/freely. Language development, listening skills. To socialise as part of a group. By taking a look at the aims you can see how they are used. Aim 2: â€Å"Children will use language† (NCCA, 2009) HighScope The HighScope curriculum was developed for day-cares, play groups, nurseries and crà ¨ches. It involves a lot of free play. Learning through play. It’s not as structured as others. Children have their own choices about the activities they wish to do, adults have to make sure they follow through on their decisions. By using recyclable materials and labelling shelves and areas where everything goes, they learn to tidy up when they’re finished and gain confidence by making their own decisions. Children learn about science, maths, technology, reasoning, language and the world around them. HighScope offers support for parents and lots of involvement from them. Using methods like plan-do-review, HighScope offers the children opportunities to plan their activity, proceed with it and come back to review and reflect with the adult. The child can express what they did, how and why, if they enjoyed it, or if doing art they show the adult what they made and can feel proud of their hard work. â€Å"HighScope teachers arrange and label classroom interest areas and stock diverse materials to give children a broad range of experience and help them begin to understand how the world can be organised.† (Epstein, pg13, 2007) Aistear and HighScope Aims and Goals. Aistear vs. HighScope Similarities. Aistear has four themes- HighScope has fifty eight Key Developmental Indicators. (KDIs). They both have learning goals. For example a learning goal from Aistear’s Well-being- Aim 1: Be confident and self-reliant. Example of HighScope’s five ingredients of active participatory learning or learning goals- Choice: Children are free to use the materials however they choose when doing plan-do-review. They both plan for the same overall outcome to support the child’s holistic development and also the best interest of each child. They both centre their curriculums on learning through play and the environment. Differences. Aistear’s four themes are: Well-being, Communication, Identity and Belonging, Exploring and Thinking. Here are a few of HighScope’s (KDIs): Initiative, Social Relations, Creative Representation, Movement Music, Language Literacy, and Mathematics Science. HighScope is a more structured curriculum than Aistear. There is a lot more Aims and goals in HighScope than Aistear. Aistear is an Irish founded curriculum HighScope is an American founded curriculum. Aistear’s themes can be very easily incorporated into the HighScope curriculum. By using the main four themes and knowing the aims and learning goals the HighScope method can then be reviewed alongside Aistear. That way a new or updated curriculum can be conducted. For instance when using plan-do-review in HighScope, Aistear’s theme of Thinking and Exploring can be used. How I would do this in an Early Childhood Care and Education (ECCE).By letting the children go and plan their own activities and use their intuitive to explore the world around them. They would be then using both curriculums together. Any or all aspects of Aistear’s four themes can be used or incorporated into HighScope’s method of plan-do-review. Another example would be if the child planned to do art. This would cover Aistear’s identity and belonging, Thinking and exploring and communication. Why I say communication, the child would be communicating their feelings through their cr eativity and individuality. Here are some of the learning goals that Aistear and HighScope use: â€Å"Well-being Children will show good judgement when taking risks. Identity and Belonging Children will appreciate the features that make a person special and unique (name, size, hair, hand and footprint, gender, birthday)†. (ncca.ie 2014). In my opinion these two curriculums work very well together, and support the teachers and practitioners in their understanding of why they need to provide these opportunities for children. â€Å"Basic Principles and Goals of the High/Scope Approach Communicating Children will develop counting skills, and a growing understanding of the meaning and use of numbers and mathematical language in an enjoyable and meaningful way. Exploring and Thinking Children will gather and use information from different sources using their increasing cognitive, physical and social skills. In partnership with the adult, children will demonstrate growing confidence in being able to do things for themselves make decisions and take increasing responsibility for their own learning Act on their curiosity, take risks and be open to new ideas and uncertainty†. (ncca.ie 2014). It is in my opinion very important to support each individuals learning opportunities and experiences at this early stage in their lives. â€Å"The High/Scope program strives to develop in children a broad range of skills, including the problem solving, interpersonal, and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals†. (Education.com High Scope: A Constructivist Approach 2009). 3. Theorists views linking with HighScope and Aistear. Margaret McMillan Known for her theories on free-play and outdoors, she links to most of the day to day outdoor activities children experience in an ECCE setting such as exploring the garden, seeing different types of bugs and exploring the outdoor environment. Also playing freely in nature. Which cover Aistear’s themes communication, identity and belonging, well-being, thinking and exploring. It also covers most of HighScope learning goals of exploring the environment and world around them and also risk taking and problem solving. â€Å"McMillan believed that children learn by exploring, first-hand experience and active learning. Also they learn through free-play, especially with craft and water activities.† Early learning (2014) she cared for children from 18 months to 7yrs old. â€Å"The best classroom and the richest cupboard is roofed only by the sky†. â€Å"Inspirational Posters† Early learning (2014) Jean Piaget’s Cognitive Theory of Play: Play is in a relaxed environment where learning can occur easily. Play is not the same as learning, cognitive development requires both assimilation and adaption, and play is assimilation without accommodation. Piaget is mostly known for this four stage theory: Sensory-Motor Stage birth – 2yrs. Pre-operational Stage 2yrs-7yrs. Stage of Concrete Operations 7yrs -11yrs. Stage of Formal Operations 11yrs -16yrs. Both curriculums support the development of this theory in HighScope children have the choice to choose their own learning. Thus giving them independence and free thinking at a young age. By using Jean Piaget’s theory of Cognitive play each child will have great benefits in their learning combined with the support and independence HighScope is providing and the freedom and support of their identity and well-being Aistear is providing. Overall the three used together would give great support and work well to help the child holistically within their development. While also giving them a better understanding of themselves and the world. Although Piaget suggests in his theory play is not the same as learning I disagree, children learn through play. Piaget suggests Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing it themselves. (The Century’s Greatest Minds, Time, 1999) Jean Piaget Quotes Piaget’s other theories are: Play and Imagination, Play and Reason, Piaget suggests there are four types of play: For example symbolic play and doing puzzles which promotes thinking and exploring and communication which are two of Aistear’s themes. As for HighScope problem solving is one of their learning goals so as you will see in the quote below children use their imaginations to replay something they may have witnessed or experienced, maybe even seen on a T.V show through their play or role play. At this time they may be resolving the conflict or situation in a way that they would have liked it to be resolved. Which again is using both curriculums and the theories of Piaget. Sensory- Motor or physical, play When the child repeats an action like swinging their legs/arms just for the fun of it. Symbolic Play Imagination â€Å"It is primarily affective conflicts that appear in symbolic play. If there is a scene at lunch, for example, one can be sure that an hour or two afterward it will be recreated with dolls and will be brought to a happier solution. If the child has been frightened by a dog, in a symbolic game things will be arranged so that dogs will no longer be mean or children will become brave†. Jean Piaget quotes (2014) 4. Learning Opportunities and Holistic Development. In my opinion Aistear offers each child the opportunity to fulfil their potential as an individual learning about themselves, where they belong within their family, community and the world. What I mean by this, by exploring their environment and having fun, safe and fulfilling learning experiences in a fun, child orientated with support from adults but not over powering or controlled by adults and a friendly, stimulating environment. They will learn how to socialise, make decisions, solve problems, and build strong bonds or relationships. They will also benefit holistically in their development by doing fun and age appropriate, challenging and inspiring activities which will support them in their physical, intellectual, language, emotional and social development. (P.I.L.E.S).Aistear’s approach is one that allows the child to lead their own activities with support of adults only when the child needs or requests it. The adults are mostly there to ensure the materials provided are appropriate to support each child’s needs. Also to provide a warm, safe, hygienic, stimulating and challenging environment for each child to reach their potential and their own natural learning pace. Nothing is forced or a child does not have to be able to do a certain thing, they learn at their own pace. Saying that the adult is there to observe and ensure the child is meeting or reaching their developmental milestones. If a delay is identified the adult will observe further and suggest but not the child to do different activities to suit their learning needs. HighScope on the other hand give children the opportunity to learn symbols or letters as everything is labelled, children begin to recognise letters or markings and understand these symbols are the names of the materials or items. As the HighScope method gives more opportunities for children to learn with natural or realistic materials such as within the home area real kettles or pots and utensils are provided for learning. This offers the children the learning opportunity of life skills. Which I feel is beneficial for children especially this day and age as many parents are always working children need to learn skills such as pouring themselves a drink. This can be used at home as well children can use mathematic skills in the shopping centre with parents or at home packing the shopping away or the washing counting stockings or pegs. HighScope also recommends parental involvement and although Aistear does require observations HighScope is stricter on observations and record keeping as daily observations are required in some cases. I do however feel both curriculums offer lots of different learning aspects, goals and opportunities. Both together can work extremely well and cover the child’s holistic environment and also support them in other factors of their environment such as culture and social also family and community. In my opinion either Aistear or HighScope would benefit a child’s holistic development if used properly, correctly and to its full potential. Using them combined would in my opinion offer more learning opportunities for each child and offer a lot more freedom and exploration learning opportunities for the children. As Aistear will support HighScope in the areas of the children’s overall well-being. HighScope will support Aistear offering the children with more choice and independence which will also support the child’s thinking and exploring and their identity and belonging, alongside their holistic development by doing activities and exploration. As both curriculums link to each other and are similar in many ways most of the learning goals are the same Aistear does however encourage lots more involvement from parents. HighScope offers lots of opportunities for independence, growth for confidence, self-esteem and decision making. Using the KDI’s as guidelines for learning opportunities as Aistear uses its four themes, aims and learning goals or outcomes. â€Å"Both sets of KDIs are arranged to correspond to the National Goals for Education in the USA. They equally relate to Aistear, the early childhood curriculum framework in Ireland†. ‘The High Scope Approach to Early Learning’. Geraldine French. (2012) (arrow.DIT.ie) References and Bibliography National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. ‘Aistear: the Early Childhood Curriculum Framework’ cited on: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Activity_Exploring_Aistears_learning_goals_.pdf Accessed online [7th of June 2014] ‘High Scope: A Constructivist Approach’ Excerpt from Early Childhood Education Today, by G.S. Morrison, 2009 edition, p. 149-155. Cited on: http://www.education.com/reference/article/high-scope-constructivist-approach/ Accessed online [7th of June 2014] Melanie Klein project (2014) â€Å"Play Therapy† [Online], available at: https://sites.google.com/site/melaniekleinproject/work/play-therapy accessed online [17th January 2014] Early learning HQ (2014) â€Å"Inspirational Quotation Poster† [Online], available at: http://www.earlylearninghq.org.uk/latest-resources/inspirational-quotation-poster-margaret-mcmillan/ accessed [17th January 2014] About psychology (2014) â€Å"Jean Piaget Quotes† [Online], available at: http://psychology.about.com/od/early-child-development/a/jean-piaget-quotes.htm accessed [20th January 2014] ‘The High Scope Approach to Early Learning’ Geraldine French (2012) http://arrow.dit.ie/cgi/viewcontent.cgi?article=1010context=aaschsslbk Accessed online [7th of June 2014] Marie GreyPage 1

Black Holes :: essays research papers

The theory that black holes have existed is not new at all. The thought of them first started in 1783 when Rev. John Michell applied Newton’s theory of gravity to predict the possibility of so-called â€Å"dark stars.† Albert Einstein’s theory of relativity predicted in 1915 â€Å"Schwartzschild singularities.† In 1967, these were renamed â€Å"black holes.†   Ã‚  Ã‚  Ã‚  Ã‚  A black hole is collapsed object (usually a star) that has become invisible and has such a powerful gravitational force that nothing, even light, can escape its surface. This is the reason that they are invisible. They are so powerful that one could easily crush an enormous amount of matter into an incredibly small space. For instance, if the earth were to be squeezed into a black hole, it would end up as the size of a marble.   Ã‚  Ã‚  Ã‚  Ã‚  A black hole forms when a super massive star has â€Å"used up† all of its nuclear fuel and then collapses under its own gravitational force. This happens because, as a star burns fuel, it creates an outward push, which counteracts the inward pull of gravity. Once the fuel is gone, the internal pressure of the star drops and it can no longer support its own weight. In a monstrous explosion, the outer layers are thrown off. And, at this same moment, the core collapses. This can happen rather quickly because gravity can crush an object 10,000 miles across to an object only 10 miles across in about one second.   Ã‚  Ã‚  Ã‚  Ã‚  During the time that a black hole is created, the star shrinks down to an infinitely small and infinitely dense point know as the singularity. At this point, all we have ever known about the universe breaks down. Around the singularity there is an imaginary circle called the event horizon. This is the black hole’s gravitational boundary where not even light can escape. Once this boundary has been crossed, there is no return. You could never actually see an object fall into a black hole. As it approaches the event horizon, time would slow down to the point in which it would take an infinite amount of time to reach it. Meanwhile, the black hole’s gravitational pull on light would give the effect that the object is fading away. If that object were a person, these are the effects that he would feel: As he fell into the black hole, he would instantly be stretched out because

The Relationship between Human Nature and Global Warming Essay

The Relationship between Human Nature and Global Warming According to the National Academy of Sciences, global warming over the past century has caused a rise in Earth's surface temperature of about 1 degree Fahrenheit. There is evidence to substantiate attribution of the increased rate of this warming phenomenon over the past 50 years to human activities. Human activities have altered the chemical composition of Earth's atmosphere through the buildup of greenhouse gases, chiefly carbon dioxide, methane, and nitrous oxide (Internet 0). This paper will explore modern human nature, the technology that it demands, and the effects, both positive and negative, that these factors have had on the environment. The advent of the Industrial Revolution in the early 1800s brought with it unprecedented improvements in the quality of human life. Individual freedom, technology, industry, and economic growth became symbols of success and happiness, and society molded itself around these new technologies to the point where they were necessary for survival. New applications of energy developed by the Industrial Revolution provided energy-intensive agricultural methods that caused death rates to fall sharply and population density to increase significantly (Internet 1). Over time, improvements to human life increased as industry developed. Industry is now a worldwide, powerful and booming establishment. It is impossible even to imagine all the aspects of modern life that exist as a direct result of industry, and few would disagree with the statement that industry has afforded humans life improvements on an unprecedented scale. Yet this success has come at a great cost to our environment. Since the beginning of the Industrial Revoluti... ...bal Warming Information, http://www.globalwarming.org/index.htm Internet 4 United States Environmental Protection Agency, yosemite.epa.gov /oar/globalwarming.nsf/content/emissions.html Internet 5 United States Environmental Protection Agency, yosemite.epa.gov/oar/globalwarming.nsf/ content/emissions.html Internet 6 United States Environmental Protection Agency, yosemite.epa.gov/oar/globalwarming. nsf/content/emissions.html Internet 7 The Regional Impacts of Climate Change: An Assessment of Vulnerability, http://yosemite.epa.gov/oar/globalwarming.nsf/uniqueKeyLookup/SHSU5BPJWH/$file/chaptsum.pdf?OpenElement Internet 8 United States Environmental Protection Agency, yosemite.epa.gov/oar/globalwarming.nsf/content/emissions.html Internet 9 United States Environmental Protection Agency, yosemite.epa.gov/oar/ globalwarming.nsf/content/emissions.html

Comparing the Flood and Creation in Ovids Metamorphoses and Genesis Es

"Where did man come from? Where did time begin? Who, or what, created all things?" These are questions that mankind has sought to answer from the beginning of existence as it is known today. Many stories and fables have been told and passed down from generation to generation, yet two have survived the test of time and criticism. The Biblical account in Genesis, probably written by Moses around 1500 B.C., and the story of creation and flood in Ovid's Metamorphosis, written somewhere between 8 and 17 A.D., have weathered the criticism and become the most famous. The Genesis account, however, may be the most prominent of the two accounts. Within these accounts, are many similarities, as well as differences, which make these two writings well respected, while holding their own in the literary world. Though both accounts of the creation and flood are well respected on their own, when compared side to side, they are drastically different. Ovid's purpose for writing the creation story is geared more towards explaining creation as it happens, in his opinion, whereas the Bible stresses the fact that the God of the Hebrews is responsible for the world's existence today. Overall, Ovid is very detailed in explaining the formless mass, creation of the earth, waters and land metaphorically. The Biblical account seems to be more plain, simple, and organized; not spending time on intricate detail. There seems to be no specific time frame for creation in Ovid's writing, whereas, the Bible states that it takes God six ... ...mal species. As one can see, when comparing each of the accounts of the flood and creation in Ovid's Metamorphoses and Genesis, there are some very similar actions or events that take place in each of these accounts, while separating themselves a great deal by putting emphasis on very different messages. It is because of these variations in writing and technique that each of these poems have acquired and maintained the respect they truly deserve through many years of evaluation and criticism. Works Cited New American Standard Bible. Nashville, TN: Broadman 1977. Ovid. Metamorphoses. The Norton Anthology of World Masterpieces. Ed. Maynard Mack. 5th edition. New York: Norton 1987. 549-560.

German Barbarians :: essays research papers

Just outside the boundaries of the Roman empire of the first and second centuries, beyond the Rhine River, and occupying the area of Central Europe of what is today Germany, lived the tribes of the Germanic people. In Germania, the Roman historian Cornelius Tacitus gave an account of the lifestyles and organization of these peculiar barbarians. These descendants of modern Germans proved peculiar in that they adopted many qualities typical of barbaric cultures, yet they simultaneously practiced virtues more befitting of advanced civilizations, values more ethical than even the Roman empire of the time. The German warriors had a rigid code that defined how to live honorable lives and shameful acts to avoid committing, and the warriors also adhered to strict tradition in their relationship with their king or chief.   Ã‚  Ã‚  Ã‚  Ã‚  The climate of Germany suited the warriors well. The combination of â€Å"wild scenery and harsh climate† (Tacitus, Germania) had given the barbarians an inherent endurance towards cold and hunger over time. To cope with their surroundings, the warriors had developed powerful physiques, yet their abundant resources of strength and stamina proved not to be a source of pleasure for them, for the warriors had â€Å"no fondness for feats of endurance or for hard work† (Tacitus, Germania). In earthly matters, Germany’s apparent lack of precious metals made the warriors quite utilitarian in regards to physical possession. They preferred silver to gold, as silver could be more easily fashioned into useful objects. Only the tribes of warriors on the borders of the Roman empire recognized gold and silver as trading commodities, while the ‘backwoods’ tribes traded through the simple practice of barter, yielding one item in exchange for anot her (Tacitus, Germania).   Ã‚  Ã‚  Ã‚  Ã‚  The Germanic tribes were by no means idle people. Not content with the quietness characteristic of daily lives built on routine, â€Å"for rest is unwelcome to the race† (Tacitus, Germania), the tribes warred with their neighbors. In most cases, the tribes did not engage in voluntarily combat to gain or defend land or to right some alleged wrong against them; they mostly fought for two reasons. They first believed that it was easier to distinguish one’s self in the uncertainty of war, rather than in the predictability of routine. So war became a way for the barbarians to prove their honor, or sometimes expose their shame, as the abandonment of the shield during combat was â€Å"the height of disgrace† (Tacitus, Germania).

Case 3- marketing Essay

1. how was Samsung able to go from copycat Brand to product leader? By introducing a new top-to-bottom strategy for the entire company which Lee called â€Å"new management†. In order to become a cutting-edge product leader and not a copycat and cheap brand, Samsung hired new fresh young designers whom will develop sleek, bold, beautiful and that will always receive a Wow! For response new products. Also, the company was no longer going to work with low-end distributers, instead they choose to work with specialty retailers such as Best Buy and Circuit City. Lee ´s goal was to dethrone Sony and become the biggest consumer electronics firm in the world. 2. is Samsung ´s product development process customer centered? Team based? Systematic? I do believe that Samsung ´s product development process has all those qualities since every new product has to pass the Wow! Test during testing in order to be very attractive for customers, otherwise it is sent back to the design department. Throughout this test the company can also evaluate and review the new products. Also the â€Å"new management† is a top-to-bottom strategy so it is supposed to be centered, team based and systematic; it requires several departments to work together. 3. Based on the PLC, what challenges does Samsung face in managing its high-tech products? Samsung ´s products have been extremely successful during the last years but now their high-tech products have lost their touch and the company ´s profits and sales are declining. Lee ´s reponse to this matter was Samsung ´s new strategy â€Å"mabuljungje† which means â€Å"horse that does not stop†; even tought their products are in the decline stage Lee does not plan to stop, he  believes this is the time for the company to run and keep going. 4. will Samsung likely achieve its goals in markets where it does not dominate, such as smartphones? Why or why not? I dont belive it will conquer the markets where it does not dominate right now simply because even tought they are investing heavily to ensure and have the TV advantage loyalty lies in the products of other companies such as Mac Store. Right now little percentage of the customers prefer Samsung instead of Mac why? Because their products are more recognized in society terms, have more class, usually are the first ones to appear so they are inmediatly the leaders , the service is good and more.

My Pet Elephant Essay

Hello there. This is the story about the first time I got a pet. my name is Hugo Lambrechts and here is where it all began. Last night at around 12:00 pm I was about to go to bed when I saw a present on my bed from my Mom .When I opened my gift I saw a toy elephant inside. I saw it and I stared for quite some time, took a big breath and smiled. When I was about to go to bed I was dreaming of having a pet elephant and how it would be to have an elephant for a pet. The next morning, it was my birthday! I jumped for joy. Mom greeted me a happy birthday. Then I saw my dad , he was the one i had to beat, I mean if I want a pet elephant, then I have to go through him. I said â€Å"Good morning Dad.† Then dad said â€Å"Happy Birthday! What would you like for your birthday?† I asked him â€Å"Dad can I have a pet elephant?† My Dad looked shocked then he laughed a little then he became serious. He said with a loud voice, â€Å"No! You can’ t have a pet elephant! I mean do you even know how to take care of an elephant?† I didn’t know what to say, I was stuttering like I was in the North Pole for days. Then the school bus went by with a big â€Å"HONK!† I can’t believe I was saved by the school bus. I was rushing to get out as soon as possible. â€Å"Bye Dad, Bye Mom see ya later.† I said in a rush. Then I raced out the door in the school bus and off to school. After school, I got home then I overheard my Dad talking on the phone then he was talking about work and stuff then it hit me I heard him talking about a present! Then that made me think. So I just went up to my room and thought about it for a long time. The next day, while I was eating breakfast I saw my dad focused on the computer looking for something on a site about wildlife and stuff. So it made me wonder more and more. So when I got back from school I saw my Dad and Mom in front of the TV watching those documentaries about animals and so when I got bored I went upstairs in my room and thought about it again. When I got home I saw boxes everywhere and so I asked, â€Å"What are these boxes for?† Then Mom answered â€Å"We are moving to a new house.† Then I asked† But why?† â€Å"You’ll see.† Said my Mom with excitement. Page 3 Then I went upstairs to pack my things. While we were driving to North Island I was thinking about what will the surprise be? So when I got there I went running down the car and up the stairs and into the room. Then I saw a basket on the floor and it said To Hugo Dear darling Hugo Happy Birthday! I hope you love your gift. From your parents Then when I opened the basket it was a baby elephant inside! .And that is the story of how I got my pet elephant.