The Early Years Foundation Stage (EYFS) learning and development programme is comprised of three prime areas of learning and four specific areas.
The three prime areas of learning underpin all that we do in the EYFS and are particularly important for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
Children are supported in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
- Understanding the world
- Expressive arts and design
Activities and experiences for children in all areas include:
Communication and language development, which involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Personal, social and emotional development, which involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities.
Literacy development, which involves encouraging children to link sounds and letters through the Jolly Phonics scheme and to begin to read and write. Children are given access to a wide range of reading materials (stories, poems, and other written materials) to ignite their interest.
Mathematics, which involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers; calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the world, which involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Physical development, which involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children are also helped to understand the importance of physical activity and to make healthy choices in relation to food.
Expressive arts and design, which involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology.
Children enter the Kindergarten class at around 2 ½ years old and are assigned to a key member of staff who will be their main teacher for their time in Kindergarten. Attendance at this stage may vary from 2 mornings a week to full time according to parents’ wishes. Much of what the children are doing at this stage is child initiated and children are encouraged to follow their own interests. Adult led activities focus on the prime areas of learning and as the children grow and develop the specific areas are introduced.
In September following their 3rd birthday, children move to the Transition class. Here they are taught in small groups as they continue through the EYFS in all the areas of learning. Attendance varies from three mornings a week to full time, according to parental choice, and by the end of the Trinity term this will ideally involve staying for the afternoon on at least one day a week. In addition to the activities planned by the group teachers, Gym is provided by the director of sport, Music is taught by a member of the Pre-Prep staff and French is introduced. Ballet lessons are available to all children as an optional extra.
In preparation for the move to Reception the children are visited by the Reception staff and have opportunities to spend time in the Stable Yard, which houses the Pre-Prep department, during the Trinity term ensuring a smooth transition into full-time education in September.


The importance of Education and of achieving full literacy rapidly in a country like Pakistan cannot be over-stressed. The need of educa-tion can hardly be denied by any one in any part of the world but in an under-developed country like Pakistan it is of supreme importance. Through Educa-tion alone can we develop a sense of purpose and direction in our life and develop a sense of realisation, of responsi-bility and of devotion among our people. It is only education which gives rise to a man and turns a backward arid an illiterate nation into a prosperous one.
Without education no man, no country can make any progress in any walk of life. The Universal literacy would defini-tely help the people to broaden their mental capability which is pre-requisite for healthy social atmosphere. It is the Education, which broadens our intellect and widens our outlook of life, because an educated person never let the things happen as they may. He tries to under-stand the causes of their happening and if he finds them injurious to him or to mankind he does his best to remove their causes with the help of his education.
But Education has unfortunately re-mained the most neglected sector of our National Life so far. The planners failed to show awareness of the fact that invest-ment in a country’s human resources is most productive and profitable in the long run. The present. Government however is paying its most urgent attention to this sector soon after coming into power has introduced vital reforms to construct an educational system that would prepare our youth to face the realities of a modern age.
Literacy Day is observed every year in so many Afro-Asian Countries. It has a two-old purpose: To eradicate illiteracy from the country in the shortest possible time through uni-versalization of elementary education and a massive adult education programme.
Equalizing access to education through provision of special facilities for women, under-privileged groups and mentally-retarded and physically handicapped children and adults in all areas in general and in the back-ward areas in particular
To highlight the importance of educa-tion in our National life. 1st October, 1972 was institutionalized as “Literacy Day”, and the week following has been observed as the Education Week through-out the country. Education is the most vital factor in the removal of class barriers and distinctions and the Government of Pakistan which is firmly committed to the removal of social barriers and evolving an egalitarian society is vitally interested in universalizing education.
Education is being made free and universal up to Class X for all children through-out the country. However, due to limited resources Free Education Programme will be achieved in two phases. In the first phase, from 1st October, 1972 education up to Class VIII has been made free for boys and girls in both Government and ~ In the 2nd phase, starting from 1st October. 1974. free education will be extended to Classes IX and X in all schools. Depending on the response and reciprocity, it is anticipated that primary education upto Class V will become Universal for boys by 1979 and for girls by 1984. in a further period of 3 years. it is anticipated that elementary education will become universal upto Class VIII, that is for boys by 1982 and for girls by 1987.
In the past, many bright students were unable to complete their education for financial reasons. The present government is determined not to allow finance to stand in the way of such talented students. For helping the students the Government has launched a massive programme of scholarships and loans. Some highlights of the Education Week will include in due course of time national. essay competition declamation contests and inter-collegiate and inter-school debates. Alt these tournaments would be organised on an inter-provincial basis and carry awards and prizes. These activities would constructively focus two main themes namely educational reforms and literacy for masses. There is also a programme to have an annual All Pakistan contests to select a “Student” of the year and the ‘Teacher’ of the year from primary to post-graduate level based on the assessments of the District Board’ Universities/Secondary Schools, etc. The Ministry of Education also proposes to institute a State Award for the most out- standing contribution made by rural and urban teams from all the provinces and it would be called the Quaid-i-Azam “Gold Cup” to he awarded every year from this year on.
Literacy Day is symbolic of Education Reforms and in time to come would emerge as a permanent institution on the national calendar.


Dash and Dot Classroom robots and accessories will be used at Juanita Gardine Elementary School to introduce more than 90 students and 12 educators to the high-tech world of coding.
Students, parents, and educators gathered at the St. Croix Curriculum Center on March 9 to participate in the kickoff of the Coding Digital Playground event. The miniaturized exposition featured educational technology, hardware and software that were acquired through a STEM grant made possible by AT&T and the Community Foundation of the Virgin Islands. Shortly after 4 p.m., elementary and secondary students, from both public and private schools, could be seen eagerly unpacking boxes of digital devices.
At the center of the excitement were Dash and Dot robots and iPad Air 2 computer tablets. Each tablet was preconfigured with five free Wonder Workshop software applications, which were used to direct the movements and behavior of the robots. Additionally, students used the iPads to experiment with constructing visual programming blocks with ScratchJr and PBIS ScratchJr free iPad apps.
The Dash robots are mobile—outfitted with wheels and equipped with motion sensors. They can detect objects in their environment and respond to voices and other sounds, as well as record sounds. Among other features, the robots are equipped with accelerometers that permit them to detect when they are being moved or are in motion, and are designed to be programmed and controlled wirelessly.
District Coordinator of Technology Everett A. Ryan, Ph.D., organized the event as a precursor to launching two school-based projects at the Claude O. Markoe and Juanita Gardine elementary schools. Dubbed respectively as "Coding is Cool" and "Computational Thinking and Robotics," both projects at their core focus on deepening students' aptitudes in problem solving, decision making, and critical thinking. The overarching goal of both initiatives is to introduce computer science concepts to students at a young age. The acquired knowledge and skills that students will develop are applicable not only to coding, but to all academic disciplines and day-to-day activities.
The Coding is Cool project for Claude O. Markoe will cater to up to 60 students and will involve approximately 11 educators. A central objective of this project is to provide elementary students with foundational skills in coding using the ScratchJr programming language. With ScratchJr, students can use graphical programming blocks to create an array of digital, multimedia artifacts. ScratchJr is free and was designed as an offshoot of the Scratch programming language developed by MIT. Grant funding from CFVI in the amount of $4,835.60 was used to purchase iPad Air tablets and protective cases, and copies of the The Official ScratchJr. Book. Professional development for this project will be provided by Dr. Ryan to school-based personnel. For more about ScratchJr, visit https://www.scratchjr.org/index.html.
At Juanita Gardine, the librarian and two computer teachers will serve as the school-based liaisons for the project. The grant award of $5,000 was used to procure the Dash and Dot Classroom robots and accessories. Additionally, grant funding was used to purchase computer tablets and protective cases. This project will involve up to 90 students and 12 educators. Professional development on the implementation of the project will be provided initially to teachers at the school by Dr. Ryan, along with the school librarian and computer teachers. A set of the Dash and Dot robotics will also be used by Dr. Ryan for demonstration purposes throughout the district, to heighten awareness of the project, and to spur, grow, and sustain similar initiatives in all schools. To learn about the Dash and Dot robots, log on to https://www.makewonder.com/.


Pre-K & After School
FasTracKids® – Is your child prepared to succeed in our ever-changing world? FasTracKids teaches preschool and early elementary school-aged children 3 – 8 years old to use creativity, communication, confidence, critical thinking and collaboration skills through fun, interactive activities. Using the FasTrack Learning Station®, children explore 12 subjects ranging from traditional topics such as biology, astronomy, and art as well as subjects not usually covered in early learning like economics, technology, and goals & life lessons. A 96 week program held once a week for two hours gives your child the necessary skills to succeed in school and in life. A modular curriculum allows for enrollment of a student at any time.
FasTrack® Music (4 – 6 years old) – Beethoven and Bach didn’t get these lessons as children! The advanced program for 4 – 6 year olds is based on the same concepts as the 2 – 4 year old program, but the curriculum is focused on preparing children for formal music lessons while still having a fun, positive experience. Children are introduced to composers, songs and musical styles such as classical and jazz while learning notation, new instruments and music vocabulary. Children are also introduced to the keyboard and learn basic keyboarding techniques. The advanced program can act as a precursor for formal music lessons if the child is interested. These lessons provide a solid foundation for music education and a lifelong appreciation of music and movement.
FasTrack® Discoverers – Children are naturally curious, so why not let them discover something new? Similar to FasTrack® Explorers, FasTrack Discoverers is a multi-day program that utilizes other FasTracKids programs in a subject-based curriculum. Using the FasTracKids®signature program along with developmentally appropriate activities, children 3 – 5 years old can improve their communication and language skills. Children are also introduced to activities that improve literacy, phonics, math and music knowledge while having fun. This program runs three hours a day, up to 5 days a week for 44 weeks.
FasTrack® Camps – Having trouble finding a camp that is constructive, engaging and fun? FasTracKids® has a day camp that fills all of those needs. For three hours a day, camps can be offered as a one week or one day program to provide the flexibility in length and curriculum. This is a fun, simple option for children that are on holiday break or out of school for a substantial amount of time. Schedule and age groups vary according to the center.
FasTrack® English – Can we talk? FasTracKids newest addition is an early education program that teaches English as a Second or Foreign Language (ESL or EFL) to children beginning at the age of 3. By combining a communicative language approach (vocabulary and conversation exercises) and an interactive approach (opportunities in lessons for both speaking and listening), kids can start to build a basic understanding of English. A revolutionary and unique teaching method titled PIER℠ (Positive Innovative English Reinforcement) allows children to learn in a stress-free environment. FasTrack English prepares children for standard English exams through games, songs and activities.


Starting kindergarten is an important milestone in your child’s life. It provides the platform for developing a love of learning in your child and it is also where children’s social skills grow as they begin to communicate and interact more with others.
Some children are eager to learn and to join the world of the bigger kids who already go to school. However, much like other big steps in life, starting school can arouse different feelings. In our kindergarten, we aim to provide a nurturing environment that promotes the development of a child’s emotional, social, intellectual and physical skills – a home away from home! We want our children to know that going to school is like discovering a new world, but not one that is completely unfamiliar.
Because we believe in contented learning environment, we have revised our curricular to provide creative, stimulating activities which allow each child to develop and learn at his or her own pace through exploration and play at each level. Our classes are conducted in small groups for a conducive and constructive environment and each child is given close guidance at all time.
Our kindergarten classes are structured as follows:
Early Learners (2-3 year-old)
KG1 (3-4 year-old)
KG2 (4-5 year-old)
The curriculum at Sayfol is designed to offer a British based education with an emphasis on holistic development and the whole child. It incorporates the following:-
- Practical Life Skills
- Sensorial Skills
- Literacy Skills
- Numeracy Skills
- General Knowledge
- Information and Communication Technology Skills
- Physical Education
- Movement and Dance
- Creative and Artistic Skills
- Bahasa Malaysia


Download Project Research Report: 2007 Integrated Teaching and Learning Case Study
View School Project Digital Portfolio: 2006 (Empresa)
Public school music specialist at a K-8 magnet arts school and an elementary school that is challenged to improve its language literacy program partner with the MIENC to investigate how instruction and teacher professional development designed to integrate the development of both music and linguistic literacy skills would benefit student learning. Consortium member from 2005-2007.
Center for Music-in-Education (CMIE)
New England Conservatory (NEC)
Music-in-Education National Consortium (MIENC)
Introduction of a Music and Language Literacy Integrated Curriculum emphasizing teaching for transfer strategies.
Professional Development: Project emphasizes the quality of ongoing teacher training to address (1) the school’s need to reinforce language literacy skill development for both English Only students and English Language Learners and (2) the school’s desire to provide access to formal musical instruction.
Research Findings: A detailed examination of the Music Ventures project indicates that statistically significant, positive links between music and language reading and writing skills exist at the early stages of literacy development, and that these links strengthen considerably, especially with ELL students, as teachers are trained to support music and language-integrated reading and writing instruction through ‘teaching for transfer’ strategies in their classrooms. In this way music reading and writing become an essential tool for creating a broader and deeper understanding of general symbolic skill development.


SEDTL in Content Areas
Over the past 4 years, faculty members at San Jose State University have worked with the CRTWC to integrate SEDTL into courses that are taught as part of the Multiple Subject Elementary Education Teacher Preparation Program. This integration includes revised course syllabi, readings, activities, assignments, and assessments. The information listed below reflects samples of how SEDTL is now integrated into the select content areas at San Jose State University.
- Jennings, P. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. Norton Series on the Social Neuroscience of Education. ISBN 978-0-393-70807-3
- SJSU Syllabus for EDTE 260: Critical Perspectives on Schooling for a Pluralist Democracy
- SJSU Assignment for EDTE 246: Student Case Study Project Guidelines
- Rabin, C. (2014). Don’t Throw the Rocks!: Cultivating Care With a Pedagogy Called Rocks-in-the-Basket. Journal of Research in Childhood Education. Volume 28, no. 2, pp. 145-161.
- Rabin, C. & Smith, G. (2013). Teaching care ethics: conceptual understandings and stories for learning. Journal of Moral Education. DOI:10.1080/03057240.2013.785942
- Cowhey, Mary. 2006. Black Ants and Buddhists: Thinking Critically and Teaching Differently in the Primary Grades. Portland, ME: Stenhouse
- MindUp, a product of The Hawn Foundation https://mindup.org/
- Mindful Schools http://www.mindfulschools.org/
- SJSU Syllabus for EDEL 108A: Language and Literacy in Culturally Diverse Classrooms
- Guide to the key points for Opening Minds: Using language to change lives by Peter Johnston
- Peter Johnston Feedback Chart
- Dresser, (2012). Reviving oral reading practices with English language learners by integrating social-emotional learning. Multicultural Education 20 (1)
- Dresser, R. & Assato, J. (2013). Coaching, not correcting: An alternative model for minority students. Multicultural Education 22 (1) 46-50.
- Dresser, R. (2013). Paradigm shift in education: Weaving social-emotional learning into language and literacy instruction. i.e.: inquiry in education: Vol. 4: Iss. 1, Article 2. Retrieved from: http://digitalcommons.nl.edu/ie/vol4/iss1/2
- Swanson, P. (2013). Overcoming the run response: Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement. Mathematics Teaching in the Middle School 19(2).
- Swanson, P. (2015). Toy Stories: Modeling Rates. National Council of Teachers of Mathematics. September 2015, Vol. 22, Issue 2.
- Medoff, L. (2013). Getting Beyond “I Hate Math!”: Put yourselves in the shoes of students who struggle with math and choose the strongest supports. Educational Leadership 71(1).
- SJSU Syllabus for EDEL 108C: Social Studies Seminar


Aesthetic considerations that are inherent in human beings, shape art and human life and display the requirement of art education. Individual who learn to see through art education, designs dreams and images that are constantly produced by his inner world and reflect it to the outer world via various methods , materials and aesthetics build up. In this context, he commits his dream to paper and shapes it with different techniques. At this stage, no matter what area of the student, the instructor has a very big responsibility for education purposes. One of the most important tasks of educating students is to direct student to be creative and make him free in the mean time.
In accordance with students’ necessities, several strategies have been used for the implementation stage of the project. Strategies are teaching techniques which are appropriate to student’s needs and are followed in order to achieve the aim. One of the techniques’ is “modelling”.
This study, has been carried out with Anadolu University Hearing Handicapped High School, Ceramics program 4. Year students. For those students, whose proficiency levels are lower than their peers, by being a model, the necessity of art education is the right approach.
The necessity of art and art education which is inherit in human beings influences and shapes human life. In general, art education continues lifelong.


A handbook for pupils, parents and music teachers
by Jenny Macmillan
Good progress on an instrument depends on both good teaching to inspire the student and also good practice habits.
Successful Practising is intended to help
- teachers guide their pupils with their practice
- teenage and adult students with their own practice
- parents who would like to assist their primary age children with practice.
It is particularly relevant to the early and intermediate stages of learning, though it will be of interest also to advanced players who feel their practising is not as effective as it might be.
Endorsements from eminent musicians include
Clear and comprehensive, containing invaluable advice on how to practise and make the best use of practice time. An indispensable guide for anyone involved in any aspect of music education (Duncan McTier, double bass professor, RAM).
If we all followed the precepts admirably presented in Successful Practising we would all become wonderful instrumentalists and expressive musicians! (Bernard Roberts, concert pianist and professor, RCM).
I found your book to be the most well written and comprehensive handbook currently available, with a tremendous balance of academic rigour along with excellent separate sections for teachers, students and parents (Ben Cleverdon, Music Education Consultant).
Reviews of Successful Practising
Ability, Autumn 2012: brimming with ideas on how to make practice more fruitful and enjoyable
Stringendo, April 2012: an indispensible guide
SMA Bulletin, Autumn 2011: how to get the most out of every practice session
The Trombonist, Autumn 2011: I would unreservedly recommend you buy this book
Singing, Summer 2011: all about learning how to learn
The Strad, July 2011: to encourage the development of imaginative, curious musicians
Piano Journal, Spring 2011: essential ingredients laid out for effective practice
Arco, Spring 2011: I can almost guarantee you will find something useful here
Piano Professional, Spring 2011: excellent suggestions and ideas
New Zealand Suzuki Journal, Winter 2011: underpinned by major research, brings together an excellent range of ideas and strategies in a well written and clearly organised format
Three sample pages


Studies have shown that delays in early literacy become magnified the further a child’s education continues, with children rarely catching up to expected learning levels not just in reading but also in most other subjects where children read to learn (Irwin, Moore, Tornatore & Fowler, 2012). However resources are available which can not only teach early literacy skills, but which can also be used as remedial tools to address difficulties a child may have in learning to read and write.
One of those tools is the ABC Reading Eggs online reading program which is targeted at children aged between 3 and 7 years old. The program, developed by a team of ‘educational teachers, writers and developers’ and focuses upon phonics and sight words to build a child’s vocabulary, reading comprehension and reading fluency (Blake eLearning, 2014). Considering that the six foundational skills of reading and writing are ‘print awareness, print motivation, vocabulary, narrative skills, letter awareness and phonological awareness’ (Yarra Plenty Regional Council, 2011), targeting three of the six skills he electronic resource is likely to increase a child’s literacy levels.
ABC Reading Eggs offers 120 lessons full of animation, sound and repetitive actions with children being rewarded for completing lessons with mini games and collectable characters which they can interact with. Before a child begins the program they complete a skills assessment to ensure they enter the program at the correct level. Children also complete regular quizzes to access learning achievements and parents have easy access to reports on the child’s progress and areas where the child needs further lessons. ABC Reading Eggs has complementary materials available in paper and CD-ROM formats to reinforce lessons learned online. Access to this learning tool is subscription based although free trials are offered for private use.
The ABC Reading Eggs program has received rave reviews not only from parents (How To Be A Domestic Disgrace, 2012, October 24) and parenting groups (SingleMum.com.au, 2014), but also from professionals in education. Daball (2014) notes that the program is highly educational and its entertaining and colourful activities make the program a great supplemental education tool, he also notes the program was successfully used with students learning to speak English. Bowen (2014), who used the ABC Reading Eggs program in a class room setting with special educational needs children, found that the children viewed the program more as a game than a learning tool and as such were motivated to continue to use the program and subsequently improved their reading skills.
Reviewing and researching this electronic resource has highlighted for me gaps in my knowledge that occurred because I never experienced the situation or thought about it. As someone who loves to read and who has never struggled to read, it never occurred to me to link difficulty reading with a reluctance to read. It was a definite ‘Duh!’ moment for me. Similarly the notion that signalling out children as ‘special needs’ and providing them with extra teaching can lower a child’s self esteem was one I was oblivious to. By becoming aware of the emotional responses children may have to assistance with or challenges to their education, as a children’s librarian I can better tailor library resources and programs to meet the educational, cultural and emotional needs of the children I serve.
Blake eLearning. (2014). ABC reading eggs: About. Retrieved January 22, 2014, from http://readingeggs.com.au/about/
Bowen, M. (2014). Reading eggs. Retrieved January 22, 2014, from http://teemeducation.org.uk/teem-evaluations/primary-reviews-and-evaluations/reading-eggs-literacy
Daball, J. (2014). Reading eggs. Teach Primary, Retrieved January 22, 2014, from http://www.teachprimary.com/tried_and_tested/view/reading-eggs
How To Be A Domestic Disgrace. (2012, October 24). Reading eggs review. Retrieved January 22, 2014, from http://howtobeadomesticdisgrace.blogspot.com.au/2012/10/reading-eggs-review.html
Irwin, J., Moore, D., Tornatore, L. & Fowler, A. (2012). Expanding on early literacy: Promoting emerging language and literacy during storytime. Children & Libraries, Summer/Fall, 20-28.
SingleMum.com.au. (2014). ABC reading eggs product review. Retrieved January 22, 2014, from http://singlemum.com.au/product-reviews/product-review-abc-reading-eggs.html
Yarra Plenty Regional Library. (2011) Children’s Services Strategic Framework 2007 – 2012, Retrieved December 9, 2013 from http://filestore.yprl.vic.gov.au/StrategicFrameworks/Childrens%20Service%20Strategy%20final.pdf


20 activities for 12-18 months old, 20 play ideas for toddlers, activities for one year old, montessori activities for a toddler, development promoting activities for toddlers, activities for 13 month old, activities for 14 month old, activities for 15 month old, activities for 16 month old, activities for 17 month old, activities for 18 month old, activities for a toddler, activities for one year olds, activities for two year olds
Sensory Bins! I made these for my 18 month old to help teach her colors. Can't wait to use them! the storage bins were .98 at Walmart. I used 2tbsp white vinegar to each 2 cups of rice. Each bin is shown with 4 cups of rice. I mixed the rice, vinegar, and food coloring into a one gallon bag to shake and distribute color to the rice. After everything is mixed well and your desired shade is achieved, pour the rice over wax paper and let dry for about 1-2 hours.
Art and Science for Kids: Explore chromatography using coffee filters and markers! Fun STEM / STEAM activity for children. Turn the results into a butterfly craft- perfect for spring! ~ BuggyandBuddy.com


|Literacy Kits @ Your Library|
The Abilene Public Library is pleased to present Literacy Kits, a new collection available exclusively at the South Branch Library, funded by a collections enhancement grant from the Texas Book Festival. These kits are focused on literacy development, benefiting children and their families who utilize the kits by encouraging family participation to promote learning and reading. Literacy is fundamental for learning in school and is the foundation for succeeding in life.
What are Literacy Kits? Literacy Kits are leveled from Kindergarten through Fifth Grade. Simply choose the kit closest to the child's grade, interest, or skill level. Kits are listed in volumes, but need not be checked out in order as no two kits are the same. Read the books and complete the activities together. Each Literacy Kit contains two to four books with their accompanying audio CDs so children are able to read, listen, and follow along. Kits also include a variety of literacy activities featuring: A Literacy Workbook in dry-erase pages, educational materials like flash cards, and additional materials like foam letters and number sets. Dry-erase crayons and markers are included as well. Practice pages contained in a brightly colored folder accompany all kits for children to keep.
How does it work? Adults may have one Literacy Kit checked out at a time for three weeks. Kits can't be renewed and must be checked out and returned in person at the South Branch Library. Please fill out the short survey provided and return it along with the kit. As kits are intended and designed for parent/child interaction, we request that all activities be supervised by a parent or caregiver. All items, excluding the practice pages, must be returned in good condition. Individual charges may be assessed for lost, missing, or damaged items or materials.
Why should I check one out? Literacy is so much more than simply being able to read and write. When children are offered meaningful ways to use language and literacy, they are motivated to become readers and writers while learning about the functions of written and spoken language. Research shows that children who are strong readers have much greater academic success in school.
Parents and caregivers can help a child's acquisition and mastery of literacy skills by checking out a Literacy Kit and taking the time to read together every day, sharing the fun and excitement that reading can provide. Show children by example that reading and learning can happen anywhere - not just at school.
|Get Your Lit-Kit|
The Abilene Public Library is grateful to the Texas Book Festival for the opportunity to provide this resource to the community of Abilene. Come by the South Branch Library on S. 14th to browse the collection, pick up an informational brochure at any Abilene Public Library branch, perform a title search using 'litkit' in the library's catalog for a detailed description, or contact Alyssa Crow at the South Branch Library at 325-698-7565 for more information. Check out a Literacy Kit from your South Branch Library today!
Article Contributed by Alyssa Crow, Children's Librarian at the South Branch of the Abilene Public Library


Why e-learning can help you discover new skills
As we go through life, there are many skills we may wish to acquire. How to cook, play guitar, ride a bike or even learn a complex language. Since the beginning of time, our ancestors have been learning, from the moment they entered the world to their last years on earth. Learning is a vital part of our development as humans.
But sometimes life can get in the way of us acquiring the skills that we may need the most. A recent analysis from the Joseph Rowntree Foundation (JRF) claims that five million adults in England lack basic reading, writing and numeracy skills, crucial to everyday life and being able to find secure work.
This means that they may struggle to carry out simple tasks, ranging from writing short messages and being able to understand price labels on food or pay household bills, to using a cashpoint to withdraw money.
As we grow older, finding the time to gain skills such as literacy and numeracy becomes harder. Many adults believe that in order to learn, they must attend night classes or courses that take chunks of time out of their schedule, but with e-learning, this is not the case.
Technology and online learning has the power to improve the skillset of adults across the UK. It can provide people with skills they did not previously have in a way that is both time and cost effective. Unlike one-time classroom sessions and courses, e-learning is available for anyone whenever they wish, boosting productivity.
The JRF report also found that a further 12.6 million adults in England lack basic digital skills, which is perhaps a reason as to why many have not sought e-learning.
However, the research also shows that the internet is considered crucial by the public in an era where access to public services and good deals for essentials are increasingly found online.
It highlighted the troubling picture of those not internet savvy being let down by the education system or left behind in the modern economy.
E-learning is the answer for many. To support this, JRF is calling for a drive to ensure all adults meet basic skills needs by 2030. Such a scheme would see more people utilising online training, undertaking the modules they need to develop literacy, numeracy, digital and/or English language skills, alongside health and financial capabilities.
The JRF believes the training should be grounded in the real world, related to everyday budgeting skills and financial planning.
Stephen Evans, deputy chief executive at Learning & Work Institute, commented on the study: "Everyone needs a set of basics for life and work in modern Britain. It’s shocking that so many people lack these core capabilities. This holds back people’s life chances, business's future success, and national prosperity.
“Our research for JRF should act as a clear call for a national mission to help everyone get these core skills. At Learning & Work Institute we’ve been trialling a new way to do this. The benefits of working with people and communities to tailor support and relate it to everyday life are clear: we’ve seen increased engagement in learning and community life, and savings to public services."
Virtual College is one of the leading providers of e-learning in the UK. From pre-school through to adult learning, Virtual College offers online learning resources and tools that help with training at each level.


CurriculumWe incorporate Creative Curriculum, Pearson Work Sampling and Ounce into daily planning and child assessments for the early education and care setting. Our curriculum is based on best practices for young children and focuses on the needs of individual children and whole group interaction. Our staff are trained and receive continued professional development to reflect on how children develop and learn; plan a developmentally appropriate learning environment; observe children and their learning needs and styles, assist the family’s in supporting a their child’s development. The curriculum is focused on meaningful content in the classroom, skill development, and social competence.
We prepare written student assessments which are presented to all parents every four months with an elective option for parent conferences. Our curriculum adheres to the fundamental objectives and principles of developmentally and culturally appropriate practice. Our curriculum is a plan for instruction that details what the students are to know, how they are to learn it, what the teachers role is, and the context in which learning and teaching takes place. We recognize that learning begins wherever the child is: it is the planned and unplanned; it develops and changes with each child, with each teacher and with each group.
The curriculum engages children actively in the learning process, provides a variety of developmentally appropriate learning experiences and encourages children to pursue their own interests in the context of the school, the community and the world.
Our teachers address the following goals:
• Foster positive self-identity and a sense of emotional well- being
• Develop social skills
• Encourage children to think, reason, question and experiment
• Encourage language and literacy development
• Enhance physical development and skills
• Encourage and demonstrate sound health, safety & nutritional practices
• Encourage creative expression, representation & appreciation of the arts


Five great ways to empower students’ creativity in the design process15/09/2016
In D&T we’re tinkerers, so naturally we want to build, modify, and adapt. Testing our prototypes in real life, working with our clients to improve the design, ultimately this is human centred design. And behind it all, the iterative design process.
So here are some great ways to inspire critical thinking and empower students to look at design ideation in different ways
Our personal favourite! Why?
The end users are the ones who know the design problem the best.
In a past life I worked with an Arthritis Care group to understand their issues first hand. Pretty much everything they owned had to be modified because the products available for people with Arthritis were expensive. Worse, the designs were seen as bulky, badly constructed, and made in ‘disability white’ plastic. What they really wanted was the same as everyone else, just with a consideration for their extended needs.
2. Adopt agile project management principles
Agile is a sleek way of managing projects. It originates from the software industry where delays were frequent, and often the final product didn’t meet the customers’ expectations. The agile approach is human centred:
a) Regular team meets (called SCRUMS) mean that projects keep moving forward and keep planning processes streamlined
b) A ‘dive in and get it done’ mentality is adopted. They refine the product by producing a minimum viable product, this is then tested on the target market, and developed (iterative design)
c) Customer collaboration and communication happens regularly
d) There are few straight lines in development. Being flexible means that improvements are made, even if the final product is different from what you started
3. The Quirky approach (rapid iteration)
Rapid iteration is all about generating lots of ideas, and then testing them. It involves prioritisation, identifying positives and negatives of those ideas, then choosing the most viable option. Accepting criticism and embracing opinion (good and bad) is critical. Every failure is a lesson learned. But most of all have lots of ideas, not just idea A,B and C. But D, E and F, maybe even G to Z.
4.The Worst Idea method
This is more of an idea generator, but we like it. Try getting students to consider the worst idea possible. It’s much more fun to come up with impossibly silly product ideas, but then flip the idea around to come up with great ideas. Here’s some we created:
An edible lightbulb
Biodegradable lightbulbs made from corn derivative
Grow your own coffee
You could buy a pack of coffee which comes with a kit to grow mushrooms, making a closed loop product
A life jacket (a coat that inflates)
Marines are taught to use their jeans to make a lifejacket. Using a waterproof membrane inside a t-shirt could be used in the same way
5. Be like a ninja
We don’t mean throwing lethal moves in the workshop, it’s more about the mindset. Ninjas are ninjas because they are calm, cool and collected, and mindful ideation is about just that. Abandoning judgement of good and bad, and letting go of chasing that one big idea. Instead, opening the door to possibility.
Stanford psychologist Philip Zimbardo found that people with an orientation toward the process of making—that is, staying focused on the act of creating, rather than the end product—develop more creative outcomes. He says, “When we are concerned about the product of the process in which we are engaged, we worry about how it will be evaluated, judged, accepted, and rejected. Our ego is put on the line. Worries can then feedback and distort the process of creating new ideas, new visions, new products.”
NEWS / EVENTS
- Getting the most out of 3D printing in the classroom 19/08/17
- Bringing technology into art education 19/08/17
- The right materials for the task 19/08/17
- Are you ready to bring creative ideas to life? 19/08/17
- Five great ways to empower students’ creativity in the design process 19/08/17
- 6 things you should know about your Design & Technology materials 19/08/17
- The Ultimate 3D Printer Buying Guide for Education 19/08/17
- New D&T Catalogue now available! 19/08/17
- How on Earth: Getting down and dirty with acrylics 19/08/17
- 4 Wearable Technologies projects 19/08/17


A school of art, architecture, and design founded in Germany by Walter Gropius and based between 1919 and 1925 in Weimar, between 1925 and 1932 in Dessau, and between 1932 and 1933 in Berlin, where it was shut down by the Nazis. Named after the medieval Bauhütten, or masons’ lodges, and inspired by the ideas of John Ruskin and William Morris, the Bauhaus is best known for reintroducing workshop training in lieu of traditional studio art education; unifying artistic creativity and manufacturing; emphasizing functionalism in architecture; and revolutionizing streamlined industrial design. After the closure of the Bauhaus, many former students and teachers fled the Nazi dictatorship, spreading the tenets of the school to many parts of the world. Josef Albers, for example, helped to mold the fledgling graphic design program at Yale while Laszlo-Moholy Nagy founded the Institute of Design at IIT in Chicago, often dubbed the “New Bauhaus,” where a generation of prominent American photographers—from Aaron Siskind to Harry Callahan—imparted new vigor to experiments in modernist photography. The so-called “Ulm Bauhaus” (Ulm School of Design, Germany) operated from 1953-1968 under the direction of former Bauhaus student Max Bill, and its innovative curriculum in design education remains influential even today.


Make your own thunderstorm at home! Watch a convection current form right before your eyes. | Weather Science For Kids
Dangerous Weather: how do thunderstorms form?
Learn how thunderstorms form with this simple hands-on science experiment.
Me to the T! Except I love the heat, for me it's fuck the cold!✌
This is an awesome picture. Supercell Thunderstorm by Sean Heavey, nationalgeographic: A supercell thunderstorm rolls across the Montana prairie at sunset. This was a winning shot in the 2010 National Geographic Nature Gallery Photo Contest.
Southern Maryland Lightning Storm by Keith Burke
How do thunderstorms form? - the answer on wisefacts.com
Stormy Sea with bolts of Lightning
Thunderstorm - Nebraska, USA (by Loren Rye Photo)
What is thunder? How do thunderstorms form? Can we predict thunder? Enjoy thunderstorm facts and lore.
Stunning and Shocking Thunderstorm Photography - photography by Sean Havey, National Geographic
How do thunderstorms form? - BBC Weather
lets go for a hikie
49b21aa54a5745238f0735a14083300f.jpg 407×1,067 pixels
So I REALLY liked Voltron! (it has a little slow start but man once things start they start!) Sadly no season 2 is announced yet (even tough I am pretty sure a second one MUST be in the work seeing...
Scientists achieve quantum teleportation--just read about this entanglement theory in "Biocentrism" by Robert Lanza


Welcome to . If you love science, you’ve come to the right place for Easy Science for Kids at Home, homeschooling, kindergarten or after-school enhancement programs. Our site will help you as a parent, teacher or tutor to enhance your kids’ development with fun science facts, science activities, science videos, FREE downloadable science worksheets and interactive science quizzes. At Easy Science for Kids website you can find out the difference between an alli…
Science Kids Examining Plants Clip Art Image - science kids wearing lab coats outdoors and examining plants in the dirt. One science kid is on her knees with a magnifying glass examining plants. Another science kid is standing in the dirt with a shovel.
With so many streams of study in science itself, science comprises in itself the universe. On our web page you will find science for kids in a fun and interactive format.
Science Kids’ goal is to get kids outside, where great learning happens. Science Kids has been providing educational summer classes for children in the Sheridan, Wyoming area for eight years and has recently added a new campus in .


Common Core State Standards
College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text
- Reading 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- Reading 6: Assess how point of view or purpose shapes the content and style of a text.
- Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
- Writing 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12
- Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 4: Individual Development and Identity
- Theme 5: Individuals, Groups, and Institutions
National Standards for Music Education
Core Music Standard: Responding
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


The guitar notes on each string is one of the most important foundational skills every beginner guitar player should take the time to learn. Because all chords and scales are made up of a mix of notes this skill helps you become a better guitar player in a shorter period of time.
This post is going to explain the difference between half and whole steps between notes and how to measure these on the guitar neck, the varying space between each of the seven musical notes and finally how you can find different notes on each string of the guitar.
There’s a short video at the end of this post that will help explain these concepts. Since some people enjoy learning by watching more so then by reading be sure to take a few minutes to watch the video and then grab your own guitar to give these new skills a try.
The Spacing Between Notes
There are seven different musical notes in question, A through G. There are sharps and flats in between but to keep it simple we’ll start with just the major notes. The concept of a half or whole step is used to describe the space between each note. This concept is originally taken from the piano, but since we don’t have keys on our guitar we have to understand it in terms of frets.
Each fret on the guitar is considered one half step, and two frets one whole step. Using these concepts we can look at how much space is between each note A through G. Of the seven different notes five of them have one full step between them and two have a half step. The spacing in terms of steps and frets for each note is listed below.
A to B = Full Step or Two Frets
B to C = Half step or One Fret
C to D = Full Step or Two Frets
D to E = Full Step or Two Frets
E to F = Half Step or One Fret
F to G = Full Step or Two Frets
Starting with the String Names
When you’re first starting out the easiest method to learn the different notes on each string is to start with the open string names. A quick refresher on the notes of each string starting at the top is E, A, D, G, B and E. When we play any one of those strings open (without pressing on any frets) we are playing the note denoted by the string name.
So let’s do a quick example using the open A string and the information listed above.
Knowing when we pluck this string open we get an A note what comes next? That’s a B, so the spacing between an A and a B note is one full step, or two frets, so we move up two half steps to the 2nd fret. So the 2nd fret on the A string is a B.
What comes after B? It’s a C note. Remember B to C was one of the exceptions above where there is only one half step separating the notes so this time instead of moving ahead two frets we’ll only move one. So one half step from the 2nd fret brings us to the 3rd fret on the A string which is a C.
Let’s go one more note. After the C comes D and the spacing as per our list above is one full step. So we move from the 3rd fret on the A string to the 5th fret on the A string to play a D note.
This same method can be used starting with any string on the guitar. I suggest you work through each string one at a time learning and memorizing the different notes as they appear.
Take a few minutes to watch this video below where the same concept is explained and an example given for the top 3 strings. After watching the video grab your guitar and give this exercise a try. It takes a little time to memorize the notes on each string but remember practice makes perfect!
Interested in more beginner guitar concepts like the notes on each string? Why not use a guitar lessons dvd to take lessons at home? Using lesson videos offers you the same great content of a private teacher with the benefit of learning at your own pace and from your own home.
Today’s Guest Author: Ian Frasier@email@example.com


Spotted on a classroom wall in South Sulawesi
Four cars have different engine capacites:
Which of the cars has the smallest engine capacity?
It’s not a trick question. But over 75 percent of 15 year-old school children in Indonesia do not have the mathematical skills to answer it correctly.
Every three years, Indonesia’s education system goes through the ritual humiliation of the PISA tests, comparing the performance of 15 year-olds in 65 countries in reading, maths and science. Indonesia has more teachers per student than most much richer countries, and an amendment to the constitution guarantees that 20 percent of the national budget is spent on education. And yet the 2012 PISA results, released this week, show that Indonesia ranked at the bottom of the heap in maths and science, and did only marginally better in reading.
A full 42% of 15 year-old Indonesians in school don’t reach the lowest defined level for maths, meaning they can’t “perform actions that are almost always obvious, and follow immediately from given stimuli”. Three out of four do not reach level 2 in maths, meaning that they are not capable of making literal interpretations of the results of simply presented data, such as reading values off a bar chart. Just 0.3% of Indonesian students managed to score at level 5, the second highest grade, compared with 55% in Shanghai. Here’s the full table of results (xls),in alphabetical order, though it’s easier to find Indonesia if you look at the ranked chart below, because you just have to go straight to the bottom.
In science, a quarter of Indonesian students did not reach the bottom level of proficiency, and a further 42% were mired at level 1 (for those who can’t do the maths, that means two out of three kids are unable to draw conclusions based on simple investigations — full excel table here). Though every other country that was at Indonesia’s dismal level in the 2009 round has pulled its socks up significantly, the performance of Indonesian students in science has actually fallen since three years ago. We can’t yet blame this on the new policy, instituted recently by all those well-educated people in the Ministry of Education, to remove science from the primary school curriculum. No Indonesian managed to score at level 5 in science.
In reading, they are doing better. A whole 45% of students have managed to demonstrate “a baseline level of proficiency… that will enable them to participate effectively and productively in life” (though of course that leaves over half that have not attained this dizzy goal). Level 5 was reached by 0.1% (full excel table here).
Not one Indonesian student managed to reach the highest level, level 6, in any of the three test subjects.
There’s one table that turns everything upside down, putting Indonesian kids right on top: the proportion who report being happy in school. Over 95% of Indonesians say they are happy in school, compared with 85% in top-performing Shanghai and just 60% in South Korea, which also comes close to the top in maths and science (excel data here). I wondered if they might be happy because so little was demanded of them, and made a little graph comparing happiness in school with maths scores. Here it is:
It does seem that in general, less competent kids feel happier in school. And there’s nothing wrong with being happy. But it worries me that Indonesian children do not even realise how badly the school system is failing them. Though the overwhelming majority have not, by the age of 15, acquired even the basic skills needed to function in modern society, they think they’re all set for the future. Some 95% report that they have learned things that have prepared them for their future jobs, and almost three quarters think that school has prepared them adequately for adult life. Fewer than one in ten think that school has been a waste of time.
Which makes me wonder what kind of future Indonesia will have.


Early literacy, early numeracy and social-emotional development are three weak areas in ECCDs
Training: To deliver comprehensive and quality Early Childhood Care and Development (ECCD) services to children with a focus on improving foundational skills on early literacy and early math skills, a weeklong refresher training for 233 ECCD facilitators from 10 dzongkhags is being conducted in Paro.
Organised by Save the Children, Bhutan and the education ministry, the training on implementing the Emergent Literacy and Math (ELM) project began from July 1.
Save the Children focal person, Karma Dyenka, said the organisation has been working on the ECCD programme with the education ministry for the last eight years. A curriculum for ECCD and a training manual already exists, which the facilitators follow during the classes.
“In 2012, we conducted a school readiness assessment at the Royal Bhutan Police’s ECCD centre for three years where we assessed over a hundred children. At the end of the study, we found out that with the gains from attending ECCD at an early age, the children were also weak in three areas; early literacy, early numeracy and social-emotional development,” Karma Dyenka said. “These findings were particularly substantiated by the national ECCD impact evaluation study that we conducted in 2015. In that particular study, the same weak areas were revealed.”
Along with the education ministry, we decided to implement the ELM project, under which five components under early literacy and five components under early math were identified. These components will be implemented in ECCDs across the country through the training, Karma Dyenka said.
“There are five each necessary foundational skills that the children should learn in early literacy and early maths under the ELM project, which are a part of the training manual,” Karma Dyenka said. “The ELM project will support children from three to five in acquiring these foundational skills through play-based activities. This will in turn strengthen their school readiness skills so that they become ready for primary school and beyond.”
Talking and listening, understanding print, knowing what books are, understanding about words and sounds, and knowing about alphabets were the five foundational skills identified under early literacy. Learning patterns, numbers and counting, sorting and classification, comparison, measurement and geometry were five foundational skills identified under early math, which will strengthen and develop learning of maths.
A basic training under the ELM project was already provided to the 195 ECCD facilitators in 10 dzongkhags at the beginning of this year. The remaining dzongkhags will be trained by January next year.
With the basic training already conducted, the facilitators had three months to implement the ELM project in their centres. During our monitoring visits, we found out that there were still some areas that needed more capacity building, Karma Dyenka said.
“We realised that facilitators needed more trainings on how to teach children to identify sounds and words that are similar, how to recognise letters of the alphabets of Dzongkha and English and also training facilitators to incorporate more of ELM project by implementing more activities into their daily lesson plans,” Karma Dyenka said.
Programme officer with the education ministry, Karma Gayleg, said looking at the findings from the two studies, in early literacy domain, children made the strongest gains in oral comprehension and weakest in the area of phonemic awareness. Similarly, in early math, children had the strongest gains in shape identification and puzzle completion but weakest in number identification since children simply memorised the numbers.
“Through this project, we hope to implement high quality ECCD services to support the development of young children’s foundational literacy, numeracy, cognitive, linguistic, social-emotional and motor skills, and better prepare them for primary school,” Karma Gayleg said.
The refresher training also aims to provide professional development of ECCD facilitators, establish a functional network of ECCD facilitators in enhancing quality of ELM project through knowledge sharing and provide the facilitators with basic ELM materials such as storybooks and stationaries, Karma Gayleg said.


Basic education as a human right redux
The Universal Declaration of Human Rights promises free elementary education and free choice of schools to children and their parents. International fora emphasise the first right while neglecting the second. This essay examines arguments for limiting school choice and finds each of them to be unconvincing. It then describes three school systems: India, with free choice, but only for those who can afford to pay; Sweden, with taxpayer-funded free choice for everyone; and Finland, which allows parents almost no choice at all in basic education.
|Date of creation:||26 Jul 2008|
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Web page: https://mpra.ub.uni-muenchen.de
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- repec:hrv:faseco:33077889 is not listed on IDEAS
- Böhlmark, Anders & Lindahl, Mikael, 2007. "The Impact of School Choice on Pupil Achievement, Segregation and Costs: Swedish Evidence," IZA Discussion Papers 2786, Institute for the Study of Labor (IZA).
- Ahlin, Åsa, 2003. "Does School Competition Matter? Effects of a Large-Scale School Choice Reform on Student Performance," Working Paper Series 2003:2, Uppsala University, Department of Economics.
- Andrei Shleifer, 1998.
"State versus Private Ownership,"
Journal of Economic Perspectives,
American Economic Association, vol. 12(4), pages 133-150, Fall.
- Andrei Shleifer, 1998. "State Versus Private Ownership," Harvard Institute of Economic Research Working Papers 1841, Harvard - Institute of Economic Research.
- Andrei Shleifer, 1998. "State Versus Private Ownership," NBER Working Papers 6665, National Bureau of Economic Research, Inc.
- Mark Gradstein & Moshe Justman, 2002. "Education, Social Cohesion, and Economic Growth," American Economic Review, American Economic Association, vol. 92(4), pages 1192-1204, September.
- Gradstein, Mark & Justman, Moshe, 2001. "Education, Social Cohesion and Economic Growth," CEPR Discussion Papers 2773, C.E.P.R. Discussion Papers.
- Larry Willmore, 2004. "Basic Education As A Human Right," Economic Affairs, Wiley Blackwell, vol. 24(4), pages 17-21, December.
- Sandstrom, F. Mikael & Bergstrom, Fredrik, 2005. "School vouchers in practice: competition will not hurt you," Journal of Public Economics, Elsevier, vol. 89(2-3), pages 351-380, February.
- Michael Kremer & Nazmul Chaudhury & F. Halsey Rogers & Karthik Muralidharan & Jeffrey Hammer, 2005. "Teacher Absence in India: A Snapshot," Journal of the European Economic Association, MIT Press, vol. 3(2-3), pages 658-667, 04/05. Full references (including those not matched with items on IDEAS)
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The national school curriculum unfairly assumes all students can do their homework using a computer and the internet at home, a submission to the federal government's review warns.
But in reality, one in five children do not have access to the internet at home and that figure rises to one-third of children aged 5 to 14 in the most disadvantaged families.
In its submission to the curriculum review, the children's education charity The Smith Family said a lack of access to a computer and the internet among disadvantaged families could undermine the implementation of the national curriculum.
''Curriculum, schools, teachers and educational systems now tend to assume that all children and young people have access to resources such as computers and the internet, but our analysis and experience working with disadvantaged families shows this is clearly not the case,'' its submission said.
The submission said Australian Bureau of Statistics data shows that 85 per cent of children under 14 who used the internet at home did so for educational purposes, highlighting the importance placed on technology outside school.
The charity's head of research and advocacy, Anne Hampshire, said digital literacy was vital to education but it could not just be assumed all students had access to the same level of technology.
She said many families struggled to put food on the table so a computer was a luxury many could not afford.
Mele Tuliakiono, a mother of three, knows about the problems of not having a computer or internet access at home.
Until recently Ms Tuliakiono, from Rosemeadow, in Sydney's south-west, had to send her children to the library on the way home from school so they could use public computers to do their homework.
She now has a computer package from the Smith Family that includes internet access, which has changed her life.
''It's so exciting, I can do things on the computer at home now and so can the kids,'' she said.
Federal Education Minister Christopher Pyne launched a review of the national curriculum in January and appointed two outspoken critics of the curriculum to report to him by midyear.
Mr Pyne wanted a greater focus on Western civilisations included in a national curriculum but NSW schools, including the public, Catholic and independent sector, were urging the government to retain a strong focus on Aboriginal history.
In their joint submission to the review, the three school sectors said any curriculum calling itself national or Australian needed to include a strong focus on indigenous history and culture.
Other criticisms of the curriculum came from primary school principals, who argued it was overcrowded, too advanced and risked undermining the teaching of basic literacy and numeracy skills.


This Book is in Good Condition. Clean Copy With Light Amount of Wear. 100% Guaranteed. Bookseller Inventory #
Synopsis: UPDATED in 2015 by FirehousePublications.com with new quotes, assessments, rubrics, projects support pages AND now available in SPANISH (Artes Plásticas - Libro de Trabajo). This STUDENT EDITION workbook for middle and high school, was created by a 20+ year certified veteran teacher and curriculum writer for classes in drawing, painting and sculpture designed for grades 6 through 12. Lessons are easily adjusted to accommodate special needs students and material availability in many environments from the school classroom to a fine arts camp program. THE STUDENT EDITION DOES NOT INCLUDE LESSONS AVAILABLE IN THE TEACHER’S EDITION. This book includes support information for nearly three years worth of lesson ideas, project samples, vocabulary, worksheets, sample tests, research paper samples, grading rubrics, sketch and note taking pages, and short creative five minute writing assignments. This updated edition also includes student critiquing pages, and daily closure statements to meet district observational requirements. It also includes aver 150 sketching ideas for students that complete class work early and need material to stay meaningfully occupied. This book is also a helpful aid in fulfilling State and Federal accommodation requirements (504/ IEP) by providing special needs students additional documented and written material that may be taken home. Every lesson is designed to be personal and expressive fine art. There are NO "crafty" projects or "cookie-cutter" lessons where everyone has the same outcome. This book stresses a "divergent thinking processes" approach and creative problem solving, with an art therapy undertone. Most lesson suggestions may be done in different media to work within tight budgets. Anecdotal evidence from the author's guidance department indicates that students who take his course with this workbook are 50% less likely to fail standardized testing. These are real numbers that can grab the attention of your administration and Board of Education if you have the same results. These lessons combine information from core curriculum and merge it with fine art. Art is the meeting place for all subjects. When we grid—we use geometry. When we make sculptures—we use engineering. When we mix colors—we reveal information about physics. When we create illustrations for stories—we learn about literature. When we review the styles of art from da Vinci to Warhol—we teach history. Students not only come to understand the concepts, but use them, and manipulate them for deeper understanding on multiple sensory levels of thinking. This workbook is divided by multicurricula units so that this concrete connection to academic “core courses” is more easily seen. ALL projects are designed to have successful divergent results, incorporate creative problem solving, and bring relevant connections to students’ lives. This book is built for student success on many levels from gifted to challenged. This in turn is helpful in fulfilling mandated accommodations so that no child is left behind. We recommend that you pair this book with the student edition of the same name. For those that teach in Elementary school, find our other title, "Elementary Art Workbook," ISBN 0983862206 or 0983862214 for the student version. Remember, only the Teacher's Edition contains detailed lesson ideas and more complete samples.
About the Author: Mr. Gibbons is a doubly certified teacher of art and elementary education with over 20 years of experience. He has written curriculum, educational books, has exhibited and taught internationally and owns a small gallery and studio in Bordentown NJ.
Book Condition: Used
Book Description CreateSpace, 2011. Paperback. Book Condition: Brand New. 180 pages. 10.00x8.00x0.41 inches. This item is printed on demand. Bookseller Inventory # zk1463749449
Book Description CreateSpace Independent Publishing Platform, 2011. Paperback. Book Condition: Good. Ships with Tracking Number! INTERNATIONAL WORLDWIDE Shipping available. May not contain Access Codes or Supplements. Buy with confidence, excellent customer service!. Bookseller Inventory # 1463749449


Following on from our previous popular post on Teaching Spelling in Junior Primary is this new post on applying the concepts to Middle and Upper Primary.
So welcome again to another PLD Literacy and Learning Insight – short 5 minute videos designed to assist the teaching of Literacy Development principles.
Today’s Teaching Tip is about Teaching Spelling in Middle to Upper Primary School and specifically – how to slow children down to ‘sound-out’ as they spell and write.
Spelling is more difficult than reading. It is relatively common to find children who read well, but whose spelling is poorer. The teaching tip outlines how to teach spelling more effectively for older students.


Preparing Spanish-speaking children with superior dual language education.
Research & Resources
In the landscape of the city of Charlotte, CltBP falls at the intersection of two citywide initiatives, READ Charlotte, and Opportunity Task Force. High-quality early childhood education helps contribute to reading on grade level and increases potential economic mobility.
Charlotte Bilingual Preschool serves Latino families in Charlotte. This is a rapidly growing population (1 in 4 babies born in Mecklenburg county) in our city and across the nation.
- The New American Reality
- Why Leaders Are Trying to Keep Charlotte Immigrant-Friendly, by Tanvi Misra, The Atlantic, December 10, 2015
- 5 facts about Latinos and education, Pew Research Center, Jens Manuel Krogstad, July 28, 2016
- The economic and fiscal consequences of immigration
Early Childhood Education
Early Childhood Education is not just ‘daycare’. Children with no early childhood learning experiences often start Kindergarten 12-18 months behind their peers.
- “What Exactly is High Quality Preschool?” by NPR
- Talking to children is critical – The Promise to Georgia’s Children – Rollins Center for Language & Literacy –
- The Early Catastrophe – The 30 Million Word Gap by Age 3
- First 2000 Days
Dual Language Learners
The children in our classroom are considered Dual Language Learners, as they learn English and Spanish. We aim to follow the researched best practices for these children.
- The Science of Dual language Learning for Children Birth Through Age Five: Effective Practices that Improve Outcomes, by Linda Espinosa (must register to view webinar)
- Nurturing Bilingual Infants and Toddlers, By Karen Nemeth (must register to view webinar)
- The Promise of Bilingual and Dual Immersion Education Stanford CEPA 2015
- American Educator On Dual Language Learners
- 6 Potential Brain Benefits of Bilingual Education


Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of Music for Children by Carl Orff and Gunild Keetman were published between 1950 and 1954. Editions have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of involving their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Murray Edition English adaption, with additional material, by Margaret Murray. Besed on, and containing all the rhythmic and instrumental material from the main five volumes of the original German edition. Contents of this second volume: Songs and pieces using the full major scale. Accompaniments are founded on drone bass with the later addition of simple chords.


The updated information provided by the States/UTs reveal that 17.24 lakh children in 6-14 years age group are out of school as on 31st March, 2014. The number of out of school children has been reducing steadily in the 6-14 years age group in India. This information was given by the Minister for Human Resources Development Smt. Smriti Irani in the Rajya Sabha.
The Gross Enrolment ratio for girls as per UDISE data 2013-14 is 102.65% for primary level, 99.09% for elementary level, 75.15% for secondary level and 49.81% for higher secondary level.
Under Sarva Shiksha Abhiyan (SSA) a number of interventions viz., opening of schools in neighbourhood, construction of additional class rooms, provision of drinking water and toilet facility and provision of teachers, textbooks, uniforms for all girls and children belonging to SC, ST and BPL families in government schools and community involvement are provided to ensure that all children of the age group 6-14 are enrolled, retained and complete the elementary education cycle. Funds are also sanctioned to States/UTs for providing special training of out of school children to enable them to attend bridge courses for eventually mainstreaming into schools. The Mid-Day Meal programme also complements the SSA, to help enrolment and retention of children in schools.


Jisha is a pediatric physical therapist with more than twelve (12) years of total experience in children physical therapy treatment and the physiotherapy field. She is licensed on Therasuit and Spider Cage.
What is pediatric physiotherapist?
Pediatric physical therapists are physical therapists that specialize in treating and caring for patients who are toddlers, babies, children, teenagers and young adults. They treat conditions related to genetic, neurological and orthopedic disorders. Techniques like functional training and exercise are used alongside medication and diet changes. Additionally, pediatric physical therapists use specialized medical equipment that is designed to help treat and alleviate pain from conditions that hinder mobility. Child physical therapist should possess excellent communication skills helps when speaking to family members and patients about the treatment options and health conditions. Typical employers for this career include private practice, hospitals and other medical settings.
Children physical therapists are specifically trained to improve the lives and daily function of children who suffer from a wide range of injuries and congenital conditions. The role of a pediatric physiotherapist is to work with the child and their family to assist each child to reach their maximum potential to function independently and to promote active participation at home, in school, and in the community. Pediatric patients range from infants in the Neonatal Intensive Care Unit to teenage competitive athletes, specifically 0 to 18 years of age, and young adults with childhood disorders.
Conditions That Kids Physical Therapist Can Treat?
here are many familiar childhood disorders and diseases that present with movement dysfunction and motor skill issues that can be treated by physical therapy. These include Cerebral Palsy, Autism, Down Syndrome, Muscular Dystrophy and associated disorders, Spina Bifida, Juvenile Rheumatoid Arthritis, Arthrogyposis, Cardio-PulmonaryDisorders, Cystic Fibrosis, Cancer, and Traumatic Brain Injury. In addition, many children present with hypotonia and developmental coordination disorder without a formal diagnosis. Orthopedic conditions that can also be treated with PT include scoliosis, back pain, sports injuries, fractures, and orthopedic surgeries.The role of the pediatric physical therapist is to evaluate and provide treatment for delays in motor skills by developing the strength and range of motion that children need to move through their environment easily and effectively. In addition to assessment of flexibility, strength, posture, gait, sensory processing, balance, coordination and skill, the pediatric therapist is trained to assess motor development using standardized testing for age equivalents. The long-term goal includes gross motor skill development solid to age with good quality to both sides of the body.
What is the different between pediatric physicaltherapist and adult physical therapist?
Children often don’t understand why they are in therapy. Play, family involvement, and one-on-one care are exclusive to the pediatric therapists’ care of children. Fun and motivational factors are incorporated into functional activities to make therapy enjoyable for the child. Collaboration of care includes recommending and training in orthotics, prosthetics, adaptive equipment, custom wheelchair seating systems and assistive technology. In addition the pediatric PT provides family support including coordination of services, advocacy, and assistance with enhancing development.


The connection between math skills and financial decisions does not seem like a stretch. Recent research has made some nice connections between individuals’ understanding of mathematical concepts, like percents, interest and the impacts of those of those on long-term costs for a consumer and individuals’ behavior with respect to their mortgage payments. Numeracy and the Subprime Crisis, an article in the Economist based on research by the Federal Reserve Bank of Atlanta examined the numeracy skills of subprime borrowers to try to determine how math skills connect to one’s likelihood of defaulting on his or her mortgage. They used a quiz like this, to examine individuals’ math skills:
I found the quiz in this article to be particularly interesting not only because it make a strong connection between common middle school mathematical concepts (percents, fractions, etc) and financial decisions, but it also raised for me a less discussed notion that people need not just understand these ideas, but they must be able to make sense of them quickly and in potentially stressful situations. At times of large purchases, like homes or car purchases, or for that matter, college, people often may not have a concrete idea what they are getting into as compared to what they can really handle (as evidenced by the recent US housing crisis). People tend to think of purchases like this at fixed monthly expenses, but in truth the decisions are even more complicated. One is not just buying a house and incurring a mortgage payment, he or she needs to know what they would do if the roof leaked, if the washing machine broke, etc. These decisions are complex beyond being able to calculate a sale price based on a percentage discount or the likelihood of winning the lottery (although those kind of calculations and understandings are important to financial decisions).
This raises questions for me about two things, first – how can we help students build fluency (that is their ability to do mathematical calculations quickly and accurately in their heads) with the concepts presented in this quiz in meaningful ways beyond (or in addition to) repetitive practice with contexts they think they will never use (or without context at all); and second – are there ways we can use the math classroom to help students make more sense of these kinds of decisions and how to model the true costs of home ownership, car ownership, the penalties (costs) of not making timely payments and other realistic scenarios.


Our Early Years Foundation Stage (EYFS) Department caters for children aged 3 to 5 years and is an integral part of our provision. We aim to provide a happy, secure and caring environment in which each child feels safe and nurtured. This, combined with educationally stimulating surroundings and activities, encourages our children to develop their inquisitive nature and learn at their own pace.
The EYFS is made up of 4 themes: The Unique Child. Positive Relationships, The Enabling Environment and Learning and Development. These themes are important as they all combine to ensure young children make good, strong progress in their earliest years. This stage in life is the most important as children’s minds and bodies grow and develop most from birth to age 4.
Our young children gain knowledge through first hand, multi-sensory experience. Through constructive play, children are taught a solid curriculum based on the EYFS, which includes the following areas:
- Personal social and emotional development
- Physical development
- Understanding of the world
- Literacy development
- Communication and Language Development
- Expressive Arts and Design
They will discover the joys of learning and acquiring a range of skills which include painting, drawing, understanding shapes and numbers, reading, writing, music, dance and sports. We instil positive attitudes and the curiosity to become lifelong learners.


What is the Title 1 (Even Start) Family Literacy Program? Haga click aqui.
The federally-funded Title 1 Family Literacy Program is a school-community partnership that helps break the cycle of poverty and illiteracy by integrating early childhood education, adult literacy or adult basic education, and parenting education into a unified program. The Program helps children and families achieve the academic standards set forth by the State and uses instructional programs that are based on scientific reading research to...
- enrich language development, extend learning, and support high levels of educational success for children from birth through age eight and their parents;
- provide literacy services of sufficient hours and duration to make sustainable changes in a family;
- provide integrated instructional services for families, where children and their parents learn together to develop habits of life-long learning; and
- support families committed to education and to economic independence.
What does Title 1 (Even Start) Family Literacy program provide?
Adult Education - participants learn to speak, read and write the English language.
Early Childhood Education - increasing the developmental skills of children that better prepare them for academic and social success.
Parent Education provides parents with a wide variety of learning topics including parenting strategies, how to be advocates and role models for their children, and strategies to support their children's learning.
Interactive Literacy Activities provide a time "to increase and facilitate meaningful parent-child interactions focused primarily on language and literacy development in a high-quality learning environment where they can learn and play together." (Jacobs, 2004, p. 1977).
Home Visits provide a means for delivering literacy instruction in a familiar setting and to emphasize that parents are the child's first and most important teacher.
Who is eligible to participate in Title 1 (Even Start) Family Literacy Program?
- Families who reside in the Northside Independent School District Title 1 attendance area and have children birth through age eight.
- Families in which at least one parent needs to improve English skills.
6901 Shadow Mist San Antonio, TX 78238
Fisher Elementary 3420 Barrel Pass San Antonio, TX 78245
- Delores B. Linton Elementary
2103 Oakhill Road San Antonio, TX 78238
- Westwood Terrace Elementary
2315 Hackamore Lane San Antonio, TX 78227
2315 Hackamore Lane P153-A
San Antonio, TX 78227
Phone: (210) 397-7960
Fax: (210) 645-3914
Brenda Faz-Villarreal, email@example.com
Mona Sanchez, firstname.lastname@example.org
Parent Education Liaison: Adriana Sanchez, email@example.com
Griselda Garcia, firstname.lastname@example.org
Please click on logo below for program information.


Many concepts require the use of science-specific software, videos, simulation, etc. when developing activities in science for kids. Through visualization, modeling, and multiple representations, appropriately implemented educational technologies can make scientific concepts more accessible. When developing learning strategies that address science standards, here are seven ideas for integrating technology into science for kids.
Ideas that Support Authentic Science Experiences – Items that fall into this category provide resources needed for doing each phase of authentic science activities.
1. Virtual Field Trips – Many science centers and museums, such as the American Museum of Natural History in New York, offer virtual tours of their facilities and exhibits.
2. Webcams – For the study of weather, wxnation.com includes weather radars, live outdoor webcams, and local weather forecasts for more than 100 cities.
3. Videos/DVDs – Titles such as All About Light from the Physical Science for Children Video Series available from an online school video site includes real-life demonstrations and hands-on activities.
Ideas that Support Scientific Inquiry Skills – These help students locate and obtain information to support inquiry. To be included here the item should make data collection and analysis easier and more manageable and make it easier to visualize and understand phenomena.
4. Search Engines – Use both Google and Bing and see how the results differ. Change the wording of the search phrase and see what different results occur.
5. Video/DVDs – The Scientific Inquiry video series from schoolvideos.com introduces elementary students to biology, geology, astronomy, and physics.
Ideas that Support Science Concept Learning – Items in this group allow simulating and modeling of scientific processes and provide opportunities to engage in problem-solving activities.
6. Online Simulations – Sites such as phet.colorado.edu/ and cse.edc.org/products/simulations/ (chemistry) offer interactive simulations for science activities
Ideas that provide Access to Science Tools – These allow access to unique tools and collections of information thereby expanding opportunities for learning.
7. Google Earth – a virtual globe, map and geographic information program
8. Innerbody.com – fun, interactive Study the anatomy of the human body
In most schools, integrating technology into the curriculum is a priority. This article has provided just a few ideas for using technology in science for kids in hopes of inspiring those who read it to develop even more creative ways to do so.
Source by Kimberly Stohlman


Let's look at triangles. Every triangle has the same features although they can vary in their angles. To recognise a triangle, you need to look at two basic features. Ask the kids if it has 3 sides and 3 angles. If it does, it is a triangle. Check out these printables for kids.
What you need:
computer with internet access
colouring pencils or markers
There is a misconception amongst some parents that mathematics education does not seriously begin until the first formal year of schooling. In fact your pre-kinder student has already begun developing a range of mathematical behaviours which will support their numeracy development.
These emerging numeracy skills, like all milestones will develop within the context of opportunity and repetition at the individual pace of your child.
Shapes are the base of many mathematical activities and to identify these shapes, it is important for kids to see examples and learn the differences between them. Our simple, printable charts will help your kids better understand triangles.
Print the triangle chart and the triangle image to help your kids learn the differences in numbers of sides and angles with a visual aide to follow. Have them colour it in for some added learning fun.


Don't be fooled. I have witnessed firsthand how a quality Art Education in California public schools can affect state test scores and grades. Below you will find my explanation of why the Arts are significant in public education and why it is important to stop eliminating them.
Benefits of a quality arts program.
Students who participate in a quality arts program benefit in several ways. It develops their critical thinking skills, artistic abilities, self-confidence, social interaction, and their enthusiasm for arts and other core subject areas. While many may believe the visual arts is merely consisting of developing drawing, painting, sculpting, and graphic design abilities, a quality visual arts program will also challenge students to develop observational acuity skills (learning how to see better) and envisioning skills (learning how to generate mental images). Last and most important, students can explore, create, invent, all while learning and having fun.
Components of a quality visual arts program
• The Creative and Productive Component
• The Cultural and Historical Component
• The Critical and Responsive Component
The key components to a quality arts education program consist of creativity, exploring history and culture, and reflection through discussion and critiques. The rationale for these components consist of several reasons: a) during the creative process, students have the opportunity to perceive and employ art in a unique way. Students have a chance to exercise their ability to see what is in front of them and create it using various mediums. They are also encouraged to create imaginative, avant-garde, original works of art. This skill is harder than one may think. Students will need to see and understand the elements of design; line, shape, form, color, hue, space, texture, value, and intensity. They also need to understand and apply the principles of art; balance contrast, emphasis, movement, pattern, rhythm, and unity, b) while learning culture and art history, students are able to understand how art developed from the prehistoric and renaissance era, to modern and contemporary art. Students also have the opportunity to visit how art influences different cultures and apply aspects of their own culture to their productions of art, and c) during the reflection process, students are able to discuss newly learned art concepts, apply visual arts terminology and critically verbal assess themselves, and other classmates for any successes or future improvements needed. Last, students participate in aesthetic valuing, which explores the essential features of art, taste, creation, and the appreciation of beauty in the course of a philosophical discussion.
Rationale for arts education in middle and secondary schools.
While art programs are usually the first to be eliminated due to economic cuts, it is fiscally logical to keep them. Middle and secondary school art teachers educate up to triple the number of students than any other teacher in core educational courses. When arts classes are cut, students are displaced and more teachers are needed to cover them all, as oppose to art classrooms where it is common for teachers to have up to 90 students for each class period. In addition to knowledge and skills development, arts education develops different kinds of cognitive abilities and habits of the mind for each student. Finally, arts education has ancillary benefits. Multiple intelligences are used through integration, which helps increase literacy and raise test scores in all academic subjects.
Caughlan, S. (2008). Advocating for the arts in an age of multiliteracies. Language Arts, 86(2), 120-120-126. Retrieved from: .
Hope, S. (2010). Creativity, content, and policy. Arts Education Policy Review, 111(2), 39-39-47. Retrieved from: .
Nathan, L. (2008). Why the arts make sense in education. Phi Delta Kappan, 90(3), 177-177-181. Retrieved from: .
Valerie Strauss. (2010). The value of arts education: A video. Retrieved June 25, 2011 from: http://voices.washingtonpost.com/answer-sheet/arts-education/the-value-of-arts-education-a.html.