Why is it called Five in a Row?
Because you will read the story aloud to your child for five consecutive days before doing the lesson(s). (This applies to the picture books found from More Before through Volume 5; it doesn’t apply to Before Five in a Row or the chapter books in the later volumes.) Be sure to read “Reading the Stories Five Days in a Row” in the “How to Use Five in a Row” section of each manual, Volumes 1-5. This explains more fully why Jane Claire Lambert created FIAR based on the philosophy of reading aloud, and repetitively, to your student.
How do I know which level of Five in a Row to start with?
Whether you have one child or several, click here to get an overview of the various levels of the FIAR curriculum. Downloading the sample units that are available for Before, More Before, and Five in a Row and reading through the lessons will give you a good idea of which manual is best suited to your student(s). To view and compare the volumes, click here for preschool and kindergarten manuals, and click here for Volumes 1-8. To download the booklists and sample units from each, click here.
Do FIAR Volumes 1-8 correspond to grades 1-8?
They can, but they don’t have to. You could begin your child with Volume 1 in first grade and theoretically use one volume per year, but it’s not necessary to use FIAR in this way. Many families do use one volume per year even though there aren’t 30+ books in each volume. This is because you’ll likely spend certain weeks on holiday studies, your children (or you!) will have illnesses, there will be vacations or other breaks from school, etc. There are also Mini Units you can use to fill in during the school year. In addition to all of this flexibility, Volumes 1-3 are interchangeable (regarding their level of difficulty), and you may wish to combine or alternate volumes if you have a wide range of ages. Five in a Row is an extremely flexible curriculum and all of these options work very well.
What else do I need to supplement in order to have a full curriculum?
For preschool (Before FIAR and More Before FIAR), you’ll need no other formal curriculum. You may want to do counting practice or pre-math skills at that age, just as a part of your day-to-day life with your child.
For your FIAR-aged child (Volume 1 and up) who is not reading yet, you’ll need a good phonics program and a simple math curriculum at the appropriate age level. For children who are already reading successfully, many families choose to no longer teach phonics but to simply let the child read books that interest him (and you, of course, will continue to read aloud to him!). You’ll continue to do a math curriculum daily, and at some point (this varies for individual children), you’ll want to add spelling, handwriting, and grammar as individual subjects in language arts. You won’t need to add a separate history or science curriculum while using Five in a Row. If your child is especially interested in science or history, we strongly encourage you to help them find library books and other resources in these areas, and you might consider read-alouds on these topics just for fun!
Do the picture books or chapter books that we’ll read come with the manuals?
No, you’ll need to obtain the books separately, whether from the library or by purchasing them.
Do I have to purchase the books that go along with the manuals?
You can, but you don’t have to. Many people choose to use the library for all books, or purchase only certain titles. That said, other FIAR families DO eventually purchase many (if not all!) of the books because they’re such wonderful, heartwarming, unforgettable stories. They want to treasure them and someday pass them on to the next generation.
Do I need to order one FIAR manual for each child?
No. The FIAR books are teacher’s guides and you’ll only need one manual to use with your family.
What does “rowing a book” mean?
Many families who use Five in a Row refer to “rowing” a book, which simply means doing the FIAR unit study using the lessons and the selected book.
Do I have to do the books in order? And how does FIAR progress in difficulty through the 8
You don’t have to do the books in any particular order. Feel free to mix and match the units depending on the needs of your student. Volumes 1-3 are based on books that are about the same level. Volume 4 increases in difficulty and length of study for each book (two weeks for each unit instead of one). Volume 5 is a transition volume, containing both picture books and chapter books. Volumes 6 and 7 (chapter books) are similar in level, and Volume 8 contains two more chapter books plus the longest FIAR unit, a semester-long study of a more advanced chapter book. To view and compare the volumes, click here. To download the booklists and sample units from each, click here.
What are the differences between Before Five in a Row and More Before Five in a Row? Do I need to do Before Five in a Row first?
Before Five in a Row is designed for ages 2-4 while More Before Five in a Row is designed for ages 3-5. Before Five in a Row is not a traditional curriculum, but instead a collection of discussion- and play-based lessons based on classic books for young children, to do for 10-20 minutes, two or three days a week. More Before provides a more structured, 5 days a week, preschool or kindergarten experience.
Depending on the age of your child, you can do Before Five in a Row first or jump in with More Before. Many families have had great success in combining Before and More Before for their young children, alternating between the volumes. To view and compare the volumes, click here.To download the booklists and sample units from each, click here.
What are Story Disks and Storybook Maps? How do I use them?
Story Disks are circles that have an image that corresponds to a picture book used in Before, More Before, or Five in a Row Volumes 1-5 (picture book units). They are available in black and white at the back of each manual for you to photocopy and color in or have your child color in. Full-color, laminated story disks come free with your manual purchase from fiveinarow.com (you do not have to add the story disks to your cart if you purchase the manual here). If you need to purchase story disks without ordering a manual, please contact email@example.com.
For Five in a Row Volumes 1-5, the disks are used as a geography aid for the picture book units. You cut out the laminated disk and using removeable teacher’s putty, you’ll attach the disk to a world map or U.S. map on the location where the story takes place. (Most families purchase both maps for use with Five in a Row; you can purchase the maps of your choice.) For instance, while studying the Madeline unit of Five in a Row you will discuss the geography lesson from the manual that talks about how Madeline lived in Paris, which is in a country named France. Then you’ll go to the world map with your child and find France, then Paris, and place the (Eiffel Tower) Madeline disk on that location. You can review this each day (taking the disk off after your lesson so that your child can find it again tomorrow on the map).
For Before and More Before, you will use the Storybook Map (purchase the maps here and here) to place the disk for the location of where each story takes place—much like the Volume 1-5 disks above, but with a “make-believe” map rather than a real-world map. (The locations to place the disks are noted in the teacher’s manual at the end of each unit.) For instance, while doing the unit on Owl Babies (More Before), your child will find the hollowed-out tree on the map to place the Owl Babies story disk on. This activity helps your child learn map skills in a gentle, fun manner, laying a foundation for future geography lessons they’ll do in Five in a Row. You might choose to ask some basic questions like, “Is the hollow owl tree above or below the lake?”
What if my child is already reading, or has already read some of the books found in the manuals?
The Five in a Row curriculum, from Before FIAR to Volume 8, is not based on the student’s reading ability, and it works well with fluent readers, struggling readers, and non-readers. With the FIAR picture books, you will read the stories aloud to your children regardless of age or ability because of the warm, relational tone it sets for each teaching day. (For the chapter books, you may read aloud or your child may read; this is covered in the front matter of Volumes 5-8.) Be sure to read “Reading the Stories Five Days in a Row” in the “How to Use Five in a Row” section of each manual, Volumes 1-5. This explains more fully why Jane Claire Lambert created FIAR based on the philosophy of reading aloud, and repetitively, to your student.
Will my child get bored if we read the same book more than once?
Most likely not. The first time you read a story, children simply want to discover what happens. But each day we peel back the story, learning to write using some of the techniques the author has used, or learning to draw or paint using some of the techniques, materials or palettes the illustrator has used. We learn more about the culture or setting where the story took place, we pull out interesting science topics to discuss and explore, etc. So with each new reading, the child can look at the illustrations, think about the cuisine or the architecture; appreciate the writing style, etc. Each day builds on the previous day’s learning experience. And each reading builds a bond with the book for your child so that they develop a deep and abiding love for each wonderful story. Then each time they read the story they’ll recall and strengthen their grasp on the many lessons learned from that beloved book.
What if my child balks at reading the story more than once?
There are lots of easy tricks you can use to make the re-reading fun! For instance, you might tell the student you are going to leave OUT certain words and you want to see if they can catch you when you make a mistake. Or you might ask him to call out each time you read a certain character’s name and see how many times the author has included that name or word. You can ask your child to be looking for pictures that have a particular color scheme or technique from the art lesson while you’re reading the story, etc. Be sure to read “Suggestions for a Resistant
Student” in the “How to Use Five in a Row” section of each manual.
I’ve heard that several of the books are out of print. What if I can’t obtain a specific book?
“In print” inventories from publishers change from month to month. Most FIAR titles are in print and are readily available to order or to request from the library. At the back of each manual, Volumes 1-5, you’ll find a section called “Finding the Books” which has helpful information on locating out of print titles. Other options include inter-library loan, various used book websites, library sales, or (not ideal but can be used in a pinch) watching a video of a read-through of the book online. Some families choose to simply skip a title that they have difficulty finding. Because lessons don’t specifically build on one another from book to book, and because many lessons will be revisited in different ways in other units, you can skip books if needed.
Can my 2 or 3-year-old join in with the older children?
Of course! But you’ll find that Before FIAR is aimed directly at their learning readiness needs and provides a very special 10-20 minutes a few times a week that is “their time” just like big brother or big sister.
How long does it take to do Five in a Row each day?
For Before Five in a Row you’ll want to spend 5-10 minutes reading the story to your toddler and then doing one fun activity. You may choose to do this more than once each day but don’t make it “work”—keep it fun. With More Before, you’ll spend around 15-30 minutes reading the story to your preschooler or kindergartener and then choosing one or more lessons from the manual. More time will be spent on days that your child becomes invested in an art project or wants to play what they’ve been learning (play-based learning is encouraged and ideas/lessons are provided for you).
For Five in a Row picture books (found in Volumes 1-5), plan to spend anywhere from 15 to 60+ minutes per day in addition to whatever time you set aside for math, phonics, spelling, etc. The reason for the wide variance in times is because the lessons you choose vary greatly in length. You may spend only 15 minutes discussing a topic in social studies or language arts, or you may spend an hour and half on a science experiment or an art project—and everything in between! The longer you “row” (use the FIAR curriculum), the more you’ll have a good grasp on how long each activity is likely to take.
For Five in a Row chapter books (found in Volumes 5-8), plan to spend anywhere from 30 minutes on up. The time varies greatly for the same reasons mentioned in the paragraph above. You also won’t read a chapter from the book every day, which will affect how long your school time will last.
Do I have to do every activity in the teacher’s manual?
No—in fact, you’ll want to select only one or two activities each day. There are more lessons in the manual than you will be able to (or likely, want to) use.
Some of the stories seem to be seasonal. Should I do specific stories or volumes at certain times?
There are several stories mixed throughout the volumes that are indeed seasonal. And it would be lovely to do those stories at the appropriate time of the year. But the majority of the stories can be done anytime.
How long does each chapter book unit (Volumes 5-8) take to complete?
It depends entirely on you and your student. Most people find they spend 6-8 weeks on each unit, but some spend longer. In the back of Volumes 5-8, you’ll find sample lesson planning pages that walk you through two weeks of a chapter book study that is found in that particular manual. Those sample lessons are just one way you could approach two weeks of study. In addition to planned study, many families also find themselves on “rabbit trails” at any FIAR level. For example, a passing mention of the solar system or the Revolutionary War may lead to a two-week rabbit trail on that subject as you visit planetariums or battlefields, go to the library, do self-directed research and more. The goal is to get your child excited about learning!
What are the Five in a Row Mini Units? When and how can I incorporate them into our studies?
Mini Units are picture book units that are released periodically and are available in digital format. They are called Mini Units because there is one lesson for each subject for ages 5-9 (Social Studies, Language Arts, Art, Applied Math, and Science). There are also two additional lessons for older students (age 9-12) that expand on the younger lessons, as well as suggestions, ideas, go-along books, and teaching tips for ages 2-4. Mini Units cover every age level!
The lessons in the Mini Unit are deep and rich … and the work of finding extra materials (go-along books, videos, websites, etc., for all age levels) has been done for you already. You’ll also find activity sheets for hands-on learning/documentation and a recipe that pairs with the story to make together and share. The Mini Units are really anything but mini!
If you use all the age group lessons in each Mini Unit (or will use them at a later time with your children as they get older) then you are really purchasing three separate week-long units of learning based on the same picture book. You can row it with a 2, 3 or 4-year-old and then come back around to it in 2-3 years with a 5-8-year-old, and again a few years later with a 9-12-year-old. Each time they will learn new things and revisit a favorite picture book.
Many of the Mini Units have a holiday theme, but the lessons are written to be used at any time during the year. Click here to see all Mini Unit options. You can also get a FREE Mini Unit by clicking here and using coupon code mini0920 at checkout.
What is your #1 tip for new users to FIAR?
Our # 1 tip would be to read the front matter (and back matter) in your Five in a Row manual. You’ll find Jane Claire Lambert’s tips for beginning Five in a Row, how to find out of print books, getting the most out of Five in a Row, sample lesson planning pages, how to do a Five in a Row review week … and much more!
Spending 5-10 minutes reading through the front and back of each FIAR manual (even at the beginning of each school year!) will benefit you and your student for the length of their education with Five in a Row.
What does “Second Edition” mean regarding the FIAR manuals?
Several years ago, we were looking forward to the next 25 years of Five in a Row. We wanted to continue to provide the amazing content that our rowers know and love while improving each volume with activity pages, teachers notes, a beautiful layout, and a new design, including wide margins for notes, updated illustrations, and more. These changes provide over 100+ new pages of content to each volume. Most of all, we wanted to provide a clearer sense of continuity to the curriculum as a whole. We are now well into the Second Edition changes for FIAR Volumes 1-8 and the feedback from those who’ve used the new volumes has been overwhelmingly positive! For more details on updates and changes to each volume, click here and select the FIAR level that you are interested in by clicking on the cover of any volume.
Here’s to an amazing 25+ years of Five in a Row and to the next 25 years!
Can I still order the first edition Beyond Five in a Row manuals?
If you have already finished a volume of Beyond Five in a Row, first edition, at this time you will be able to purchase these first edition volumes to finish out your Beyond Five in a Row journey with your student. Please contact firstname.lastname@example.org to purchase a Beyond Five in a Row manual.
Where can I purchase the curriculum if I do not live in the U.S.?
Five in a Row does not sell internationally through our website but does sell internationally through Rainbow Resource Center and Amazon.
Is FIAR a Christian curriculum?
We are Christians, but FIAR manuals are used successfully by both Christian and non-Christian families. Before Five in a Row and More Before include Bible devotionals for parent and child that can be used or skipped over. For Volumes 1-8, Bible lessons are not included in the manuals because some homeschoolers are not able to purchase religious curricula in order to stay in compliance with their state’s homeschool laws. So for Volumes 1-8, FIAR offers a separate Bible Supplement (in two volumes) that pairs up with each individual story unit. Hundreds of lessons in character development with accompanying Bible references are provided, as well as Teacher‘s Notes pages to record Bible memory verses or copywork, related worship songs or hymns, your student’s drawing of the Bible story you’ve discussed, and more. Find more information on the FIAR Bible Supplements here, and click here for all FIAR sample units, which includes a Bible Supplement sample.
What denomination are the lessons in the Bible Supplement? Which translation of the Bible do you use?
We don’t teach “doctrinal” lessons. Rather we connect familiar Bible stories with the stories children are reading. Further, we teach broad Biblical values: honesty, kindness, forgiveness, generosity, etc. You won’t find lessons on which type of baptism is “best” or women’s role in the church or speaking in tongues or church government. We’ll leave that for you to teach. In the rare cases where the Bible is directly quoted in the Bible Supplement (in almost all cases, chapter and verse numbers are given rather than direct quotes), we have used the ESV translation of the Bible. But overall, the Bible Supplement is designed for you to read directly from your Bible and share with your children. Find more information on the FIAR Bible Supplements here, and click
here for all FIAR sample units, which includes a Bible Supplement sample.
Is there a cookbook for FIAR, and how can I purchase it?
The second edition of the FIAR cookbook will be available soon! It will actually be a cooking curriculum that will help you teach your child lessons in the kitchen through recipes that pair with each Five in a Row book. See this page for more information, as well as details on how to purchase the digital cookbook that was previously available.
What are “rabbit trails” and should we take them?
Rabbit trails, or going down a rabbit hole, happens when your student’s curiosity spurs a question that isn’t part of the lesson, or when they become deeply interested in a topic/subject and want to dive into learning more than what’s provided in a lesson. When rabbit trails are driven by your student’s curiosity, they provide interest-based learning opportunities that are powerful and have a high information retention rate. Five in a Row is based on a learning concept called “low floor/high ceiling.” Rabbit trails and natural curiosity mean that there is no end to what your student can learn if they follow the trail. (To learn more about the low floor/high ceiling concept and how rabbit trails are part of the high ceiling, click here.)
Should you follow rabbit trails? We encourage you to do this if your student initiates it! Of course, not all students will ask questions that lead to rabbit trails, and that’s also perfectly fine—the FIAR manuals are providing everything they need! It’s a bit like healthy eating … the lessons in each manual provide a healthy “meal” (or the appropriate educational material for each student), while rabbit trails are the equivalent of a second serving of your favorite food or a dessert. It’s not necessary but, for some, it’s enjoyable!
Does Five in a Row cover history chronologically?
No, Five in a Row covers history topically, depending on the book that is being studied. This method creates interest-based, historical lessons—as they are tied to a character or story that your students is interested in, versus simply learning about an event or period in history because it comes next in a textbook. As your student progresses through the FIAR curriculum, they’ll learn about many topics/time periods/places more than once, at a somewhat higher level each time. This method allows your student to recall and build on previous knowledge, which is highly effective for learning at younger ages. In late middle school and high school, your child will likely study history in a more structured and/or chronological manner.
Five in a Row encourages the use of a timeline if you want to foster a chronological understanding while embracing the topically-driven study of history provided through FIAR. The Homeschool History Book of Centuries: A Portable Timeline for the Young Historian by Anna Travis is one option.
What about possible “gaps” in my student’s learning?
The idea of “learning gaps” is deceiving. We all have learning gaps, no matter where we went to school or what curriculum we might have used—and today’s students are no exception. No one can cover everything or learn everything, nor should they.
From Before FIAR to Volume 8, Five in a Row teaches children to love learning, how to learn, and how to find information. FIAR equips your children to fill in the inevitable gaps whenever they run into them—whether in high school, college, or later in life. With Five in a Row, your child won’t be learning information for a test and then forgetting it a week later. They’ll be digging into topics that spark their interest, learning about things that are new to them in every subject area, and then moving on to high school, where they’ll cover subjects in (mostly) a more systematic and structured way. This method of learning has proven successful for thousands of FIAR families over the past 25+ years.
In today’s world especially, information is at our fingertips in seconds. Five in a Row teaches so much more than mere information. It develops skills and habits of learning that will serve your child well no matter what they decide to pursue after their FIAR studies are complete. They’ll learn how to become critical thinkers, how to enjoy literature and other creative arts, how to research and express their ideas, how to make connections between the things they learn, how to direct their own learning when needed, and much more—all in the relaxed atmosphere of “inspired learning through great books” that FIAR provides.
Gaps are a natural part of the learning process. No need to be afraid or worry about them!
What makes Five in a Row different from other curricula?
First, it was developed by a successful homeschool teacher, so it’s geared for success in the home environment. Second, it’s relational at its very core. While a great deal of information is imparted to young learners, it’s done in a home/family/relational setting. By gathering your family together each morning and snuggling as you read a wonderful story aloud to your children, the tone of each teaching day is relational and fun rather than rigorous and sterile. If earning is consistently fun and enjoyable, they’ll be lifetime learners whether you (the teacher/parent) are there to push them or not. The core philosophy of Five in a Row is to teach children to love learning!
Do you offer an affiliate program?
No, we don’t.
Will there be a Five in a Row booth at my homeschool convention?
How do I get the free FOLD&LEARNs™?
When you subscribe to the blog, you’ll be taken to the page that has all of the free FOLD&LEARNs™ upon completing all of the confirmation steps. If you didn’t bookmark that page, the link to the FOLD&LEARNs™ is at the top right center of any email. You can subscribe to the blog on the fiveinarow.com homepage; just scroll down to “sign up now” after clicking here.
What additional curricula do you recommend for the subjects that Five in a Row doesn’t cover?
Five in a Row covers Social Studies (including History, Geography, and Career Paths), Language Arts (including Writing and Discussion Questions and Vocabulary), Art, Applied Math, Science, and Life Skills for ages 5-12+.
Finding the right fit for you (the teacher) and your student is the most important criterion when choosing any curriculum. So it’s entirely possible that you will need different curricula for different children in your family. That said, programs that we have personally used and would recommend include those below. Most of these resources can be found through the Five in a Row Amazon shop.
You will need to add a math program to Five in a Row. Many people do this around first grade.
Math-U-See (includes video option)
Math Lessons for a Living Education (foundational math textbooks with a literature/story-driven theme in each lesson)
Teaching Textbooks (online program with video lessons)
CTC Math (online program with video lessons)
Five in a Row doesn’t teach how to read. Keep in mind that children may begin reading at 4, or they may begin at 8—both are completely within the usual range of beginning to read.
Teach Your Child to Read in 100 Easy Lessons (phonics)
Dash Into Reading (phonics)
All About Reading (phonics)
Bob books (phonics based; each simple, short storybook addresses a stage in a child’s reading development)
Explode the Code (basic phonics and handwriting practice)
Handwriting Without Tears (multi-sensory approach to handwriting)
Some children will do well beginning spelling in earlier grades (especially if they need more practice), while some can wait until later elementary.
Spelling Power (one book for K-12, includes placement tests, works well for natural spellers)
All About Spelling (open-and-go program based on the Orton-Gillingham approach; hands-on, multi-sensory, good for dyslexia or struggling spellers)
If you have a child who loves language arts and is ready for more formal grammar study, you might want to begin in mid-elementary years, around 3rd grade. But many children have greater success with grammar by waiting until later elementary grades to begin.
Easy Grammar and Daily Grams (quick and easy to use, focuses on correct usage)
Rod & Staff English (a more rigorous, traditional approach, includes diagramming and writing exercises in mid-elementary grades; from a Christian perspective)
Five in a Row draws many lessons about music, famous composers, and musicians from the selected picture books. We highly recommend the following study to dive more deeply into a composer study or to incorporate a consistent music study into your week.
Conversations with Composers, which can be found at myhomegrownsymphony.com
Have a question we didn’t answer? Feel free to email us at email@example.com!


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The dental hygienist plays a significant role in pediatric dentistry, whether in general practice, a specialized pediatric practice, or a public health setting. The dental hygienist is frequently the prevention specialist in the practice, focusing on oral hygiene and good dietary habits. Additionally, the hygienist may provide treatment such as sealants, scaling, root planing, and restorative care including local anesthesia, depending on the state practice act. The recommendation for parents to establish a dental home by a child's first birthday1 means that dental hygienists are now likely to see more and more young children. It is important for dental hygienists to have the skills needed to guide both young children and their parents through a dental hygiene appointment, whether it be for preventive care or for treatment of restorative needs.
Knowing how to work with children is important to the enjoyment of providing them care. Dental hygienists need to cultivate skills and techniques to guide the behavior of young children, especially when introducing them to the dental environment and to new procedures. A review of communication strategies that are considered basic behavior guidance techniques by the American Academy of Pediatric Dentistry (AAPD) may be helpful.2 Dental hygienists frequently use tell-show-do, specific direction (e.g., "I need you to keep your hands on your tummy.") followed by positive reinforcement (e.g., "Good job! I really like the way you keep your hands on your tummy!"), distraction, and storytelling. Distraction may include playing audio or video media or something as simple as providing a stuffed animal to hold. Hygienists may enhance the patient's sense of control by giving them a signaling technique to use (e.g., "raise your hand") to indicate pain or need for a break. Another method to enhance control is to give the child the role of helper. For example, the child may hold "Mr. Thirsty," also known as the saliva ejector. The use of age-appropriate language is important, and euphemisms such as Mr. Thirsty, "raincoat" for rubber dam, and "astronaut mask" for nitrous hood can be helpful. Voice control and nonverbal communication are also important means of behavior guidance. Voice control is a deliberate change of volume or tone to gain the child's attention and make clear the adult-child roles. Nonverbal communication through facial expression, body language, and appropriate contact should demonstrate warmth and acceptance of the child.
While the above communication strategies are considered basic behavior guidance techniques by the AAPD, the use of nitrous oxide/oxygen inhalation is also considered a basic behavior guidance technique, albeit a pharmacological one.2 In at least 34 states dental hygienists can administer nitrous oxide/oxygen (N2O) to patients including to children.3 Depending on the needs of the child and the treatment to be performed, this may be a useful technique to employ with parental permission. In addition to being an anxiolytic, it provides a degree of analgesia and reduces the gag reflex and movement generally while increasing tolerance to lengthy appointments.2
The concept of anticipatory guidance may be new to some dental hygienists. While behavior guidance is communication directed toward the child, anticipatory guidance is communication directed toward the child's parents or caregivers. This three-way interaction between the child, parent, and provider is known as the pediatric dentistry triangle, and the dental hygienist must learn equally well to communicate with the child's parents as with the child. Parents/caregivers are essential to an understanding of the child's health and habits, especially those of young children. As the recommendation to establish a dental home by 12 months is becoming more accepted by medical and dental providers and families alike, more dental hygienists will see very young children, and their parents will be an integral part of the care team. Parents often expect to be involved in their child's care even as their children get older.
Anticipatory guidance provides parents with information and advice about what to expect developmentally, their role in prevention of oral diseases, and the oral health risks to watch for as children get older.1 During a prevention appointment, the dental hygienist should provide parents with anticipatory guidance in the following six primary areas.
Dental hygienists who see preschool-age children and younger should be familiar with the age at which primary teeth erupt and exfoliate. Having a chart handy will be helpful to parents who want to know if teeth are erupting "on time" or are delayed. It is important for parents to understand that-while the primary first molars erupt on average a little after the first birthday, and the second primary molars erupt around the second birthday, with the canines appearing at about a year and a half-all these teeth will remain in the mouth and not be exfoliated for 8 to 10 more years in order to guide the permanent teeth into the mouth. These teeth will be in the mouth long after permanent incisors have replaced the exfoliated primary incisors and the permanent first molars have erupted. Parents should know that if the primary teeth develop decay, the bacteria that cause tooth decay can infect the permanent teeth. Therefore, protecting the health of primary teeth from the time they first erupt is crucial for healthy permanent teeth.1
Parents should be instructed to begin cleaning their infants' teeth with the eruption of the first tooth.4 A wet washcloth, gauze, or child's toothbrush can be used. The primary mandibular and maxillary incisors are the first to erupt between approximately 6 and 12 months. The maxillary incisors are particularly vulnerable to decay because the shallow vestibule makes access to the gingival margin-where plaque collects and the enamel is thinnest-difficult. Parents need to learn to lift the lip for two reasons, adequate brushing and to examine the teeth for any signs of color change, white spots, or staining that can indicate the initial signs of dental caries. It has been shown that by using the lift-the-lip technique, parents can be taught to recognize the early signs of tooth decay. If children have closed contacts, parents can be shown how to use flossers or floss picks to clean between those teeth. Parents are likely to be surprised to learn that they not only need to supervise toothbrushing once children take an interest in brushing their own teeth, but they also must "take a turn" brushing their children's teeth thoroughly at least once a day until children develop fine motor skills at about the age of 7 or 8 years.
The AAPD recommends that all children have their teeth brushed with fluoride toothpaste twice a day from the time of first tooth eruption.4 This may be confusing to parents who will commonly see fluoride-free toothpaste on store shelves for children 2 years of age and under. Dental hygienists need to be prepared to explain the significance of fluoride to newly erupted teeth and that the amount used is very important. The recommendation is for a smear of toothpaste the size of a grain of rice up to the age of 3 years and the size of a pea from 3 to 6 years of age4(Figure 1). While it is advised for older children to spit but not rinse after brushing, so a little fluoride remains in the mouth, children under 6 years of age cannot purposefully expectorate.4,5
Dental hygienists will want to know if the child lives in an area with community water fluoridation, if they drink bottled or tap water, and whether the tap water is filtered. The Centers for Disease Control and Prevention (CDC) guidelines indicate that fluoride supplementation should only be used for children without access to community water fluoridation.5 The American Dental Association (ADA) guidelines recommend supplementation only for children at high risk of dental caries.6 If supplementation is indicated, it should be used until at least 16 years of age. Drops and tablets are available to be used according to the child's developmental age. Hygienists should be aware that though minimal compliance is required on the part of the child, the parent must fill the prescription regularly and remember to administer the supplement daily.5
Healthy dietary habits
A diet high in carbohydrates shifts the oral microbiome to one high in cariogenic bacteria and is therefore a primary risk factor for dental caries. Dental hygienists can offer practical advice when making parents aware that not only sugar causes dental caries. Foods that do not taste sweet but contain carbohydrates and starches-such as crackers, unsweetened cereal, pasta, fruit juices, and dried fruit-can be problematic, depending on when and how frequently they are consumed. Advice will include an emphasis on drinking water and milk, avoiding the introduction of fruit juice before age 1, and limiting the consumption of fruit juices to 100% juice 4 ounces per day for ages 1-3 years, and 4-6 ounces per day through age 6 years.4 Bottles, especially at nighttime, and sippy cups should only contain water except at meals, and the AAPD recommends drinking from an uncovered cup by the first birthday.4 The logic is that this necessitates the child being stationary as at mealtime or snack time, and the consumption of food and drink is limited to a discrete time so that teeth are not constantly facing an acid challenge throughout the day. Continuous snacking is unhealthy. Ideally snacks should be limited to less than three per day, with an emphasis on replacing carbohydrates with cheese, fruit, vegetables, and nuts when possible. When it is not possible for children to brush their teeth after meals and snacks, they should be encouraged to rinse with water. In addressing healthy dietary habits with parents and the recommendation to limit added sugar to less than 10% of daily caloric intake, dental hygienists can emphasize that what is good for the teeth is good for the body.5 When multiple health care providers address a common cause of both dental disease and childhood obesity, this is known as the common risk factor approach.
Parents will appreciate advice on the sucking habits of children. Over 90% of children engage in non-nutritive sucking during the first year. This can include digit sucking (thumbs or fingers), or use of pacifiers, toys, blankets, etc. What determines whether the habit is detrimental is the frequency, duration, and intensity. On average children stop between 24 and 36 months. After this time the habit can have deleterious effects on the development of the oral structures. Finger or thumb sucking tend to persist longer than pacifier use and can cause greater malocclusions. Therefore, dental hygienists should advocate for stopping the habit no later than 36 months.1,7 Useful recommendations to meet this challenge include encouragement with gentle reminders, as the child likely desires to break the habit. A simple technique can be adhesive tape to the finger or thumb as a reminder to break an unconscious habit. For more entrenched habits, the dentist can fabricate a fixed appliance that will discourage thumb or finger sucking.8
Injury and trauma prevention
Dental hygienists should remind parents that the use of toothpaste requires supervision and that it should be kept out of reach of young children. Parents should be cautioned, per the United States Food and Drug Administration (FDA), against using products containing benzocaine or homeopathic teething tablets and gels for children who are teething.7 Cool but not frozen pacifiers, teething rings without liquids, or wet washcloths can help until the discomfort passes in a couple of days. Injury prevention includes assuring that parents are using car seats and childproofing the home.1 Toddlers are not unlikely to experience oral facial trauma when learning to walk. Older children are prone to injury from sports and activities, necessitating counseling on the use of mouthguards and helmets.7 Parents should be provided with a phone number to reach their established dental home in case of emergency.1
Young children are dependent on their parents for their diet, oral hygiene, and fluoride exposure.7 Therefore, it is important for the parent to understand their role in their child's oral health, and it is incumbent on the dental hygienist to share practical means of fulfilling that role. For example, the prevention visit for children ages 2 years and younger will likely be conducted using the knee-to-knee position, as these children are in the pre-cooperative stage.7 The parent's assistance will be required to position the child, first placing the child on their lap facing them with the legs wrapped around the parent's waist and held firmly in place with the parent's elbows. The parent then tips the child back into the dental hygienist's lap while holding tight to the child's arms and hands. The hygienist sits facing the parent with their knees touching, forming a platform for the child to lie on. In this position the hygienist accomplishes a toothbrush prophy followed by fluoride application while demonstrating to the parent how the child's teeth can be brushed if the parent has assistance at home. If this position is not practical for the parent, the hygienist can offer other suggestions such as a changing table, countertop, or bed/sofa where the child's head can be placed in the parent's lap. The goal of this positioning is good visibility and the ability to stabilize the child. Bathrooms are to be avoided because they are crowded areas with hard surfaces not designed for infant safety.7
For preschool-age children (ages 3 to 5 years), cognitive development with increased understanding and language skills allows dental hygienists to use behavior guidance techniques to facilitate care. Frequently the parent can now assume the role of silent observer while the dental hygienist establishes rapport with the child. Each child's development and ability to cooperate will determine whether the child receives a toothbrush or rubber cup prophy. There is no difference in fluoride uptake or caries rate for these procedures, and the goal is for the child to have a positive experience.1
As dental caries is the most common chronic disease of childhood, it is no surprise that children will need restorative treatment to address the symptoms of the disease. In many states, dental hygienists' scope of practice allows them to have an active role in this treatment. Forty-six states and the District of Columbia allow dental hygienists to administer local anesthesia to patients of all ages.9 A majority of states allow dental hygienists to be trained to place, carve, or contour restorations following cavity preparation by a dentist.10 Many expanded function programs for dental auxiliaries were established to address the lack of access to restorative care for children by training dental assistants and licensed hygienists to perform these restorative functions.
Providing local anesthesia and restorative care means dental hygienists must be able to guide both the child and the parent through the appointment. Children may be as young as preschool age and the hygienist must be able to explain the steps of the treatment to the parent in simple terms that can also be understood by the child, giving the child time to process the information. It is important to engage the child using one's best behavior guidance skills and give the child time to get on board with the process. In providing care for children, dental hygienists must remember they are not small adults and carefully plan and prepare for the treatment ahead of seating the child. The area and extent of treatment should be carefully determined, and the type and dose of local anesthesia should be calculated using the AAPD maximum recommended doses. It is important to monitor the child throughout the appointment, especially if N2O is being used, and to keep the child engaged to distract from minor discomforts and a lengthy procedure.
Dental hygienists often receive training in the use of behavior guidance with pediatric patients but may not be aware of their role in communicating with parents and caregivers. When dental hygienists provide anticipatory guidance to parents, they reinforce the importance of oral health to the overall health of children. Dental hygienists are frequently the care providers who spend the most time with the patient and parent, giving hygienists the opportunity to learn about family circumstances and adapt advice and recommendations accordingly. The objective is to establish a therapeutic relationship with the child and parent that promotes the best possible oral health for the child.
About the Authors
Marilynn L. Rothen, RDH, MS
Department of Oral Health Sciences
School of Dentistry
University of Washington
Joel H. Berg, DDS, MS
Department of Pediatric Dentistry
School of Dentistry
University of Washington
1. American Academy of Pediatric Dentistry. Periodicity of examination, preventive dental services, anticipatory guidance/counseling, and oral treatment for infants, children, and adolescents. The Reference Manual of Pediatric Dentistry. American Academy of Pediatric Dentistry; 2022:253-265.
2. American Academy of Pediatric Dentistry. Behavior guidance for the pediatric dental patient. The Reference Manual of Pediatric Dentistry. American Academy of Pediatric Dentistry; 2022:321-339.
3. American Dental Hygienists' Association. Dental hygiene practice act overview: permitted functions and supervision levels by state. ADHA website. https://www.adha.org/wp-content/uploads/2023/01/ADHA_Practice_Act_Overview_8-2022.pdf. Revised August 2022. Accessed April 13, 2023.
4. American Academy of Pediatric Dentistry. Policy on early childhood caries (ECC): consequences and preventive strategies. The Reference Manual of Pediatric Dentistry. American Academy of Pediatric Dentistry; 2022:90-93.
5. Tinanoff N. Chapter 12: Dental caries. In: Nowak AJ, Christensen JR, Mabry TR, et al, eds. Pediatric Dentistry: Infancy Through Adolescence. 6th ed. Saunders/Elsevier; 2018:169-179.
6. Rozier RG, Adair S, Graham F, et al. Evidence-based clinical recommendations on the prescription of dietary fluoride supplements for caries prevention: a report of the American Dental Association Council on Scientific Affairs. J Am Dent Assoc. 2010;141(12):1480-1489.
7. Weber-Gasparoni K. Chapter 14: Examination, diagnosis, and treatment planning of the infant and toddler. In: Nowak AJ, Christensen JR, Mabry TR, et al, eds. Pediatric Dentistry: Infancy Through Adolescence. 6th ed. Saunders/Elsevier; 2018:200-215.
8. Fricker J, Kharbanda OP, Dando J. Chapter 14: Orthodontic diagnosis and treatment in the mixed dentition. In: Cameron AC, Widmer RP, eds. Handbook of Pediatric Dentistry. 4th ed. Mosby; 2013:409-445.
9. American Dental Hygienists' Association. Local anesthesia administration by dental hygienists-state chart. ADHA website. https://www.adha.org/wp-content/uploads/2022/12/ADHA_Local_Anesthesia_Chart_2021.pdf. Revised August 2021. Accessed April 13, 2023.
10. Rothen ML, Choi G, Kim AJ. Advances in the scope of restorative dental hygiene practice. ADHA Access. 2019;33(2):12-15.


KINDERGARTEN SELECTED TOP PRIORITY STANDARDS
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
- Identify the front cover, back cover, and title page of a book.
- Follow words from left to right and from top to bottom on the printed page.
- Understand that printed materials provide information.
- Recognize that sentences in print are made up of separate words.
- Distinguish letters from words.
- Recognize and name all uppercase and lowercase letters of the alphabet.
- Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes [e.g., /f, s, th/, /j, d, j/ ].
- Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
- Blend vowel-consonant sounds orally to make words or syllables.
- Identify and produce rhyming words in response to an oral prompt.
- Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
- Track auditorily each word in a sentence and each syllable in a word.
- Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition
- Match all consonant and short-vowel sounds to appropriate letters.
- Read simple one-syllable and high-frequency words (i.e., sight words).
- Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development
- Identify and sort common words in basic categories (e.g., colors, shapes, foods).
- Describe common objects and events in both general and specific language.
2.0 Reading Comprehension
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students.
Structural Features of Informational Materials
- Locate the title, table of contents, name of author, and name of illustrator.
Comprehension and Analysis of Grade-Level-Appropriate Text
- Use pictures and context to make predictions about story content.
- Connect to life experiences the information and events in texts.
- Retell familiar stories.
- Ask and answer questions about essential elements of a text.
3.0 Literary Response and Analysis
Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
- Distinguish fantasy from realistic text.
- Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
- Identify characters, settings, and important events.
1.0 Writing Strategies
Students write words and brief sentences that are legible.
Organization and Focus
- Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
- Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
- Write by moving from left to right and from top to bottom.
- Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
- Recognize and use complete, coherent sentences when speaking.
- Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Students listen and respond to oral communication. They speak in clear and coherent sentences.
- Understand and follow one-and two-step oral directions.
- Share information and ideas, speaking audibly in complete, coherent sentences.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students:
- Describe people, places, things (e.g., size, color, shape), locations, and actions.
- Recite short poems, rhymes, and songs.
- Relate an experience or creative story in a logical sequence.
Mathematics Content Standards:
By the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects, and develop a sense of properties and patterns.
1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
2.0 Students understand and describe simple additions and subtractions:
2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:
3.1 Recognize when an estimate is reasonable.
Algebra and Functions
1.0 Students sort and classify objects:
1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).
Measurement and Geometry
1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
1.3 Name the days of the week.
1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o’clock; bedtime is 8 o’clock at night).
2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, one).
2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).
Statistics, Data Analysis, and Probability
1.0 Students collect information about objects and events in their environment:
1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.
1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
2.0 Students solve problems in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/ or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
Section 1.01 Physical Sciences
- Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:
- Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking).
- Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other.
- Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.
Section 1.02 Life Sciences
- Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
- Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
- Students know stories sometimes give plants and animals attributes they do not really have.
- Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
Section 1.03 Earth Sciences
- Earth is composed of land, air, and water. As a basis for understanding this concept:
- Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.
- Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants.
- Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.
Section 1.04 Investigation and Experimentation
- Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
- Observe common objects by using the five senses.
- Describe the properties of common objects.
- Describe the relative position of objects by using one reference (e.g., above or below).
- Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).
- Communicate observations orally and through drawings.
History-Social Science Content Standards
Learning and Working Now and Long Ago
Students in kindergarten are introduced to basic spatial, temporal, and causal relationships, emphasizing the geographic and historical connections between the world today and the world long ago. The stories of ordinary and extraordinary people help describe the range and continuity of human experience and introduce the concepts of courage, self-control, justice, heroism, leadership, deliberation, and individual responsibility. Historical empathy for how people lived and worked long ago reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the rights of others.
K.1 Students understand that being a good citizen involves acting in certain ways.
- Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
- Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.
- Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions.
K.2 Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.
K.3 Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.
K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
- Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
- Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.
- Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
- Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
- Demonstrate familiarity with the school’s layout, environs, and the jobs people do there.
K.5 Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.
K.6 Students understand that history relates to events, people, and places of other times.
- Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).
- Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.
- Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills.
1.2 Travel forward and sideways while changing direction quickly in response to a signal.
1.3 Demonstrate contrasts between slow and fast speeds while using locomotor skills.
1.4 Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety of combinations.
1.5 Create shapes by using nonlocomotor movements.
1.6 Balance on one, two, three, four, and five body parts.
1.7 Balance while walking forward and sideways on a narrow, elevated surface.
1.8 Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object.
1.9 Perform a continuous log roll.
1.10 Travel in straight, curved, and zigzag pathways.
1.11 Jump over a stationary rope several times in succession, using forward-and-back and side-to-side movement patterns.
1.12 Strike a stationary ball or balloon with the hands, arms, and feet.
1.13 Toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
1.14 Kick a stationary object, using a simple kicking pattern.
1.15 Bounce a ball continuously, using two hands.
1.16 Perform locomotor and nonlocomotor movements to a steady beat.
1.17 Clap in time to a simple, rhythmic beat.
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
2.1 Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backward, and sideways.
2.2 Identify and independently use personal space, general space, and boundaries and discuss why they are important.
2.3 Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.
2.4 Explain base of support.
2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.
2.6 Explain the role of the eyes when striking objects with the hands, arms, and feet.
2.7 Identify the point of contact for kicking a ball in a straight line.
2.8 Describe the position of the fingers in the follow-through phase of bouncing a ball continuously.
Students assess and maintain a level of physical fitness to improve health and performance.
3.1 Participate in physical activities that are enjoyable and challenging.
- Participate three to four days each week in moderate to vigorous physical activities that increase breathing and heart rate.
3.3 Hang from overhead bars for increasing periods of time.
3.4 Climb a ladder, jungle gym, or apparatus.
3.5 Stretch shoulders, legs, arms, and back without bouncing.
- Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
3.7 Identify indicators of increased capacity to participate in vigorous physical activity.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 Identify physical activities that are enjoyable and challenging.
4.2 Describe the role of water as an essential nutrient for the body.
4.3 Explain that nutritious food provides energy for physical activity.
4.4 Identify the location of the heart and explain that it is a muscle.
4.5 Explain that physical activity increases the heart rate.
4.6 Identify the location of the lungs and explain the role of the lungs in the collection of oxygen.
4.7 Explain that strong muscles help the body to climb, hang, push, and pull.
4.8 Describe the role of muscles in moving the bones.
4.9 Identify the body part involved when stretching.
4.10 Explain that the body is composed of bones, organs, fat, and other tissues.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
5.1 Identify the feelings that result from participation in physical activity.
5.2 Participate willingly in physical activities.
5.3 Demonstrate the characteristics of sharing in a physical activity.
5.4 Describe how positive social interaction can make physical activity with others more fun.
- Participate as a leader and a follower during physical activities.
Visual and Performing Arts: Music Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
1.1 Use icons or invented symbols to represent beat.
Listen to, Analyze, and Describe Music
1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Use the singing voice to echo short melodic patterns.
2.2 Sing age-appropriate songs from memory.
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.
Compose, Arrange, and Improvise
2.4 Create accompaniments, using the voice or a variety of classroom instruments.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
3.1 Identify the various uses of music in daily experiences.
Diversity of Music
3.2 Sing and play simple singing games from various cultures.
3.3 Use a personal vocabulary to describe voices and instruments from diverse cultures.
3.4 Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
4.1 Create movements that correspond to specific music.
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Use music, together with dance, theatre, and the visual arts, for storytelling.
Careers and Career-Related Skills
5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.
Visual and Performing Arts: Dance Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Build the range and capacity to move in a variety of ways.
1.2 Perform basic loco motor skills (e.g., walk, run, gallop, jump, hop, and balance).
Comprehension and Analysis of Dance Elements
1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).
Development of Dance Vocabulary
1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
Creation/Invention of Dance Movements
2.1 Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited).
2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.
2.3 Respond spontaneously to different types of music, rhythms, and sounds.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance
3.1 Name and perform folk/traditional dances from the United States and other countries.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
4.1 Explain basic features that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, setting, music).
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Give examples of the relationship between everyday movement in school and dance movement.


Brainstorming is a group creativity technique by which efforts are made to find a specific problem by a list of ideas spontaneously contributed by its members.
The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination .
Alex F. Osborn, executive director, creative methods for creative problem-solving in 1939. He was frustrated by employees’ inability to develop creative ideas. In response, he began hosting group-thinking sessions and discovered a significant improvement in the quality and quantity of ideas produced by employees. Osborn outlined his method in the 1948 book Your Creative Power in chapter 33, “How to Organize a Squad to Create Ideas”.
Osborn asked that these principles contribute to “ideative efficacy,” these being:
- Defer judgment,
- Reach for quantity.
Following these two principles are his general rules of brainstorming, established with intention to:
- social inhibitions among group members.
- stimulate idea generation.
- increase overall creativity of the group.
- Go for quantity : This rule is a moyen de Enhancing divergent production aiming to Facilitate problem solving through the maxim quantity breeds quality . The assumption is that the greater the number of the general ideas of the chance of producing a radical and effective solution.
- Withhold criticism : In brainstorming, criticism of ideas generated should be put ‘on hold’. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later critical stage of the process. By suspending judgment, participants will feel free to generate unusual ideas.
- Welcome wild ideas : To get a good list of suggestions, wild ideas are encouraged. They can be generated by new perspectives and suspending assumptions. These new ways of thinking might give you better solutions.
- Combine and improve ideas : As suggested by the slogan “1 + 1 = 3”. It is believed to stimulate the building of ideas by a process of association .
Osborn notes that brainstorming should address a specific question; he held that multiple sessions addressing issues were inefficient.
Further, the problem must require the generation of ideas rather than judgment; he uses these examples as if they are possible for a brainstorming material.
Osborn envisioned groups of around 12 participants, including both experts and novices. Participants are encouraged to provide wild and unexpected answers. Ideas receive no criticism or discussion. The group simply provides ideas that can lead to a solution. The judgments are reserved for a later date.
Nominal technical group
Participants are asked to write their ideas anonymously. Then the facilitator collects the ideas and the group votes on each idea. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation.
After distillation, the top ranked ideas may be sent back to the group or to subgroups for further brainstorming. For example, one group may work on the color required in a product. Another group may work on the size, and so forth. Each group will come back to the whole group for the listed ideas. Sometimes the ideas have been brought back to the table.
It is important that the facilitator be trained in this process before attempting this technique. The group should be primed and encouraged to embrace the process. Like all team efforts, it can take a few practice sessions to train the team before tackling the important ideas.
Group passing technique
Each person in a group group writes down one idea, and then passes the piece of paper to the next person, who adds some thoughts. This continues to be his last piece of paper back. By this time, it is likely that the group will have extensively elaborated on each idea.
The group may also create an “idea book” and post a distribution list or route to the front of the book. On the first page is a description of the problem. The first person to receive the book lists his or her ideas and then routes the book to the next person on the distribution list. The second person can log new ideas or add to the ideas of the previous person. This continues until the distribution list is exhausted. A follow-up “read out” meeting is then held to discuss the ideas logged in the book. This technique takes longer, but it allows you to think deeply about the problem.
Team idea mapping method
This method of brainstorming works by the method of association . It is possible to collaborate and increase the quantity of ideas
The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this consolidation phase, participants may discover a common understanding of the issues as they share the meanings behind their ideas. During this sharing, new ideas can be found by the association, and they are added to the map. Once all the ideas are captured, the group can prioritize and / or take action.
Directed brainstorming is a variation of electronic brainstorming (described below). It can be done manually or with computers. Directed brainstorming works when the solution space is known prior to the session. If known, these criteria may be used to constrain the Ideation process intentionally.
In directed brainstorming, each participant is given a sheet of paper (or electronic form) and told the brainstorming question. They are asked to produce a response and then all of the papers (or forms) are randomly swapped among the participants. The participants are asked to look at the idea that they have a new idea. The forms are then swapped again and again and again,
In the laboratory, the brainstorming has been found to almost triple the productivity of groups over electronic brainstorming.
Guided brainstorming  A guided brainstorming session is set aside to brainstorm either individually or as a collective group on a particular subject under the constraints of perspective and time. This type of brainstorming removes all causes of conflict and constrains conversations while stimulating critical and creative thinking in an engaging, balanced environment.
Participants are asked to adopt different mindsets for their pre-defined period of time while contributing their ideas to a central mind map drawn up by a pre-appointed scribe. Having examined a multi-perspective point of view, participants seemingly see the simple solutions that collectively create greater growth. Action is assigned individually.
Following a guided brainstorming session participants in the field of brainstorming, research and questions remaining unanswered and a prioritized, actionable list that leaves everyone with a clear understanding of what needs to happen next and the ability to visualize the future combined focus greater goals of the group.
“Individual brainstorming” is the use of brainstorming in solitary situations. Typically it includes technical Such as free writing , free speaking, word association, and drawing a mind map , qui est a visual technical Taking notes in qui people diagram Their thoughts. Individual brainstorming is a Useful Method in creative writing and has-been shown to be superior to traditional group brainstorming.
This process involves brainstorming the questions , rather than trying to come up with immediate answers and short term solutions. Theoretically, this technique should not inhibit participation as there is no need to provide solutions. The answers to the questions form the framework for constructing future action plans. Once the list of questions is set, it is necessary to prioritize them to reach the best solution in an orderly way.
“Questorming” is another term for this mode of inquiry.
Electronic brainstorming (EBS)
Although the brainstorming can take place online through widely available technologies such as email or interactive web sites, there are also many efforts to develop computer software that can replace or enhance one or more elements of the brainstorming process.
Early efforts, such as GroupSystems at the University of Arizona  or Software Aided Meeting Management (SAMM) system at the University of Minnesota,  took advantage of new computer networking technology. rallies. When using these electronic meeting systems(EMS, as they came to be called), group members simultaneously and independently entered the computer terminal. The software collected (or “pools”) the ideas into a list, which could be displayed on a central projection screen (anonymized if desired). Other elements of these EMSs could support additional activities such as categorization of ideas, elimination of duplicates, and assessment of controversial ideas. Later EMSs capitalized on advances in computer networking and internet protocols to support asynchronous brainstorming sessions over extended periods of time and multiple locations
Introduced along with the EMS by Nunamaker and colleagues at the University of Arizona  was electronic brainstorming (EBS). By Utilizing customized computer software for groups ( group decision supporting systems or groupware ), EBS can replace face-to-face brainstorming.  An example of groupware is the GroupSystems, a software developed by University of Arizona.  After an idea discussion posted on GroupSystems , it is displayed on each group member’s computer. As group members of the same group, their comments are anonymous, and they are anonymously pooled and made available to all members for evaluation and further elaboration.
Compared to face-to-face brainstorming, not only does EBS improve efficiency by eliminating tracking and turn-taking during group discussions, it also includes several face-to-face meetings. Identified by Gallupe and colleagues,  both production blocking and evaluation apprehension. them) are reduced in EBS.  These positive psychological effects increase with group size. A perceived advantage of EBS is that they can be archived electronically in their original form, and then retrieved later for further thought and discussion. EBS also would be much more important to brainstorming than it would normally be productive in a traditional brainstorming session.
Computer supported brainstorming can overcome some of the challenges faced by traditional brainstorming methods. For example, ideas might be “pooled” automatically, so that individuals do not need to wait to take a turn, as in verbal brainstorming. Some software programs are generated (via chat room or e-mail). The display of ideas may be cognitively stimulating brainstormers, as their attention is kept on the subject of being able to communicate with others. Technical EBS have been shown to produce more ideas and help individuals focus their attention on the ideas of others better than a technical brainwriting (participants write individual written notes in silence and then prefer to communicate with the group).  The production of more ideas has been linked to the fact that it is paying attention to the others’ ideas leads to non-redundancy. Conversely, the production gain associated with EBS has been found in many countries. The production gain associated with GroupSystemDugosh and colleagues.  EBS group members who were instructed to wait for ideas generated by others who were not in terms of creativity.
According to a meta-analysis comparing EBS to face-to-face brainstorming conducted by DeRosa and colleagues  , EBS has been found to enhance both the production of non-redundant ideas and the quality of ideas produced. Despite the advantages demonstrated by EBS groups, EBS group members reported less satisfaction with the brainstorming process compared to face-to-face brainstorming group members.
Some web-based brainstorming techniques allow contributors to post their comments anonymously through the use of avatars. This technique also permits users to log on to an extended period of time, usually allowing one or two weeks to allow participants some “soak time” before posting their ideas and feedback. This technique has been used extensively in the field of new product development, but can be applied in any number of areas. [ quote needed ]
Some limitations of EBS include the fact that it can be used by many people in their social and economic life. [ quote needed ]
Some research indicates that incentives can increase creative processes. Participants were divided into three conditions. In Condition I, a flat fee was paid to all participants. In Condition II, participants were awarded points for each unique idea of their own, and they were paid for the points they earned. In Condition III, subjects were paid based on the impact that their idea had on the group; This was measured by the number of group ideas derived from the specific subject’s ideas. Condition III outperformed Condition II, and Condition II outperformed Condition I is a statistically significant level for most measures. The results demonstrated that participants were willing to work in the expectation of compensation.
Challenges to effective group brainstorming
A good deal of researches Osborn’s claim that group brainstorming could generate more than working alone.  For example, in a review of 22 studies of brainstorming group, Michael Diehl and Wolfgang Stroebe found that, overwhelmingly, groups brainstorming together produce fewer ideas than individuals working separately.  However, this conclusion is brought into question by Scott G. Isaksen, who has made misunderstanding of the tool, and weak application of the methods, and the artificiality of the problems. and groups undermined most such studies, and the validity of their conclusions.
Several factors can contribute to a loss of effectiveness in brainstorming group.
Because only one participant can give an idea to any one time, other participants may have missed the idea.  Further, if we view brainstorming a cognitive process in which “a participant general ideas ideas (generation process) and stores them in short-term memory (memorization process) and then eventually extracts some of them from its short-term memory to express them (output process) “, then blocking is an even more important challenge because it can also inhibit a person’s train of thought in generating their own ideas and remembering them.
Collaborative fixation : Exchanging ideas in a group. Members may also conform to their ideas to those of other members, even if the overall number of ideas might not decrease.
Rating apprehension: Evaluation apprehension was determined to occur only in instances of personal evaluation. If the assumption of collective assessment is in place, real-time judgment of ideas, ostensibly an induction of apprehension, failed to induce significant variance.
Free-writing : Individuals may feel that their ideas are valuable when combined with the ideas of the group at large. Indeed, Diehl and Stroebe demonstrated that even when they worked alone, they produced fewer ideas than they would have in their output. However, experimentation reveals a marginal contributor to productivity loss, and type of session (ie, real vs. nominal group) contributed much more.
Personality characteristics : Extroverts have been shown to outperform introvert in computer mediated groups. The invention of the invention is also more complicated and more introverted than when they are used in the field of brainstorming.
Social matching : One phenomenon of group brainstorming is that participants will tend to alter their rate of productivity to match others in the group. This can lead to participants if they perceive themselves to be more productive than the average group. The same phenomenon can also increase an individual’s rate of production to meet the average group.
- 6-3-5 Brainwriting
- Affinity diagram
- Group concept mapping
- Eureka effect
- Lateral thinking
- Mass collaboration
- Nominal technical group
- Speed thinking
- Thinking outside the box
- What? Where? When?
- Jump up^ Lehrer, Jonah. “GROUPTHINK” . New Yorker . Retrieved 23 October2013 .
- ^ Jump up to:a b c d Osborn, AF (1963) Applied imagination: Principles and procedures of creative problem solving (Third Revised Edition). New York, NY: Charles Scribner’s Sounds.
- Jump up^ “What is Mind Mapping?” (And How to Get Started Immediately) ” . Litemind.com. 2007-08-07 . Retrieved 2012-11-24 .
- Jump up^ Santanen, E., Briggs, RO, & Vreede, GJ. (2004). Causal Relationships in Creative Solving Problem: Comparing Facilitation Interventions for Ideation. Journal of Management Information Systems. 20 (4), 167-198.
- Jump up^ Furnham, A., & Yazdanpanahi, T. (1995). Personality differences and group versus individual brainstorming. Personality and Individual Differences,19, 73-80.
- ^ Jump up to:a b c d Michael Diehl; Wolfgang Stroebe (1991). “Productivity Loss in Idea-Generating Groups: Tracking Down the Blocking Effect”. Journal of Personality and Social Psychology . 61 (3): 392-403. doi : 10.1037 / 0022-35188.8.131.522 .
- Jump up^ Ludy, J. Perry Profit Building: Cutting Costs Without Cutting People. San Francisco: Berret-Koehler, Inc., 2000. Print.
- Jump up^ Questorming: An Outline of the Method, Jon Roland, 1985
- Jump up^ Nunamaker, Jay; Dennis, Alan; Valacich, Joseph; Vogel, Doug; George Joey (1991). “Electronic Meeting Systems to Support Group Work”. Communications of the ACM . 34 (7): 40-61. doi : 10.1145 / 105783.105793 .
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- Jump up^ Toubia, Olivier. “Idea Generation, Creativity, and Incentives” (PDF) . Marketing Science . Retrieved 28 April 2011 .
- ^ Jump up to:a b Michael Diehl; Wolfgang Stroebe (1987). “Productivity Loss in Brainstorming Groups: Toward the Solution of a Riddle”. Journal of Personality and Social Psychology . 53 (3): 497-509. doi : 10.1037 / 0022-35184.108.40.2067 .
- Jump up^ Scott, Isaksen (June 1988). “A Review of Brainstorming Research: Six Critical Issues for Inquiry” (PDF) . Creative Problem Solving Group Buffalo . Creative Problem Solving Group Buffalo . Retrieved 22 June 2016.
- Jump up^ Lamm, Helmut; Trommsdorff, Gisela (1973). “Group versus individual performance on tasks requiring ideational proficiency (brainstorming): A review”. European Journal of Social Psychology . 3 (4): 361-388. doi :10.1002 / ejsp.2420030402 .
- Jump up^ Haddou, HA; G. Camilleri; P. Zarate (2014). “Prediction of ideas number during a brainstorming session”. Group Decision and Negotiation . 23 (2): 285. doi : 10.1007 / s10726-012-9312-8 .
- Jump up^ Kohn, Nicholas; Smith, Steven M. (2011). “Collaborative fixation: Effects of others’ ideas on brainstorming”. Applied Cognitive Psychology . 25 (3): 359-371. doi : 10.1002 / acp.1699 .
- Jump up^ “23 Creativity Killers That Will Drown Any Brainstorming Session” . BoostCompanies . 2016-05-31 . Retrieved 2016-10-24 .
- Jump up^ Henningsen, David Dryden; Henningsen, Mary Lynn Miller (2013). “Generating Ideas About the Uses of Brainstorming: Reconsidering the Losses and Gains of Brainstorming Groups Relative to Nominal Groups”. Southern Communication Journal . 78 (1): 42-55. doi : 10.1080 / 1041794X.2012.717684 .
- Jump up^ Brown, V .; Paulus, PB (1996). “A simple dynamic model of social factors in brainstorming group”. Small Group Research . 27 : 91-114. doi :10.1177 / 1046496496271005 .