Researchers at Florida State University have received a $3.5 million federal grant to test the effectiveness of several interventions to improve language and literacy skills of children who are using cochlear implants.
Erin Ingvalson, an assistant professor in FSUâs School of Communication Science and Disorders, is the project director for the four-year grant awarded by the U.S. Department of Educationâs Institute of Education Sciences.
âCochlear implants have given children who are born deaf access to sound, but they still lag behind their peers with normal hearing on measures of language and literacy,â Ingvalson said. âOur goal for this study is to find out if an effective way to improve language and literacy outcomes for children who use cochlear implants is to train them on foundational skills that support language and literacy development.â
The research team includes Christopher Schatschneider, professor of psychology at Florida State, and Megan Roberts, an assistant professor of communication sciences and disorders at Northwestern University.
The team will work with children ages 5 to 7 from Florida and the Chicago area.
After researchers establish a baseline of the childrenâs language and literacy, they will train them for eight weeks using interventions focused on improving phonological awareness, working memory, or a combination of the two. Children will be tested again on their language and literacy performance immediately after the eight-week training, and then again in six months.
A cochlear implant is a small, complex electronic device that can help to provide a sense of sound to a person who is profoundly deaf or severely hard-of-hearing. One part of the implant is surgically placed under the skin, while a second part sits externally behind the ear. The device allows sound to bypass damaged portions of the ear and directly stimulate the auditory nerve.
Cochlear implants are different than hearing aids, which amplify sounds, and are used only after a patientâs hearing is no longer helped by those devices. Implant candidates must be at least one year of age and meet certain criteria set by the Food & Drug Administration to undergo the procedure.


Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (BrunyÃ© et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individualâs mathematics anxiety may prove beneficial to designing more focused and influential interventions.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


INEE Thematic Issue Brief: Early Childhood Development
The period of time from prenatal to eight years is one of the most sensitive developmental phases in an individualâs life. This time is characterized by rapid brain development and the acquisition of foundational skills and competencies which form the basis for future development. Children who experience extreme and adverse stress in their early years are at greater risk for developing cognitive, behavioural and emotional difficulties, which also reduces and delays their overall developmental processes. Their parents and caregivers are more likely to be stressed and depressed, and thus less able to provide young children with positive and emotionally nurturing environments. Such children are more likely to start school late, experience academic failure and develop socially aggressive behaviours. Research shows that an accumulation of stressful events becomes increasingly detrimental to childrenâs development, especially when no compensatory forces are at work to mitigate the effects.


Fun & Creativity
Art allows children to practice several skills at once including fine motor skills, creativity and self expression.
Exposing children to music during early development helps them learn the sounds and meanings of words. People of all ages express themselves through music. Even young children bounce, sway and move their hands to music. Dancing to music helps children build motor skills while allowing them to practice self-expression.
It is important that all young children are physically active every day. Daily movement activities help boost balance, motor function, brain function, and stay healthy.
With one-on-one conversation, dramatic play, and engaging stories read aloud, preschool teachers promote children's language and literacy development. Our Jumpstart and Pre K classrooms learn basic Spanish, while the little ones learn basic sign language.
Math is everywhere!
Mathematics play a huge role in a childâs development .Children between the age of one to five are beginning to explore patterns and shapes, compare sizes and count objects. Early childhood education introduces simple mathematical concepts. By introducing children to basic terminology early in childhood, teachers are making the transition to elementary education a little easier.
Outside play gives children opportunities to build large- and small-muscle skills, strength, and stamina. Our classes spend 20-30 minutes outside at least twice a day, weather permitting.


Sudan is a country located in Northeast Africa, with a predominant influence from Arab culture. It faces ongoing internal arms conflicts while forms of therapy except physiotherapy are hardly available. In April 2019, there was the announcement of the President having been toppled after 30 years in power. In June 2019, there was a massacre in the capital; Khartoum where at least 120 protesters were killed and 50 were raped. In October 2021, there was a military coup where the prime minister was under house arrest, and he resigned in January 2022. The production of original and high-quality music has disappeared, and Sudanese media channels paid little attention to the music due to the dictatorship and the conflicts. Three music projects were initiated by Sudanese music teachers after the Sudanese Revolution in 2019. A board-certified music therapist was involved in one of the first music projects called Khartoum Philharmonic Orchestra and Choir (KPOC). The KPOC members aim to hold concerts in Khartoum and go on a tour across the country to advocate for freedom, democracy, justice, and peace, as well as bereave the martyrs of the recent Sudanese Revolution.
The second music project is the Foundation of Music Education in Sudan which is led by one of the orchestra members. The aim of the project is to provide advocacy, availability, accessibility, and sustainability of music education for public school children. A two-week training program for music educators was implemented from February to March 2022 in order for Sudanese music teachers to improve not only their teaching and musical skills but also their leadership skills as well as gain knowledge on music technology, Sudanese music history, and disabilities.
The third project is a Sudanese music research project which is led by one of the choir members. This project aims for peacebuilding by collecting various tribal and regional music across the country of Sudan and performing the music for the public.
This presentation includes the roles and involvement of the music therapist such as teaching and instructing a part of the music educator training program, networking with other international organizations, advocating the needs of projects, consulting with the project members, and observing and documenting the projects, and providing financial supports by gaining funds. It also explores professional specialties, roles, and potential contributions of music therapists on the process of peacebuilding in countries or areas with the needs of conflict resolution and/or peacebuilding.
III. A. 1. Develop a therapeutic relationship by:
a. Being fully present, authentic, and respectful.
b. Building trust and rapport.
c. Establishing roles, boundaries, and expectations.
e. Providing a safe and contained environment.
f. Recognizing and managing aspects of oneâs own professional and personal biases, feelings, and behaviors that affect the therapeutic process (e.g., transference and countertransference).
g. Understanding group dynamics and processes.
III.A.4. Utilize the following music therapy approaches to inform clinical practice:
b. Community music therapy.
V.A. 4. Engage in collaborative work with colleagues
V.B.11. Examine oneâs own assumptions, values, and biases.
Ai Nakatsuka has worked with individuals with neurological and developmental disabilities in the USA, Sudan, the Netherlands, and Japan. She is conducting research and practicing music therapy in Sudan.


Different kids have different music choices, but there is a huge advantage in creating interest in learning Carnatic music online
Music, an integral part of human society since the dawn of civilization, is timeless and has the power to transform culture, society and even the nation. From time immemorial, music has existed and evolved over the generations into various art forms, some of which not only exist today, but are also very popular. One such musical form is Carnatic music. Carnatic music is one of the most popular Indian classical music industry in South India, also known as Carnatic music. It is commonly heard in Telangana, Andhra Pradesh, Tamil Nadu, Kerala and Karnataka. Children in the region become familiar with it at an early age because the industry requires rigorous training, dedication and professional guidance to move it forward.
In todayâs world, different kids have different music choices, but there is a huge advantage in creating interest in learning Carnatic music online. Carnatic music specializes in the emphasis on voice and composition.
In fact, there is no universally accepted âbest ageâ for starting music lessons. The typical age range for starting structured music education is between 3 and 8 years, depending on who you are asking. However, there are many benefits to starting children at an early age. With its varied range of composition structures like Raga, Tal and Bhajan, Nattu Swaras, Gitam, Kirthanas, Varna, Krittis etc. Carnatic music provides lots of melodic patterns that can be explored and benefited.
There are many benefits to getting started early
There are many benefits to learning Carnatic music at an early age. It can help kids express themselves and their emotions, develop creativity, improve communication skills, connect with their roots and give them something artistic! Learning Carnatic music is similar to learning a foreign language; That way, the sooner you start teaching your child, the more benefits they will get and the longer it will take them to learn and perfect their techniques. Early start allows the child to gain practical understanding of theoretical concepts, among other things, voice control, phrases, better and clearer melodic / rhythmic listening.
Here are some benefits of starting an online Carnatic music class for your child at an early age:
Encourages disciplined learning
Carnatic vocals call for discipline to sing within the limits of its rules. Regular practice of proper music etiquette improves discipline which also affects other aspects of the childâs life.
Music is a scientifically proven stress reliever. Music provides a calm and relaxed feeling for the student. Similarly, Carnatic singing enhances the positive spiritual impact in its strong devotional background, which relieves all the stress for the students.
Helps in development of vocal cords
Learning Karnataka vocal helps in the development of vocal cords in children. It can help improve pronunciation and good speech quality. It helps in the development of an impressive voice.
Increases brain function
Classical music similarly benefits children and adolescents with improved brain functions such as hearing, memory, sharpness, and so on. Learning different rages and tones, among other things, requires a keen memory that positively affects the development of the brain.
Carnatic music lessons for newcomers improve concentration because it requires deep interest and dedication to learn and explore all aspects of music. Learning also provides a sense of accomplishment for the student which in itself is satisfying.
Helps to develop cultural sensitivity
As mentioned earlier, Carnatic vocal music is a traditional art form that beautifully depicts culture. Carnatic music allows children to learn about ancient music and culture which helps them to connect naturally with their roots.
Cleverness in music
While exploring different aspects of Carnatic music, students come in contact with different types of artistic techniques / theories / interpretations etc. As a result, it thoroughly enhances their creativity within a set of orderly boundaries.
The melody and rhythm are the focal point of Carnatic vocal music, which includes other things like tone, raga, rhythm etc. Learning Carnatic music is good for our soul and inner happiness, but it is also enjoyable for the listener. So prepare your kids for new music lessons and create a peaceful environment at home.
What is the best way to learn Carnatic vocal music?
After all, every child is unique, and you are the best judge of your childâs interests and abilities. Introduce them to different types of music, look at their interests and consider what you want to gain from their musical endeavors. Use all available resources to maximize benefits and minimize any potential problems.
Due to the busy schedule, travel problems and the current Covid-19 situation, it can be difficult for kids to attend offline music classes. If you want to start your childâs Carnatic music education in this day and age, online Carnatic music classes can be.


The lesson this week is about musical energy in a fun compare-and-contrast activity! Using painting and colors helps children put abstract musical ideas into recognizable differences that they can more readily discuss.
Fun fact: The video resource for the second piece is from the Orquesta SinfÃ³nica SimÃ³n BolÃvar in Venezuela â where our Music Director JosÃ© Luis Gomez is from! For older students or to add in a geography or history extension to this lesson, have your child explore where Venezuela is and how it has used music education to enact a cultural shift through El Sistema.
Resources:Download the Lesson Plan
George Walker: Lyric for Strings
Paul Freeman, conductor
Alan Silvestri: âThe Avengersâ from The Avengers Original Motion Picture Score
Alan Silvestri, conductor
Did you find this lesson plan useful? A $5 donation will allow us to continue to provide these to you and other students at home.Donate Now
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Technology Enhanced Learning of Musical Instrument Performance
TELMI is a Research and Innovation action coordinated by the MTG-UPF and funded by the European Commission. TELMI will last 36 months starting the first of February 2016 and the partner institutions involved are:
- Universitat Pompeu Fabra
- University of Genova
- Royal College of Music
- SAICO INTELLIGENCE, S.L.
Learning to play a musical instrument is mostly based on the master-apprentice model in which the studentâs interaction and socialization is often restricted to short and punctual contact with the teacher followed by long periods of self-study resulting in high abandonment rates. In such a learning model, modern technologies are rarely employed and almost never go beyond audio and video recording.
The main aim of the TELMI project is to study how we learn musical instruments, taking the violin as a case study, from a pedagogical and scientific perspective and to create new interactive, assistive, self-learning, augmented-feedback, and social-aware systems complementary to traditional teaching. As a result of a tightly coupled interaction between technical and pedagogical partners, the project will attempt to answer questions such as âHow will the musical instrument learning environments be in 5-10 years time?â and âWhat impact will these new musical environments have in instrument learning as a whole?â The general objectives of the TELMI project are: (1) to design and implement new interaction paradigms for music learning and training based on state-of-the-art multi-modal (audio, image, video and motion) technologies, (2) to evaluate from a pedagogical point of view the effectiveness of such new paradigms, (3) based on the evaluation results, to develop new multi-modal interactive music learning prototypes for student-teacher, student only, and collaborative learning scenarios, and (4) to create a publicly available reference database of multimodal recordings for online learning and social interaction among students. The results of the project will serve as a basis for the development of next generation music learning systems, thereby improving on current student-teacher interaction, student-only practice, and furthermore providing the potential to make music education and its benefits accessible to a substantially wider public.


In âExploring Art: A Journey of Creativity,â we delve into the essence of art, the role of creativity, and how art education can nurture it. We also explore the intersection of art and technology, and the therapeutic potential of art.
Delve into the world of art appreciation. This article explores the history, significance, and application of appreciating art in our daily lives, education, and the digital realm.
The world of art has seen an incredible transformation since its inception. This article explores the evolution of art, from prehistoric cave paintings to the captivating digital masterpieces of today.
Art therapy is a form of therapy that uses the creative process of making art to improve mental health. Through the act of creating art, individuals can explore emotions, thoughts, and feelings that may be difficult to express verbally. Art therapy can help individuals process and express emotions such as anxiety, depression, or trauma, develop self-awareness and mindfulness, and learn coping skills and resilience. Additionally, art therapy can be used as a complement to traditional mental health treatment.
Unleashing Creativity: The Importance of Art Education in Developing Critical Thinking and Emotional Intelligence
Art education is a vital component of a well-rounded education, providing students with opportunities to develop critical thinking and emotional intelligence skills. Through the process of creating art, students learn to analyze, interpret, and evaluate information, as well as to express their emotions and experiences in a healthy and productive way. Incorporating art education into the classroom, through projects, guest speakers, and field trips, can inspire students to pursue their own artistic interests and passions, and unleash their creativity. By prioritizing art education, teachers can help students reach their full potential and prepare them for a successful future.


General education is the foundation of the America educational experience, defining a set of values, skills and ideas that give a sense of coherence and connectedness to the learning process. A General Education program provides a structure in which the accumulation of knowledge and the practice of disciplined, independent thinking combine to provide students with the understanding and tools that are the hallmark of a college education
An effective General Education program requires the exercise of the thoughtful and precise writing, critical reading, quantitative thinking, and processes of analysis and synthesis which underlie valid reasoning. Therefore, students must have a solid foundation in writing, reading, mathematics, and critical thinking. Built upon these foundational skills are the complex and varied topics that make up traditional academic disciplines in any of the traditional knowledge areas â Arts and Humanities, Mathematics, Physical and Biological Sciences, and Social and Behavioral Sciences â all critical to the central dialogues of general education.
General education also contributes to studentsâ lives outside the educational institutions, and to the communities in which they live. Understanding and appreciating diverse cultures, mastering multiple modes of inquiry and effectively analyzing and communicating information are key skills for an effective and innovative workforce. A General Education program familiarizes students with their place in the context of humanity as a whole, promoting both self-knowledge and an awareness of their relationships to their surrounding communities. General education also grounds students in the ideas, institutions, and practices that are the foundation of a democracy and are essential for the informed exercise of local, national, and global citizenship.
Source: State of Arizona TGECC; Rev. June 17, 1993; Rev. by the GEATF, Nov. 2, 2018


By Dennis Abrams
New research by the UKâs National Literacy Trust has found that for the first-time, children are reading more on computers (and other electronic devices) than they are reading books, magazines, newspapers, and comics.
The research found that while technology provides new ways of engaging children in literature, children who only read on-screen are much less likely to be good readers than those who also read in print form. In addition, they are also significantly less likely to enjoy reading.
This seems to point to a very real danger in dispensing with print books altogether, and Words for Life, the campaign for parents from the National Literacy Trust, is calling on parents to make sure that their children have a healthy reading balance between books and tech devices.
The research, done with the participation of 34,910 young people between the ages of eight to sixteen, published by the National Literacy Trust reveals:
In total, 39% of children and young people read daily using electronic devices including tables and eReaders, but only 38% read printed materials daily. The number of children reading ebooks has doubled in the last two years (from 6% to 12%).
Children say they prefer to read on screen. Over half (52%) said they would rather read on electronic devices, while only a third (32%) would rather read in print.
Nearly all children now have access to a computer at home, and 4 out of 10 now own a smartphone.
Perhaps not surprisingly, girls are significantly more likely than boys to read in print (68% to 54%).
Girls are also more likely to read on a wide range of on-screen device, including mobile phones (67% girls vs. 60% boys), eReaders (84% girls vs. 69% boys), and tablets (70% girls vs. 67% boys).
The study also examined the influence of technology on childrenâs reading abilities and their enjoyment of reading, finding that those who read daily only on-screen are nearly twice less likely to be above average readers than those who read daily in print or in print and on-screen (15.5% vs. 26%). Those who read only on-screen are also three times less likely to enjoy reading very much (12% vs. 51%) and a third less likely to have a favorite book (59% vs. 77%). (And a question on this from us: Isnât it possible, if not likely, that the children who only read on-screen were children who werenât very good readers and didnât enjoy reading very much to begin with?)
Jonathan Douglas, National Literacy Trust Director said in a statement:
âOur research confirms that technology is playing a central role in young peopleâs literacy development and reading choice. While we welcome the positive impact which technology has on bringing further reading opportunities to young people, itâs crucial that reading in print is not cast aside.
âWe are concerned by our finding that children who only read on-screen are significantly less likely to enjoy reading and less likely to be strong readers. New technology clearly has a valuable part to play in literacy development, but we would encourage parents to ensure their children still read in print form if they are to become avid readers and reach their full potential in school. Parents can visit www.wordsforlife.org.uk for advice, activities and booklists to help them support their childrenâs literacy development.â


In this podcast interview with Kate Winn and Dr. Sonia Cabell, the focus is on the importance of early language and literacy development. Dr. Cabell highlights key considerations for instruction in several areas: oral language and conversation, alphabetics, writing and spelling, and building knowledge.
Curriculum Connection / Connexion au programme-cadre
Phonics: Grapheme/Phoneme Correspondence, Grade 1, B2.3. Understanding the relationship between simple, high-frequency, and complex graphemes (letters or combinations of letters) and the phonemes (units of sound) they represent Word Level Reading and Spelling, Grades 2â3: B2.1, B2.2, B2.3. Consolidating phonics knowledge in word reading and spelling increasingly complex multisyllabic words, with developing automaticity Language Foundations, Knowledge and Skills, K-4: Developing strategies to determine the meaning of words in oral language and text. Language Foundations, Knowledge and Skills, K-4: Developing and integrating their understanding of Tier 2 words (those used in written language as well as in oral language) in the classroom across different content areas


My concept of civil rights is a broad one. It is connected with my family who all fought for racial equality. My grandmother was a founding member of the National Association for the Advancement of Colored People (NAACP) in the 1920s. My father was a civil rights activist who fought discrimination as an undergraduate and then inequality in the workplace. He left a career in engineering because of discrimination and went into the civil service to support his family. When he rose to management level he once again suffered bigotry so he created an organization to fight it. He died in 1960, shortly before I went to the South.
I decided to go to Mississippi in August 1963 after participating in the March on Washington for Jobs and Freedom. My family was completely supportive. I was equipped for a life of activism in rural Mississippi amongst poor farmers and share-croppers. I already had a wide educational baseâI had studied elementary education, had attended two churches, and my father had been an urban farmer.
When I began to photograph in Mississippi I was influenced by the work of the artist Kathe Kollwitz and I had been looking at the photographs of Roy DeCarava, who had depicted Black families, mothers, wives, husbands, and children. I was accustomed to spending time with children, looking at the ways they interacted with one another, and photographing them and their environments came naturally to me.
In the early 1960s, a number of former military people returned to the South from Europe and other places after WWII. They saw that their lives were very different as Black people in the places they had been born. They often had a pension, and therefore some independence, and many of them began working for the civil rights movement through the NAACP. The NAACP had an office in Jackson run by the activist Medgar Evers and operated through numerous offices spread across the country.
In 1961, the Student Nonviolent Coordinating Committee (SNCC) began to work with the NAACP to campaign for voting rights. There was antagonism and threats from the whites and some campaigners were shot and killed. In 1963, Medgar Evers was assassinated in Jackson Mississippi. In 1964, three students, James Chaney, Andrew Goodman, and Michael Schwerner, who had been working on the Freedom Summer campaign to register voters, were murdered. Against this backdrop, I and many others had begun working in the civil rights movement in Mississippi.
During the nine years I was in Mississippi I worked in numerous programs that encompassed political, economic, arts, and social justice innovation and development. These included working as a field secretary on SNCCâs voting rights, voter registration, and literacy programs. I also co-founded the Free Southern Theatre and worked intensively on the development of pre-school education through the Mississippi Head Start program. This was the first public education program in the United States for pre-school children. Other initiatives that I worked on were the handcraft cooperatives through the Poor Peoplesâ Corporation. During these years I photographed the events and people I encountered, often working with Southern Media Inc., a documentary photography and film-making organization.
In Mississippi, I encountered widespread poverty among Black people. In the Mississippi Delta, like all the southern states, extreme control was exerted through the plantations, share- cropping, the violent tactics of the Klan, and the activities of complicit state and local government officials. The system was set up to monitor and oversee the slaves, even though slavery had been outlawed. These people were brutal and they had the same mindset as the overseers. The system had evolved, but the mindset was the same.
Large Black populations in the Delta were still picking cotton and other crops as sharecroppers. Until the civil rights movement came to Mississippi, most Black people had little or no alternative than to do what the whites wanted them to do if they wanted to survive. Working with Southern Media, I filmed extensively. We never saw any white farmers when we were filming in rural Mississippi. There were large areas with a majority Black population, whether they owned the land or not. We didnât try to do anything with white people because they didnât want to have anything to do with us.
Black independent farmers who owned their own land worked hard. They werenât necessarily making a great living like their white farmer counterparts, but they lived decently and had more control over their economic and personal destiny. There were all kinds of devious ways used to keep Black farmers from flourishing and selling their products. Despite their land ownership, Black farmers were denied access to local farmersâ organizations and bank loans for new equipment, repairs, seeds, and the things they needed to facilitate successful farming. So hardship prevailed.
Excerpt from A Civil Rights Journey by Doris Derby (MACK, 2021).
Paperback with flaps
21.5 x 28.5cm, 168 pages
â¬35 Â£30 $40


This podcast is part of a series that highlights adjustments that can be made in the classroom to enable students with disability to access and participate in education on the same basis as their peers.
In this episode, we talk about common adjustments teachers can make in the classroom to support students with fetal alcohol spectrum disorders, or FASD. The term FASD is used to describe a range of neurodevelopmental or physical impairments that are caused by exposure of a fetus to alcohol during pregnancy. This âinvisibleâ disability is lifelong and, as the name suggests, students with FASD experience varied challenges depending on their exposure. Some of the functional difficulties that students are likely to be affected by include poor short-term memory, delayed motor skill development, language disorders and sensory overload. Students may also have slower cognitive processing and poor executive functioning. Some students with FASD, but not all, can exhibit poor impulse control or anger management issues or engage in high-risk behaviours. They are also likely to be easily distracted and have poor social skills.
A wide range of educational and behavioural strategies have been shown to be effective in children with FASD.
Anne Russell is the mother of two boys with FASD and she discusses the importance of creating a classroom environment that feels calm to help reduce erratic behaviour. Christine Brooks is a board member of NOFASD Australia and is also a foster parent to a child with FASD. Christine explains that a major area of concern for teachers is that students with FASD can fabricate imaginary experiences to compensate for memory loss. Dr Dee Basaraba, Principal Project Officer: Aboriginal and Torres Strait Islander Education Services, talks about the importance of routine when it comes to building the confidence of students with FASD.
Top five takeaways
It is imperative to create a sense of belonging for a student with FASD within their school community. Through a whole of school approach, provide the student with a safe learning environment, particularly if they are prone to risk-taking behaviours.
Consider that misbehaviour may actually be an inability to regulate conduct. Students with FASD are likely to fill in knowledge gaps with fabrications that they believe to be true, called confabulating.
Remember that students with FASD may have difficulties understanding instructions, retaining learning and completing tasks. Give students more time to process information and respond to questions and teach them to ask for thinking time. In addition, break tasks down into simple steps and repeat instructions to help students with comprehension. Show what the end product should look like and model the steps in between to get there.
Create a calm, clutter-free environment to prevent sensory overload. In addition, ensure that a student with FASD has a dedicated personal space, like a carpet square to sit on. This will help with emotional regulation, the ability to focus on tasks and creating a sense of security.
Adopt a âno blame, no shameâ approach and instigate an open channel of communication with a studentâs parents.
How could I best support a student with FASD with their executive functioning skills such as organisation and planning?
How can I help a student with FASD retain the information they are learning day-by-day?
What routines and structures can I put in place in the classroom to avoid distractibility?
How can I keep a student with FASD safe and help them regulate their emotions?
How can I help foster a school environment that is supportive and inclusive of a student with FASD?


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn subtraction with numbers to 10 on the number line.
It is important to be able to subtract, so you can determine how many you have left after taking some away. Being able to use the number line helps make subtraction easier.
The interactive whiteboard shows three number lines with missing numbers. Students must drag the missing numbers to their places on the number line.
Start by showing students that it is possible to subtract using a number line. Show them how to subtract on a number line using three steps. First students must look at the first number (minuend) of the subtraction problem and move to that number on the number line. Secondly, students must look at the second number (subtrahend) of the subtraction problem to determine how many steps they must jump back on the number line. The third step is to determine which number they end at, which is their difference. To check that students can subtract using the number line, ask students to complete the subtraction problems given on the interactive whiteboard as a class. Remind students that they can choose how big to make their jumps back on the number line (by one, two, etc).
To check that students can subtract with numbers to 10 on the number line, you can ask the following questions:
- Which number do you look at to determine where you start on the number line?
- Which number do you look at to determine how many jumps back you need to take?
- How do you know what the answer is?
Students practice subtraction on the number line, with increasingly larger numbers (subtrahends).
Ask ten students to come to the front of the class and represent a living number line. Give them number cards from 0-10. Name a subtraction problem. Ask one student to come to the front of the class. The rest of the class must place that student "on" the number line and instruct them on how many jumps to take to solve the problem. Ask them how they know where to place the student and how they determine how many jumps they must take. Repeat with a different subtraction problem and new student at the front of the class to move "on" the number line.
Students who have difficulty with this goal can be supported by extra revision of the number line to 10. They can write all the intermediate numbers between 1 and 10 on the number line. Have them practice with taking one step back at a time.
Number cards with the numbers 0-10.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


UKG Worksheets (5-6 Years)
Experts at PLC have focused on creating downloadable UKG worksheet that will help your kids express themselves through various exercises. At this age, they will learn how to spell their name, tell time, recognize routines, recognize shapes, perform 3-digit calculations, and even start spelling three-four letter words with the help of the UKG worksheets pdf. Read more
Subjects Included in PLC UKG Worksheets
Your child will learn a range of academic and life skills by the end of UKG. They will be able to identify letters in their correct order, sort objects by attributes, and count to 100. UKG class worksheets are designed to help your child understand and internalize various lessons learned at school. Download & Print UKG class worksheet by PLC promote active learning and raise the student's interest levels, thanks to a wide array of activities included in each worksheet set.
UKG English Worksheets
Between ages 5 and 6, your kid will be able to construct five-word sentences, know the names of fruits and vegetables, identify different modes of transportation, recite simple poems, and do many more activities. In addition, the UKG English worksheets will help them learn articles, body parts, tools, singular and plural, and more. Our experts have designed engaging printable worksheets for UKG in a way that helps build a strong foundation of the language.
UKG Maths Worksheets
Most 6-year-olds count to 30 and can associate up to objects to the numeral. They can also count by 10s - 10, 20, 30â¦100. They start grouping objects according to their attributes like size, shape, colour, etc. India's leading early-age educationalists have designed UKG maths worksheets that help your child build a strong foundation in numbers.
UKG Science Worksheets
As part of their learning experience, they need to look at plant life cycles and schematic units such as community helpers, seasons, animals, and the environment, making connections to real-life situations and learning from them. Our UKG science worksheets will help your child to understand the aspects of life around them.
UKG Worksheets For Featured Activities
Art, writing, blocks, puzzles, games, role play, listening, and story reading are all included in our activity worksheets for UKG. Word searches, matching the pairs, sorting the odd one out, finding the missing items, finger painting, hand painting, sand painting, and many more activities will engage your children in active learning.
UKG Worksheets For Art & Craft
Art and craft worksheets for 5-year-olds that inspire them to explore their creative side. These fun worksheets for 5-year-olds are a great way to keep your kids meaningfully engaged and make them learn important lessons.
UKG Worksheets For Story Reading & Activities
PLCâs activity worksheet for UKG includes word searches, matching the pairs, sorting the odd one out, finding the missing items, finger painting, hand painting, sand painting, and many more activities that will engage your children in active learning.
UKG Worksheets for Tracing & Puzzles
Tracing worksheets are incredibly beneficial for improving fine motor skills in your child. We can pair the UKG tracing worksheets with different mediums like pencils, crayons, and markers to boost creativity in every subject.
Explore our comprehensive range of educational resources, from nursery worksheets to class 6 worksheets. Our worksheets are designed to enhance their learning journey. Elevate their education with our engaging and curriculum-aligned worksheets.
FAQs For UKG Worksheets:
1) What is the purpose of UKG syllabus worksheets?
The purpose of UKG syllabus worksheets is to reinforce and practice foundational skills.
2) How can UKG activity sheets benefit my child's learning?
UKG activity sheets can benefit your childâs learning by making it interactive and fun.
3) Can printable worksheets for UKG be used for home-schooling purposes?
Yes, printable worksheets for UKG can be used effectively for home-schooling.
4) How can I keep my child engaged while working on UKG worksheets pdf?
Keep your child engaged with UKG worksheets PDF by incorporating games, rewards, and short breaks.


Explore our Resource Portal
The BranchED portal is designed to support both teacher educators and PK-12 partners in their professional development. Whether youâre seeking information on a particular topic, looking to take an online course, or to stay current with our evolving library of resources, weâve got something for you.
Teaching Syllable Types For Decoding and Encoding: Practice Based Instruction and Assessment for Phonics
Explicit instruction of syllable types is a crucial component of phonics instruction. Syllable type instruction plays a critical role in teaching students to decode (read) and encode (spell) words. This toolkit provides strategies for instruction for decoding and encoding different syllable types.
Recruitment Timeline: Planning Recruitment for a Teacher Residency Program
This tool is intended for use within a teacher residency program to help plot a strategic and thoughtful recruitment timeline. Intentional and collaborative planning around recruitment is critical for the success of a teacher residency.
This tool is designed as a self-assessment for an existing partnership. It offers a set of characteristics and actions of a quality partnership. EPPs and school districts can utilize this tool to surface their current reality, determine next steps, and strengthen the work of their partnership.
Strategies for Sustaining a Teacher Residency
Sustaining a teacher residency requires planning for how to compensate residents long-term. This tool provides strategies and discussion questions that Educator Preparation Programs (EPPs) and school district partners can consider to sustain their residency over time given their individual context.
Residency Readiness: A Self-assessment for Educator Preparation Programs and School District Partnerships
This tool is intended to be used by an Educator Preparation Program (EPP) and a district partner to determine the readiness level to engage in the development of a sustainable residency model.
Building a Teacher Residency: Stages of Work and Critical Moves
This handbook is intended for an EPP and school district partnership working together to build and sustain a teacher residency. It outlines steps for designing and implementing a teacher residency that centers the needs of the partnership and lays the groundwork for sustainability of the program.
BranchED seeks to support individual educator preparation programs (EPPs) and the field at large in reimagining and redefining âqualityâ preparation programs such that attention to issues of diversity and equity are explicit, embedded, and inextricably linked to high-quality performance.
The Resource Portal was created to support our community by providing resources such as instructional materials, online modules, podcasts, practice-based learning opportunities, research briefs, teaching video library, tool/toolkit, and webinars.


Summary of Findings:
This research evaluated the relationship between eye movement measures of reading efficiency and studentsâ orthographic knowledge. A strong relationship was found between these measures.
All eye movement measures differed significantly across the stages of spelling/literacy development, with the later stages being associated with faster reading rates, fewer fixations and regressions per word, and shorter fixation durations (p < .001).
These results demonstrate a strong relationship between orthographic knowledge and reading efficiency as measured by comprehension-based silent reading rate and eye movement behavior during reading. While the reciprocal relationship between orthographic knowledge and reading development is well established, this is the first known demonstration of the relationship between orthographic knowledge, comprehension-based reading rate, and oculomotor efficiency across multiple stages of spelling/literacy development.
âThe reading efficiency of students in spelling/literacy stages 2, 3, and 4 aligned fairly well with normative values for grades 2, 4, and 6 respectively. The reading efficiency of students in spelling/literacy stage 5 compared favorably to high school students.â


ISD - Embracing Deaf Culture
Language deprivation, or sustained underexposure to linguistic stimuli, is a common problem for children born deaf or hard of hearing. Without language to immerse themselves in, these kids will often lag behind their peers in terms of interpersonal communication and early childhood learning. Their lack of hearing has a spiraling effect that can last the rest of their lives.
Because of our near-constant exposure to language, most of us have basic interpersonal communication skills down by the time we reach five years old. Kids that are deaf or hard of hearing donât get that easy exposure and often miss out on that development time.
âTheir language has been hard to come by,â said John Cool, assistant administrator at the Iowa School for the Deaf (ISD) in Council Bluffs. âTheyâre capable, but they just donât have access to it. If theyâre here and entrenched in campus, theyâre getting language all the time.â
That language is American Sign Language (ASL) and students enrolled at ISD are immersed in it from the time they arrive on campus. Fostering a language-rich environment for children who are deaf or hard of hearing improves interpersonal communication and learning outcomes and helps unwind that spiraling effect from lack of exposure.
âWe believe students deserve a safe and nurturing environment to develop a sense of self,â Cool said. âAt ISD, children have an opportunity to mingle with and be impacted by every person in their environment because we can all communicate with them.â
Itâs not just the environment that helps these kids develop. Curriculum at ISD meets the same requirements of any other public school, with the added benefit of ASL exposure and teachers who can provide direct instruction. ISD employs a number of hearing faculty as well, allowing faculty members to team up and teach students on the full continuum of language.
âWe continue to be the most viable option for students that are deaf or hard of hearing and who rely on manual communications for direct instruction,â Cool said. âThatâs not something students can usually get in local school districts.â
Local districts are not able to expose students to deaf culture, either. Embracing ASL, a language with its own syntax and grammar, is one aspect of deaf culture that ISD provides.
âWe intentionally talk about deaf culture here,â Cool said. âItâs not a class, but we do talk about it. Children who come to ISD are going to be exposed to other deaf people, the language and the culture. They will make the choice about whether or not to become part of the community.â
The Deaf Culture Celebration, held each spring, is one example of ISDâs commitment to exposing deaf and hard of hearing children to the wider world of deaf culture. Previous years have seen deaf presenters perform workshops in celebration of the culture. Several deaf comedians, deaf artists and storytellers provided entertainment for all the attendees. Even Nyle DiMarco, Season 22 winner of Dancing with the Stars and graduate of the Maryland School for the Deaf, made an appearance.
âWe have this celebration every year,â Cool said. âItâs important for these kids to have exposure to and the opportunity to be immersed in the language and the culture. Just being in this kind of environment is often enough to help these kids figure out who they are and who they want to become.â


Klik hier om dit artikel in het Nederlands te lezen.
According to article 26 of the Universal Declaration of Human Rights by the United Nations, âEveryone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.â
Unfortunately, in a poor country like Uganda, it is definitely not a matter of course that each and every child goes to school. Yet, fact is that with the median age of the population, that currently counts about 46 million people, not even being 16 years, millions of children are of school age. Uganda has both government schools and private schools. Sadly, the private schools, which can in general provide education of a higher quality, are only accessible for the rich and the poor completely depend on government schools. In 1997, the Ugandan government introduced what was intended to be âfreeâ primary school. Unfortunately, although the intention had been that many children could from then on receive free education, today, in reality, due to the enormous number of children, âfreeâ has turned out to be far from entirely free. Less than half (40 per cent) of at all school going children are literate at the end of primary school. Children with disabilities are largely excluded from formal schooling because of shortages of special needs teachers and facilities. Very sad and also a much heard complaint is that over the years, the emphasis has shifted to purely theoretical subjects and creative subjects have increasingly been banned from the curriculum.
Primary School for children starts at the age of 5 and it goes from P1 to P7. The school year starts in February and is divided into three terms at the end of each of which the children receive a school report. At the end of P7, the children must pass a national exam, which is officially called âPrimary Leaver Examâ. Successfully passing that exam means that children will have access to Secondary School, which goes from S1 to S4 (lower secondary), followed by Senior Secondary School, from SS5 to SS6 (upper secondary). When they have reached the end of S4, there will be another national exam to pass, from which the âUganda Certificate of Educationâ will be obtained, and from successfully passing the national exam from SS6, the âUgandan Advanced Certificate of Educationâ will be obtained. After the successful completion of Secondary School, there is the possibility to go to university or to vocational education.
Sadly, as already mentioned above, even though attending primary school itself is basically free for children, in reality it is not and it causes problems for many families. The sad reality is that there are a lot of additional costs that they still have to pay for themselves, like school uniforms and other materials, such as notebooks, pens, pencils, etc.
Overall, with many families having a lot of children, the parents can often afford for only a few of them to attend even primary school. Every year, they will have to ask themselves which of their children they can send to school. As for secondary school, less than a quarter (24 percent) of adolescents are enrolled at that level. Period poverty, early marriages, teenage pregnancies, and financial problems keep many teens, especially girls, away from it. So, although possibilities to go to Secondary Schools and from there to University or Vocational Education are there in theory, the sad reality is that for most children their main concern is to achieve that they successfully pass their âPrimary Leaver Examâ. To have passed that exam is most essential. If the children can after that get an opportunity to take part in vocational education, they greatly increase their chances of finding a job and being able to build themselves a worthy future.
On top of all that, following COVID-19 measures in Uganda, schools have been closed almost continuously for almost two years, making it the longest school closure in the world!
HWMCO-Nederland & NiCA Foundation
âWe Fight Poverty by Bringing Development.â
(updated September 2022)
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Music Education for Homeschool Students
Did You Know?
Students who participate in Music Studiesâ¦
Perform better in exams across all academic subjects
Develop better language, learning and reasoning skills
Develop better organizational and work skills
Learn to utilize both critical and creative listening skills
Enjoy better emotional and social development
KG School of Music has always believed in the importance of Music Education in our schools. We are even more committed to providing Music Education options for parents who have chosen Homeschooling or other education alternatives for their children. KG School of Music can offer both distance learning and on-site instruction for your Homeschool, Pod, P.M.A or P.E.A. organization. We offer both full year curriculum (grades K through 12th) and âspecialtyâ courses (4-8 Week) that can be tailored to your schoolâs needs.
2022-2023 Course Offerings
Our âMusic Explorationâ course is without a doubt our most popular and most requested course. In this course, students get the opportunity to learn about and have a âlessonâ on a variety of the most popular musical instruments without the expense to parents of having to rent or purchase the instruments.
The musical instruments your child will explore can include: Violin, Viola, Cello, Guitar, Piano, Drums, Xylophone, and others
General Music Studies
This course introduces students to basic concepts in Music such as rhythm, pitch, notation, melody and accompaniment. Along the way, students learn how Music incorporates other academic studies like math, language, grammar and architecture in its composition and performance.
This course provides a brief history of Musicâ¦how it is thought to have begun and the first musical instruments created by man. Students learn about the construction and uses of the first musical instruments and how they have evolved over centuries into what we have today. Students learn about the four âfamiliesâ of musical instruments (brass, woodwind, string and percussion) and the four primary types of classical music (Symphony, Chamber, Solo and Concerto).
The Great Composers
This course introduces students to the lives and works of four of historyâs most beloved composersâ¦Mozart, Bach, Beethoven and Brahms. Students will explore some of the most well known compositions by each composer and their innovations and contributions to Music.
Music & Science
This course explores how Music (and principles of sound) is used in modern science and medicine. Each week, students will explore a concept in Music Science and conduct an experiment relating to that concept. The outcomes of these experiments will be discussed in an open class forum
Group Instrument Instruction
This course allows for the choice of Piano, Guitar or Ukulele as a primary instrument. Students will learn how to play the instrument (beginner level), read music for that instrument and care for the instrument. Group and one on one instruction (limited) is provided during the class. Students will learn basic proficiencies on the instrument and participate in group performance of songs.


Music @ OMS
Music speaks to the soul and the emotional responses it creates have affected human societies throughout history. Music education allows children to compose and perform in a universal language that can be shared and understood across nationalities and cultures. Through our music curriculum at Olney Middle, we aim to give our pupils the listening skills that will enable an understanding of musical styles from a variety of cultures, allowing them to recognise the responses the music creates within them. They will develop an understanding of the history of music, discovering key composers who have shaped the progression of music through time. Pupils will compose their own music using musical notations and the inter-related dimensions such as pitch, dynamics, timbre and tempo. Using musical instruments and their own voices, they will play and perform, learning to do so accurately and fluently, with control and expression. As a school, we want our pupils to gain a love of music, to recognise and understand their preferences and to appreciate how music can play a huge part in their journey through life.


Course Descriptions - MST in Elementary Education
Course Descriptions - MST in Elementary Education Heading link
MTHT 465 Teaching Algebra for Understanding
Manipulatives and other representations of mathematical concepts, such as function machines and number lines, are used to develop an approach to the teaching of algebra which is particularly suited to middle grade students.
MTHT 550 Concepts and Methods in Elementary and Middle School Mathematics II
Methods of teaching middle school mathematics: concept development; focus on classroom materials to promote learning. Area, volume, rational numbers, decimals, function machines.
MTHT 565 Teaching Geometry: An Activity Approach
Topics in geometry suitable for the elementary school curriculum are covered. These include informal geometry using manipulatives, elementary topology, polygons, polyhedra, metric geometry, motion geometry, geometric constructions, spherical geometry, and an introduction to research on the teaching of geometry. Emphasis is on hands-on activities and the active involvement of students.
MTHT 589 Practicum: Teaching of Elementary School Mathematics
Culminating experience for students of MST, Option for Elementary School Teachers. Students identify a problem in mathematics education in their home school, survey resources, plan for solution, and develop and present a curriculum. Supervised weekly seminars.
CI 484 Curriculum and Instruction in the Middle School
Philosophy, curriculum, and instructional methods for teaching middle grade students (grades five through eight). Content area reading is included.
EPSY 446 Charcteristics of Early Adolescence
Same as Psch 423. Physiological, social, emotional and cognitive development of early adolescence. The relationship between these developmental characteristics and success in the middle grades.
(3 courses from the following list, or other suitable offerings)
MTHT 450 Concepts and Methods in Elementary and Middle School Mathematics I
This course explores the development of concepts in the elementary mathematics curriculum. Key concepts are examined using a problem solving approach. How children learn specific concepts and what can be done to motivate and support this learning are emphasized. Concept development is traced through the grades, providing important insights for teachers. Innovative teaching techniques are introduced. Mathematics manipulatives and other classroom materials are presented as means to help students acquire a solid understanding of mathematics. Topics in the mathematics curriculum and mathematics textbooks are examined.
MTHT 460 Geometric Measurement and the Numerical Methods
Scientific calculators are used to introduce classical problems of length, area, and volume, plus other problems involving number sense, estimation, powers and roots, and finding patterns. The course focuses on the mathematical content of the middle grades.
MTHT 470 Teaching Mathematics with Science: An Activity Approach
An introduction to materials designed to enhance problem solving and analytic abilities through a âhands-onâ program of integrated mathematics and physical science. Length, area, volume, mass, and time are studied in experiments using a simplified version of the scientific method. Bar and line graphing, linear functions, prediction, estimation, alertness to the reasonableness of results, and manipulation and analysis of acquired data are emphasized. Issues of implementation and management of hands-on math and science programs are discussed.
MTHT 480 Microcomputers in Elementary School Mathematics
An introduction to microcomputers and their use in elementary schools. Emphasis is on techniques for designing programs for classroom use. Beginning BASIC programming, commercial educational software, pedagogical and curricular issues, and implementation questions are covered. Previous experience with microcomputers is not required.
MTHT 560 Introduction to Analytic Geometry and Calculus
Programmable calculators are used to investigate ideas and applications of differential and integral calculus. Examples relevant to elementary school math and science are stressed.
MTHT 575 Principles of Probability and Statistics in the Elementary School
Basic ideas of probability are introduced. Special emphasis will be placed upon collection and analysis of data. Topics include descriptive statistics, tables, graphs, making predictions via statistics, simple probability, and the place of probability and statistics in the elementary school classroom. Practical classroom activities are stressed.
NOTE: Topics courses, which may be used as electives, on various subjects are frequently offered as MTHT 491 or MTHT 591.


Creative Activities to Enhance Multicultural Understanding
For this project, you will be creating a PowerPoint presentation that addresses creative ways to integrate multicultural education into the curriculum, reduce cultural stereotyping, and enhance multicultural understanding.
Before you start your project, read this web resource article, âTeaching With A Multicultural Perspective.â (http://www.eric.ed.gov/PDFS/ED339548.pdf) According to the article, âChildrenâs attitudes toward their race and ethnic group and other cultural groups begin to form in the preschool years.â In terms of ethics, how can early childhood educators influence the development of positive attitudes toward all races, cultures and ethnic groups?
Provide suggestions for parents/teachers on activities they could use to promote an understanding of other cultures in addition to their own. Be sure to identify the age range for which the activities would be appropriate.
PowerPoint: The presentation should be a minimum of six slides in length, not including the title and reference slide.
If you are unable to work with PowerPoint, you should create the same type presentation for the overhead using Microsoft Word. It should be a minimum of six pages in length, not including the title and reference pages.
Submit a 200-300 word essay answering the seminar questions listed. Your assignment should be composed in complete sentences and paragraphs. Be sure to answer all questions to earn full grade.
- Explain which theory or theories you think provide greater insight into the influence of art on the development of young children. Which developmental theory or theories do you think will be most helpful to you in your work? Why?
- Describe what the components are that âart educationâ has identified as needed in a quality art program and how they can be included in an early childhood classroom.
- What insights do you think can be gained from the Reggio Emilia schools that have a strong creative artistic component?
BOTH 2 PARTS NEEDS TO BE DONE TO COMPLETE THE HOMEWORK, OTHERWISE HOMEWORK WILL NOT BE ACCEPTED!


A-Level Accounting is a great A-Level to demonstrate your accounting and numeracy skills with. Applicable to both the academic world and business world, this A-Level is a useful qualification to hold. Although not a prerequisite, an A-level in this area can be an ideal foundation for those wishing to study accounting, economics or any other finance related courses at university.
Accounting is particularly easy to study online, as you donât need any special equipment or settings to complete the course materials, as long as you have a computer, access to the internet and a keen interest to learn, studying A-Level Accounting online is easy.
What will I learn on the Course?
This course will provide you with a range of transferable skills. You will grasp problem solving, resources management, people management and leadership. With regards to accounting itself, you will grow and develop a strong foundation understanding of accounting itself.
What will I get when I successfully complete the A-Level?
An A-Level in Accounting, which is equivalent to a Level 3 BTEC Diploma, USA Advanced Placement Program, or Matriculation Certificate.
Once you have your qualification, you can then progress your studies to a higher level, either at university on a degree course or on a higher level Diploma.
How do I enrol to study A-Level Accounting?
Enrolling on this qualification is fast and easy to do. Within just a few minutes, you can be enrolled and studying your A-Level in Accounting online and making your way along your educational journey.
Although useful to have, itâs not essential for you to have GCSE Accounting in order to study this course. All you need is a drive to learn and the enthusiasm to work through your course materials.
The only thing you need to keep in mind is when you can sit your official examinations forthe course. You can easily check this by reading through the course description before you enrol.


English is a difficult language to learn how to read. Not because itâs more sophisticated than other languages. Itâs not. All languages are complex. English is uniquely challenging because it is not entirely phonetic. If you want to learn to read English, you have to embrace the fact that there are many exceptions to spelling rules.
English is more difficult to learn how to read than Finnish, German, Italian and Spanish, whose spelling systems are transparent. An English reader takes an extra two years of schooling to reach the same level of a French reader (Goswami et al., 1998). English is borrowed from meaning languages. Therefore, when a student tries to learn to read English, sheâs essentially trying to break multiple phonetic codes. English is a mesh of European languages, and attempting to learn to read English can prove to be a frustrating task, especially for ESL students.
However, learning to read English can be made simpler with the right instruction. To learn to read English, students need:
Phonics provides readers with a method to tackle new words. Contrary to what many think, there are lots of phonetic English words. Even those words that arenât entirely phonetic do have at least some phonetic components that help readers. Phonics progress readers quickly. Those K-2 readers who are stuck below grade-level and have little confidence need phonics instruction. Often, these readers are victims of an atrocious way to teach reading called whole language (which doesnât teach phonics at all).
Sight words violate phonics rules. Sight words often have at least some phonic components; Sometimes the first and last letters cue the reader, as in âcouldâ where the c and d are phonetic. With memorization strategies and some phonics, readers can learn to recognize sight words.
The Reading Elephant library has phonics books that introduce sight words.
Once a student knows how to read single-syllable words, the next level is learning how to read words with more than one syllable. Readers then need to know how to read syllable-by-syllable. This can be a confusing process, especially for dyslexic readers, because vowels say different sounds in polysyllabic words based on their position in the syllable.
Sight syllables are common spelling units in polysyllabic words. Like sight words, sight syllables are not entirely phonetic. Thankfully, there are only about fifty sight syllables students need to memorize to make huge progress. Knowing sight syllables significantly helps children read and spell.
Check out our printable phonics books library designed to help students practice English phonics sounds.


During the early years of a childâs growth, particularly between the ages of 3 to 5, a crucial period known as the âGolden Age,â significant milestones are reached. This age range is responsible for 80% of a childâs brain development, making it a critical time for their overall growth and well-being.
During the Golden Age phase, a childâs brain rapidly develops the ability to absorb various information. They become highly receptive and responsive, eagerly learning new skills and exploring their surroundings beyond the immediate family.
This age also molds a childâs personality, influenced by their daily habits and experiences. It is important to note that the habits and lifestyle adopted during this time greatly impact the childâs future.
To optimize a childâs development, it is vital to implement strategies that foster good patterns of growth. One effective approach is to allocate ample playtime and encourage exploration. According to sources, three fundamental needs are crucial for optimal growth:
- The Need to Play and Learn (ASAH): Providing opportunities for children to engage in play-based learning activities.
- The Need for Affection and Attention (ASIH): Ensuring children receive love, care, and attention from caregivers.
- Meeting Basic Needs (ASUH): This includes providing nutritious food, a safe environment, suitable clothing, healthcare, and other essential requirements.
Genetic and environmental factors also play significant roles in a childâs development. Internal factors such as temperament, intelligence level (IQ), and congenital traits inherited from parents significantly influence their growth.
During this age range, children also observe and imitate those around them, particularly their parents. Positive role models within the family positively shape the childâs behavior and shield them from negative influences outside the family environment.
Encouraging social interaction and providing ample playtime are effective means to develop a childâs social and interactive skills. Play fosters physiological and motor development, and parents should supervise and accompany their child during these activities. Allowing children to move freely promotes motor skill development and stability.
Parents should familiarize themselves with the various stages of child development to provide appropriate responses and stimulation. Engaging children in creative activities, such as puzzles, building patterns, and coloring, can accelerate brain development and intelligence.
Moreover, facilitating connections with other children of the same age helps children adapt to the external environment beyond their home.
Understanding and leveraging the four important stages of child development can maximize the potential of the Golden Age:
- Emotional Development: Stimulating a childâs emotional growth helps shape their personality, teaching them to understand emotions and differentiate between positive and negative attitudes and behaviors.
- Social Development: Introducing children to the social environment outside their home is crucial during the Golden Age. This includes facilitating interactions with peers and others in their surroundings.
- Moral Development: The Golden Age presents an opportune time to instill moral values and teachings, including religious education and ethical lessons.
- Intelligence Development: While intelligence development begins in infancy, the age range of 3 to 5 strongly influences a childâs personality and growth. Proper nutrition, guidance, and teaching from parents significantly impact this stage.
As parents, it is our responsibility to continually learn and refine our knowledge to effectively nurture and educate our children, aligning with their unique growth and developmental needs. May this article on the important stages of child growth and development inspire you to embark on a journey of better parenting.


For new education professionals, there are a number of things to be aware of when first starting out. From how to set up a classroom to dealing with difficult students, new education professionals will face various situations in their roles. In order to ensure that they are responding in the most effective and appropriate way possible, it is important to utilize the resources available to them. Education professionals within elementary education should consider exploring the following resources.
A well-known website that provides a variety of helpful resources within education is called Edutopia. In addition to providing updates on the latest news and trends within education, Edutopia also provides more information on methods that have been successful in the classroom. Get access to helpful articles, videos, and more on their main website.
An excellent resource that looks deeper into how technology is changing education is called Mind Shift. Originally launched in 2010, Mind Shift examines the various ways that technology has changed the education field and provides helpful information on how to best utilize technology in the classroom. Teachers that are looking for ways to better incorporate technology into their classroom lessons should visit their website to get more information.
One thing that teachers will likely agree on is the significance of making lessons fun for their students. Not only can making lessons more exciting help students absorb new information, but it can also make the process of learning more enjoyable. Curriki provides a community of volunteers, teachers, and contributors with resources on how to make learning more enjoyable while also incorporating the blended teaching model. This is a great way to bounce ideas off of other professionals and learn from their experiences.
Share My Lesson
If you are looking for a resource that offers previous lesson plans, games, or other classroom activities, Share My Lesson is a great place to go. In addition to providing lesson plans from other teachers, the website helps teachers learn more about how to make lessons more interesting and easier for students to absorb. A major advantage of Share My Lessons is that lesson plans are broken down into grades, making it easier for teachers to find the best resources.


The Role Of Peer Mentoring In Education
Education News | May-06-2023
Peer mentoring is an effective educational approach that has gained increasing attention in recent years. It involves pairing a more experienced student (mentor) with a less experienced student (mentee) to offer guidance, support, and advice. Peer mentoring programs have been implemented in various educational settings, including primary schools, high schools, and universities, to improve academic performance, enhance personal development, and promote social integration. In this article, we will explore the role of peer mentoring in education and its benefits.
Firstly, peer mentoring can improve academic performance. Mentors can provide mentees with academic support, such as help with homework, study strategies, and test preparation. Peer mentors can also offer guidance on how to manage time effectively, organize study materials, and overcome academic challenges. Mentees who receive such support are likely to experience an improvement in their academic performance.
Secondly, peer mentoring can enhance personal development. Mentors can serve as positive role models for mentees, offering advice and encouragement in areas such as self-esteem, self-awareness, and goal setting. Mentees can benefit from exposure to positive attitudes and behaviors, which can lead to the development of positive habits and attitudes. Peer mentoring can also help mentees develop essential life skills such as communication, leadership, and problem-solving.
Thirdly, peer mentoring can promote social integration. Mentees can benefit from peer support and feel more connected to their school or university community. Peer mentors can facilitate social interactions and help mentees develop meaningful relationships with their peers. Peer mentoring can also help create a more inclusive school or university culture by promoting diversity, equity, and inclusion.
Lastly, peer mentoring can benefit both mentors and mentees. Mentors can develop essential leadership skills, such as communication, mentoring, and coaching. They can also gain a sense of fulfillment and purpose by helping others. Mentees can benefit from the support and guidance provided by mentors and develop important skills and attitudes that can enhance their personal and academic growth.
In conclusion, peer mentoring is a valuable educational approach that can benefit both mentors and mentees. Peer mentoring programs can improve academic performance, enhance personal development, promote social integration, and create a more inclusive school or university culture. By providing opportunities for peer mentoring, educational institutions can foster a positive learning environment that promotes growth, development, and success for all students.
S.M. Shetty int school
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- The Impact Of Climate Change On Wildlife
- The Importance Of Physical Literacy In Modern Education
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- The Role Of Drama Education In Developing Empathy & Social Skills
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- Education Reforms In A Post-Pandemic World


Studying at a music university in London can offer a plethora of benefits for individuals seeking to pursue a career in the music industry.
A music degree can provide students with an extensive understanding of music theory, history, and performance techniques. Moreover, music education can offer a variety of transferable skills that can be beneficial in any industry.
Here are the many benefits of studying music in university and how obtaining a music degree can help advance your career,
Enhanced Creativity and Critical Thinking
Music is an art form that requires creativity, discipline, and critical thinking. Pursuing a degree in music can help students develop their creative abilities and critical thinking skills. Through regular practice, students can enhance their creativity and develop a unique voice, which is essential for success in the music industry.
Music theory and composition require a deep understanding of complex concepts, which can help students develop problem-solving skills that can be applied to various industries.
Improved Communication and Teamwork Skills
Studying music often requires collaboration with other musicians and professors, which can help students develop excellent communication and teamwork skills. Musicians need to work together to create cohesive and harmonious performances, which requires effective communication and teamwork.
The ability to work effectively in a team is essential in any industry, making music education an excellent choice for individuals looking to enhance their teamwork and communication skills.
Career Opportunities in the Music Industry
Obtaining a music degree can open doors to various career opportunities in the music industry. Music education can prepare students for careers as performers, composers, producers, music directors, and educators. Moreover, music education can offer transferable skills that can be applied in various industries, such as sound engineering, advertising, and technology.
Improved Time Management and Discipline
Studying music requires discipline and excellent time management skills. Regular practice is essential for developing oneâs musical abilities, and students must balance their practice schedules with coursework and other responsibilities.
Music education can help students develop excellent time management and discipline skills, which are crucial in any industry. The ability to manage time effectively and stay organized is essential for success in any profession, making music education an excellent choice for individuals seeking to enhance their time management and discipline skills.
Music education can provide students with valuable networking opportunities, which can be beneficial in any industry. Students often have the opportunity to work with music industry professionals, attend conferences and workshops, and take part in musical events.
Networking is essential for success in any industry, and music education can offer valuable opportunities for students to connect with industry professionals and peers.
Studying music at university can offer many benefits for individuals looking to pursue a career in the music industry. Moreover, obtaining a music degree can open doors to various career opportunities in the music industry and offer transferable skills that can be applied in various industries.
If youâre considering a career in the music industry, pursuing a degree in music can be an excellent choice.
So, what are you waiting for?
Enrol in a music university and start learning right away!


The years from birth to the age of eight are crucial for childrenâs social, emotional, and intellectual development. Services currently provided for pre-school early childhood development and care are expensive, ill-defined, and confusing. Funding varies from state to state, services are delivered in a wide range of settings and not all children receive high quality education and care.
According to UNICEF, Australia is at the bottom of world ranking â 34 out of 41 countries â for access to early learning for three year-olds and has among the highest out-of-pocket childcare fees in the world.
The Federal Government acknowledges:
The foundations for excellence in learning are laid early in life. Parents and carers who engage children in high-quality learning experiences from a young age make a significant difference to a childâs educational success at school. (Through Growth to Achievement Report: 16)
Responsibility for early childhood development is shared by Commonwealth and state governments and whilst there is some growth in investment in the sector there is still no guarantee of free 3- and 4-year-old kinder. Only 15% of 3-year-olds are currently enrolled in a preschool program. Some states still charge parents a fee for kinder. Commonwealth funding is neither ongoing nor adequate.
- 26 weeks of paid parental leave, for each parent with encouragement for equal sharing. Single parents to receive 52 weeks.
- Support by healthcare professions to vulnerable families with access to 25 maternal and child health checks plus home visits
- Better integration of early childhood services
- A new EC funding model integrating education and care and preschool.
- Vulnerable children entitled to at least three free or low-cost days of high-quality early childhood education and care a week.
- Two years of free preschool (20 hours/week) in the years before school
- A smooth transition from early learning to compulsory school education
- Nationally consistent registration and standards for all early childhood teachers
- A strategy for the early childhood education and care workforce that includes proper remuneration and raises qualifications as soon as possible to 4-year degree.
- A needs-based strategy for infrastructure and resources for early childhood learning centres
- A focus on making early childhood services accessible.
Our plan is informed by the Starting Better Report by the Centre for Policy Development. According to the CPD, the benefits of excellent early childhood education and care are enormous:
- Increased access to the workforce for mothers
- An increased number of more secure, higher-paying jobs in the growing early childhood education sector.
- Higher educational attainment for children, and greater workforce participation when they grow up.
- Happier, healthier and more prosperous lives for children
- Higher tax revenues and lower health, crisis and policing costs for governments
Itâs a no brainer!


âReading for Our Livesâ by Maya Payne Smart
Let me start this post by saying Iâve never been a big believer in the idea that kids need to have reached some specific level of education or hit a particular set of developmental milestones before theyâve reached kindergarten age, or whatever it is that would give them a leg up on the âcompetition.â
My feelings are more like, theyâll learn what they need to know when theyâre ready, and our job is simply to guide and encourage them along the way. Every kid is different; we canât force them all into the same box. Itâs actually one of my big gripes with the education system, and a major reason why my wife and I homeschool.
That said, I do still think that literacy is a critical skill in life, and one worth instilling in kids at a young age if possible. Which is precisely the premise of Maya Payne Smartâs new book, Reading for Our Lives: A Literacy Action Plan from Birth to Six, a step-by-step guide to raising good readers.
The reason for my preamble earlier is that this book leans hard into that whole âschool readinessâ thing Iâm not a fan of, but if nurturing critical reading skills is important to you, then Reading for Our Lives has a ton of actionable advice based on scientific research and academic literature, all to help your kid create a solid foundation of reading skills and language proficiency from an early age.
From the book description:
When her child went off to school, Maya Smart was shocked to discover that a good education in America is a long shot, in ways that few parents fully appreciate. Our current approach to literacy offers too little, too late, and attempting to play catch-up when our kids get to kindergarten can no longer be our default strategy. We have to start at the top. The brain architecture for reading develops rapidly during infancy, and early language experiences are critical to building it. That means parentsâ work as childrenâs first teachers begins from day one tooâand we need deeper knowledge to play our positions.
Reading for Our Lives challenges the bath-book-bed mantra and the idea that reading aloud to our kids is enough to ensure school readiness. Instead, it gives parents easy, immediate, and accessible ways to nurture language and literacy development from the start. Through personal stories, historical accounts, scholarly research, and practical tips, this book presents the life-and-death urgency of literacy, investigates inequity in reading achievement, and illuminates a path to a true, transformative education for all.
Get the book in these formats:


The state should ensure that special education teachers know the subject matter they will be required to teach.
Regrettably, Oklahoma only offers a K-12 special education certification.
Oklahoma State Regents for Higher Education, Academic Affairs Procedure Handbook, 3.22.4
End licensure practices that fail to distinguish between the skills and knowledge needed to teach elementary grades and secondary grades.
It is virtually impossible and certainly impractical for Oklahoma to ensure that a K-12 special education teacher knows all the subject matter he or she is expected to be able to teach, especially considering state and federal expectations that special education students should meet the same high standards as other students. While the broad K-12 umbrella may be appropriate for teachers of low-incidence special education students, such as those with severe cognitive disabilities, it is deeply problematic for the overwhelming majority of high-incidence special education students, who are expected to learn grade-level content.
Provide a broad liberal arts program of study to elementary special education candidates, and require that they pass the same content test as general education teachers.
Oklahoma should ensure that special education teacher candidates who will teach elementary grades possess knowledge of the subject matter at hand. Not only should the state require core-subject coursework relevant to the elementary classroom, but it should also require that these candidates pass the same subject-matter test required of all elementary teachers. Failure to ensure that teachers possess requisite content knowledge deprives special education students of the opportunity to reach their academic potential.
Ensure that secondary special education teacher candidates graduate with highly qualified status in at least two subjects, and customize a HOUSSE route so that they can achieve highly qualified status in all subjects they plan to teach.
To make secondary special education teacher candidates more flexible and better able to serve schools and students, Oklahoma should use a combination of coursework and testing to ensure that they graduate with highly qualified status in two core academic areas. A customized HOUSSE route can also help new secondary special education teacher candidates to become highly qualified in multiple subjects by offering efficient means by which they could gain broad overviews of specific areas of content knowledge, such as content-driven university courses. Such a route is specifically permitted in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA).
Oklahoma contended that its HQT guidelines for elementary special education teachers require that new teachers to the profession after December 3, 2004, must have a special education certificate and the appropriate certificate for grade level in early childhood or elementary education. Middle or secondary special education teachers are required to pass subject-area tests in the areas he/she is assigned to teach. Further, teachers who are certified in math, science, or language arts may attempt to use a HOUSSE procedure to become highly qualified in additional core subjects. This option is available only within two years of date of employment.


Early Childhood Education
When children are young, they are learning sponges. Every new experience, every word they learn, every behavior they adopt, is an investment in a more fruitful future.
Early childhood education is about honing and molding the holistic child, which will eventually form the basis of their lifelong journey. Children have so much to learn about the world around them, their own capabilities and specific academic areas. A love of education, for reading, learning, and discovering, takes root in preschool.
Early childhood is the time to turn a curious child into an active, interested student who looks forward to going to school. A love of learning that begins early starts a child down the road that leads to success in high school and beyond. As they play, learn, make their own choices and socialize, children develop creative and critical thinking, as well as large and fine motor skills, through active, hands-on exploration.
Yonkers Public Schools creates warm, nurturing early childhood learning environments, where each individual child can develop and learn. We are committed to creating a foundation for success and excellence that begins with early childhood


Influence of circumcision ceremony on education of Primary school pupils in Kanduyi division Bungoma district, Kenya
Mukhongo, Anne Nabuyaya
MetadataShow full item record
The study was to investigate the influence of circumcision ceremony on education of primary school pupils in Kanduyi Division of Bungoma District. The study was conducted in nine primary schools in Kanduyi Division of Bungoma District. The study's sample included eight headteachers, 51 pupils and 74 teachers. One Area Education Officer was also involved. The sampling methods were simple random sampling, and stratified sampling and purposeful sampling. The instruments for data collection were interview and questionnaires. Responses were analyzed using frequencies, percentages and tabulation. The study findings attendance and performance in internal examination. The ceremony also contributes to high school dropout among primary school pupils and that there are virtues acquired during circumcision ceremony through teachings and songs sung during such times that can be integrated in the primary school curriculum. Finally, on the basis of the findings, modifying circumcision ceremony by including counseling of boys and girls, integrating moral aspects acquired in the primary school curriculum in Bungoma District, decentralizing the curriculum and monitoring of youth during circumcision ceremony were recommended. Suggestions for further research were also made.


What makes the art curriculum so special?
Art is a visual language. It is the only subject that is totally visually creative; no words are necessary. Scholars learn to communicate in many ways apart from written and spoken language and they discover themselves emotionally as well as academically. It is an opportunity for less well-represented communities to have a louder voice.
Beyond the experience of exhibiting and entering competitions, an art education empowers scholars in careers across the board by developing their critical thinking, independence and problem solving. It is also a gateway to a career in the creative sector, which is the third biggest employment sector in the UK.
Art helps us to understand the visual world whilst developing our whole selves. Scholars step out of their experience bubbles and are given the opportunity to think of themselves and others critically. Then they can react playfully, emotionally and experimentally. Scholars get to experience actual colours and physical media in a world that is overwhelmed with screen-based activities. They have within their grasp everything from moulding clay to seeing how colours mix to learning how a camera works. Art champions failure as it is a key part of a successful creative.
Art history introduces scholars to a diverse range of artists and movements which have shaped todayâs world. Every culture throughout time has embraced art as a means of communication. Art shows scholars their place in the world and within culture, religion, identity and history. It is a driver for social change and mobility.
How is the art curriculum enacted in a way that honours its beauty, richness and distinctiveness?
The art curriculum encourages scholars to work independently, building confidence to experiment with a wide variety of media and developing their skills and techniques. Scholars are taught how to visually analyse and are encouraged to engage with artists and artworks from history to modern day and appreciate the beauty in the world outside their own experience. It is a rich, visually aesthetic subject that is beautiful because scholars respond in their own individual ways.
How does the art curriculum equip scholars with knowledge that provides them with new ways of thinking about the world, taking them beyond their own original experiences?
By studying artists and artworks from a range of cultures and backgrounds, our scholars develop a wider and deeper appreciation of society. By learning the narratives of artists, they can begin to âstep in their shoesâ and empathise on life choices and reasons for artists to visually communicate their lives and passions.
There are no right or wrong answers in art. The art teacher digs deep and questions scholarsâ thinking to encourage them to see from different viewpoints. Art teachers lead scholars to understand that the world is a big place full of lots of types of people and opinions. This equips them to create artworks that are passionate and engage with their own experiences and those of others too.
How does the art curriculum reflect intelligent interdisciplinarity to allow scholars to explore meaningful connections?
There are constant deep connections in which art links all areas together. We explore where artists lived in the world and how their culture shaped them, how the art movements were influenced by music movements of their time, and the impact on world history.
Art lets all the other subjects breathe as it links all subjects culturally. Other subjects look outwards for inspiration. In art, we look inwards towards our thoughts and hearts and we respond emotionally to the world. This makes connections meaningful and personal. By studying artistsâ techniques and what led the artists on their individual journeys, scholars are equipped to respond in kind with their own education and experiences.
Mrs S Holme