Why Study Accounting and Finance in the UK?
Accounting and finance deal with the concept of money handling. To be more precise, it’s all about money going in versus money going out. This study involves general involvement of money in an organisation within the business, households and the broader economy of a country. This article will allows you to explore deeper the whole concept explain the reasons of why studying accounting and finance in the United Kingdom can be beneficial for you.
When it comes to studying accounting, most of the students UK universities, mainly because the country widely recognised as a global finance centre. In the UK, the accounting and finance course is available as an undergraduate degree, postgraduate degree as well as a doctorate.
British universities are well known internationally for their excellence in both, teaching and research. Also, English being the language of business, studying in the UK equips students with relevant language skills. Thus, the study system allows the students to obtain real-life work experience.
The United Kingdom hosts a strong professional accountant and financial accountant bodies that can lead the world to develop accounting standards. Obtaining an Accounting and Finance Degree will make you a professional in all the aspects of how financial transactions are recorded, analysed, monitored and managed. Professional accountants play a vital role in the financial performance and efficiency of the organisations.
Chartered accountants are in charge of all key financial matters that include revenue analysis, credits and all business expenses, profit and loss management, and debts. They are also directly involved in the essential tax obligations and the task of minimising expenditure, maximising income and boosting profitability.
Importance of Studying Accounting and Finance?
Why study Accounting and finance degree? Well, this question can be answered by having some insight over its importance. Yes! This degree plays an essential role at the core of every organisation. Every business relies on money to get on the service of accountancy professionals despite private and public sectors such as a non-profit outlet, etc. Well, it is tough for any business to operate without operational finances as the poorest accountancy can lead to heavy drop, legal issues or even can give an end to the business.
Accounting and Finance graduates are noticed for their outstanding numeracy skills and that can be incredibly fulfilling and rewarding. Below are some benefits of studying accounting and finance:
- Employment Prospects:
A Degree in Accounting provides a great career opportunity to work in any industry. With difficulties in the economic climate, the need for accounting and finance skills grows. Accountants and Finance professionals can easily get employment in any professional firms, corporate finance and investment markets.
Those with a strong foundation in accounting get empowered with the leadership and managerial skills that give them the confidence to work globally.
- Job Security:
It is a career that provides high job security, irrespective of technological advances. This field is always in demand for skilled accountants and financial professionals. And as the employee moves from a graduate prospect further with years of work experience, the job security is high with a great package.
An Accounting and Finance degree allows you to become a self-employed accountant. Here, you can enjoy full flexibility and the freedom to choose your own working hours and patterns.
- Financial Rewards:
Financial rewards are limitless in accountancy and finance, mainly for those who run their own-businesses. The work experience adds up the financial rewards for these self-employed accountants.
- Joint honours degree:
The study for an Accounting and Finance Degree contributes to additional degree subjects, such as business or language. Thus, it is possible to study for a joint honours degree with additional subjects. This study enhances added skills and knowledge that can be transferred into the workplace.
Why Studying Accounting and Finance at Mont Rose College?
There are many reasons as to why studying accounting and finance at Mont Rose College. One of them is that the students are provided with additional skills that can ensure them better placement all around the world. The study system at Mont Rose College provides the students with excellent graduate prospects and job openings to work in the most prestigious companies and practice accountancy.
The field of business accounts gives all the required skills that are in constant demand. Thus, it makes the field of accountancy a rapidly growing career option. Students are well equipped with the skills to move into any area of business and obtain progress.
If you choose to study accounting and finance at MRC, it means you will be joining the most culturally diverse student group, as the college is very popular among the overseas students. A diverse students team allows you to learn more about different cultures. Thus, it gives you a chance to build friendships with people from all around the world. Furthermore, this can also help you in building your career.
Now, you should have an idea as to why this study of Accounting and Finance is so important when it comes to a better career.


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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.
Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics.
Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.
Koehler, Karen E.; Wild, Tiffany A.; and Tikkun, Sean
"Implications of 3-D Printing for Teaching Geoscience Concepts to Students with Visual Impairments,"
Journal of Science Education for Students with Disabilities: Vol. 21
1, pp. 49-81, Article 6.
Available at: https://scholarworks.rit.edu/jsesd/vol21/iss1/6
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Theater in Haiti
A great number of plays were written in connection with Haiti’s liberation struggle from France in the period 1791-1804, with emphasis on the victorious slave revolt and the tragic death of the revolutionary leaders. Patriotic plays were also written in connection with the US Navy’s occupation of the country 1915–34, such as Dominique Hippolytes Le Forçat (1923, Fangen). In 1953, playwright Félix Morriseau-Leroy set up his own play Antigone a Creole (Antigone in Creole), an attempt to show that it was possible to create theater in the Creole mixed language spoken by broad strata of the population.
Franck Fouché (died 1978) used epic techniques in combination with Catholic rituals and elements of the local voodoo culture. In this there are interesting possibilities for combining theater and rituals, which is also reflected in the play Kaselezo (1985), a collective production of a blind voodoo priestess.
Music in Haiti
With the systematic extermination of the indigenous population, pre-Columbian music was also eradicated, but a ritual ring dance, areyto, is of Native American origin. The music scene, especially the folk music, is strongly influenced by the African background. plays an important role within the voodoo cult. This also applies to popular music, which has many similarities to popular music, among other things. at Guadeloupe and Martinique.
From the 19th century, under French influence, a public music scene has been developed. Musicians were educated in Paris, and most musical instruments were imported from France. The State Conservatory of Music was established in 1860. Although the music education is dominated by European ideals, music in smaller forms is most popular : lounge pieces in the form of rollers and other dance sets, above all méringues, besides processional music. Military orchestras have also played an important role in the music scene. Haitian composer Justin Élie (1883–1931) was internationally known as piano virtuoso.


As Gov. Greg Abbott pointed out in a controversial tweet, five liberals on the U.S. Supreme ruled (in 1982) that Texas (as well as every other state) had to provide and fund public education for the children of undocumented immigrants. But in his haste to pander to the racism, fear and bigotry that is growing in this state and country, he didn’t tell the whole story.
The case, Plyler v. Doe, was brought on behalf of a group of students from Mexico after the Tyler Independent School District adopted a policy requiring undocumented students to pay tuition. Tyler ISD was acting under a 1975 Texas law allowing districts to deny admission to undocumented immigrants.
The five high court justices in the majority based their ruling on the 14th Amendment to the U.S. Constitution, which says in part, “No State shall…deny to any person within its jurisdiction the equal protection of the laws.” This is known as the Equal Protection Clause. The majority found that the Tyler district had no rational basis to deny children a public education based on their immigration status, considering the harm that such a policy would inflict on the children and the entire society. The five justices wrote: “By denying these children a basic education, we deny them the ability to live within the structure of our civic institutions, and foreclose any realistic possibility that they will contribute in even the smallest way to the progress of our Nation.” They also determined that punishing children for their parents’ actions in bringing them illegally into the United States “does not comport with fundamental conceptions of justice.”
If you accept Abbott’s tweet as the definitive word on this issue, you may be led to think that the four other Supreme Court justices at the time believed that states should be allowed to ban undocumented immigrants from attending public schools. If so, you would be mistaken.
As the American Immigration Council points out in its analysis of the case, the dissenting justices – including such historic non-liberals as Warren Burger and William Rehnquist – pointed out that it “is senseless for an enlightened society to deprive any children – including [unauthorized immigrants] – of an elementary education,” in part because “the long-range costs of excluding any children from the public schools may well outweigh the costs of educating them.”
Not to mention the fact that many immigrants, when educated, are more productive and may pay more taxes than some native-born Americans.
The Supreme Court minority would have allowed school districts to charge undocumented students tuition. Despite the difference over tuition, though, the entire nine-member Supreme Court recognized the critical importance of making a public education available to all children, regardless of immigration status.


Students with disabilities are benefiting from the latest in technological tools. Special Educational Needs (SEN) learners can now choose from an increasing array of iPhone, iPad and android apps designed with their development in mind.
With an app-compatible device, students, carers and teachers can access applications tackling everything from numeracy to fine motor skills. These tools promote both confidence and ability. Many also include strategies for dealing with the challenges associated with a number of conditions.
There are many apps on the market for young learners who need extra help with maths skills, including Pop Math and Math Drills. Most of these apps come in a free lite version, with added extras available on the full application. Interactive games engage students and build confidence while improving their numeracy skills. Maths apps for iPhone and iPad are great for keeping young learners busy during car journeys.
Apps can be useful for students who struggle with social development. This is often the case for children with autism spectrum disorders. With experts in Aspergers syndrome education UK specialist schools can offer invaluable support for learners. Accredited centres, such as the International Community School, will tailor each course to the needs of the individual.
Most students, however, can supplement their studies with apps such as Hanging Out and Sōsh. The Sōsh app is targeted at young learners with Aspergers syndrome. It contains five main areas of social development: relate, relax, reason, regulate and recognise.
Developed by clinical psychologists Mark and Kelly Bowers, the application includes a ‘shredder’ tool for dealing with negative thoughts and a record of shared interests between the user and people around them. Other features, such as the dictionary of idioms, can be useful if the user tends to interpret sayings and expressions literally.
Young children can benefit from the Going Places app, which prepares the child for public interactions such as going to the doctor or the hairdresser. A storyboard of images, simple text and voice-over creates a positive impression and encourages cooperative behavior.
ABC Pocket Phonics is an app that helps users in the early stages of learning to read and write. Learners can choose either British or American English and write letters in upper case, lower case or cursive.
Following a letter shape outline with a finger, students memorize the alphabet much quicker than when using a keyboard. The application also includes spelling tests for simple words, prompted by a voice-over. This allows children to make an association between the phonetic sound and the written letter.
For children learning to read, phonetic apps can bridge the gap between what they hear and what they see on the page. Keeping the attention of the student is important, so apps which make use of popular fiction are among the most effective. The Toy Story 3 Read-Along, for example, will appeal to fans of the Pixar films. Of course every learner is different, so identify an interest and find an iPad, iPhone or android app that matches this theme in a narrative.
Fine motor skills
Numerous apps on the market aim to improve the fine motor skills of children with conditions such as dyspraxia. Dexteria is a popular app with which the child can play one of three games targeted at tapping, pinching and writing. These games have various levels of difficulty and help the user to improve their motor accuracy.
Since each learner will have different needs, combining a number of applications is the best way to target learning to the individual. Customizable apps with different levels work best, as they continue to challenge the user throughout their development.


Research related to the science of reading is relatively new. We offer professional development, data analysis, and coaching for school communities. We use the Targeted Assistance Plans to help schools maximize student academic performance.
Even when you know the science, it's not always clear how to adjust instructional practices for implementation. We offer insight and support to help adjust schedules and activities to increase student reading achievement.
We want everyone to understand how kids learn to read. We offer community sessions and resources to help families go beyond what schools may offer to ensure that their children are positioned for success.
Our signature product is the Targeted Assistance Plan (TAP). Since their inception in 2017, teachers have used TAPs to grow great readers. Based in the science of learning and the science of reading, TAPs are designed to help students and teachers by maximizing student growth using readily available assessment data. TAPs are easy to use tools that provide teachers with quick and inexpensive activities to implement on a rotating basis. Implementing the strategically chosen and research based activities as suggested in the plans makes life easier for teachers and happier for students. The methods prescribed in the plans are grounded in the science of learning and have proven effective for practitioners in fields from sports to music.
"In my 12 years working with students in Baltimore City Schools, nothing has accelerated the impact of my small groups more than the use of Targeted Assistance Plans. These plans are rooted in developmentally appropriate philosophies that scaffold and reinforce best practices. Their implementation enabled me to be better organized, refine existing best practices, and create re-usable intervention tools. With consistent implementation grounded in MOY, EOY and progress monitoring data I was able to see dramatic impact in real-time growth."
“Smarty Pants Tutoring uses modified versions of Targeted Assistance Plans. After assessing students' phonics and phonemic awareness skills, we provide targeted interventions that are grounded in the science of reading and the principle of interleaving. Using TAPs with our students, we are able to provide individualized and fun activities that begin with their lowest foundational skills as indicated by their assessments. TAPs have given us a structure for our sessions that keeps our Smarty Pants engaged and growing as readers.”
J. Rhone, Owner
Smarty Pants Tutoring


Structure is important for young children. Elementary school is when students first start to make sense of the world. It’s when frameworks are established. Frameworks for behavior, diet, the learning process, and social interaction.
I teach English to elementary school students in Japan, and I don’t have to use any Japanese during my lessons. Instead, my lessons rely on a structure the students are familiar with. We start with a greeting, then sing a song, then practice new vocabulary, then play a game or two, then say goodbye. I can introduce any kind of crazy activity, or unique writing practice –within reason–and the children understand the process as long as I introduce the activity in the same way that I have introduced others. By providing a framework and a methodology for how the children interact with the English language, we are giving them a tool with which to recall vocabulary and grammatical structures: a frame of reference.
It’s interesting how this approach influences our lives on a greater scale. I’m willing to bet that people with stronger elementary school education are more mentally healthy, successful, and level-headed than those who happen into a good college education. Although, most likely those with a good college education have had a good elementary education. There have to be some deviations.
Early-childhood education is perhaps the most important period of education because it is the time when the process of learning is sublimated. It is when we learn how to learn. Our approach to learning is a relatively unchanging factor in all areas of study. If you can study well, and digest information in an efficient and useful way, then you can surely understand most anything with a good amount of work.
As a student, digesting new information is no more important than the degree to which it helps you practice the method in which you learn.
Many people go to college for a purpose, they want a degree to get a specific job. This is one basic idea of college, but result-oriented education has limited benefits. Result-oriented learning betrays the purpose of learning, and makes study more difficult, more stressful, and less effective. With a result-oriented goal in mind study becomes more stressful. If you fail the test then you won’t become a doctor and you will let down your family.
And stress is dangerous. A quick google search yields this:
In an ideal world, teachers and institutions provide lessons and curriculum that manage stress and reinforce the practice of an effective learning methodology. Our goals should be adjusted from result-oriented goals such as “I want to be a doctor,” to skill-acquisition goals like “I want to learn how to process medical problems properly, so that I can be a good doctor.” This removes some of the stress induced by more superficial attachments, and keeps us focused on the task at hand.
Outside of the classroom, it is the structure and the practiced method of learning that helps us solve problems. If you know how to address unknowns through a series of predetermined steps, then during any given step you can exclude the irrelevant variables. This exclusion is important to processing information, and it helps us to focus on and prioritize our actions. It’s in focusing on these steps that we gain reassurance and confidence, and where we can compare possibilities for the sake of making the best decision.
On the other hand, bare knowledge such as vocabulary plays a less important role. Words can be substituted for others, letters can replace numbers. It’s the formula that matters.
The Training Place. (2012, July). The Impact of Stress on Learning.
Retrieved from http://www.trainingplace.com/source/stress.html


Carss, W. D., Tamata, A., & Exley, B. (2015). Catering for cultural and linguistic diversity: using teacher created information texts. Literacy Learning: The Middle Years, 23(2), 29–39.
Permanent Research Commons link: https://hdl.handle.net/10289/10265
Teachers in the Pacific region have often signalled the need for more locally produced information texts in both the vernacular and English, to engage their readers with local content and to support literacy development across the curriculum. The Information Text Awareness Project (ITAP), initially informed by the work of Nea Stewart-Dore, has provided a means to address this need through supporting local teachers to write their own information texts. This article reports on the impact of an ITAP workshop carried out in Nadi, Fiji, in 2012. Nine teacher volunteers from the project trialled the use of the texts in their classrooms with positive results in relation to student learning and belief in themselves as writers.
Australian Literacy Educators' Association Ltd
This article is published in the Literacy Learning: The Middle Years
- Education Papers


Specialized Workshop in Music Education II - Special Music Education: Behavioural Challenges (4372 A/HC)
As awareness of educational and recreational possibilities for students with special needs grows, an increasing number of music teachers are being asked to take on students with various exceptionalities. To be able to bring these students to their full potential, it is vital for music teachers to have an understanding of the disorders, how they impact the learning process, and strategies that can be effective in minimizing that impact and helping students to flourish. In the following courses, music teachers will become equipped to support students of all abilities in a studio or classroom setting.
Many diagnoses include behavioural issues that can create challenges in the learning environment. Understanding the causes for these behaviours is key to supporting students and creating the conditions that allow students to reach their potential in music learning. Participants will learn about the biological, environmental and psychological roots of behavioural issues; how to identify the various functions of behaviour and develop strategies to address the needs of the student; and how to establish a framework for behavioural support in a music education setting.
This course will be delivered via distance learning using the Zoom platform. You will receive further information about how the class will be run, as well as the link to access the virtual classroom, prior to the start date. The course takes place in real time, with the opportunity to interact with the instructor through the Zoom interface.
Three separate workshops explore and delve into the special needs of musicians
- Any musician or music teacher interested in learning more about students with special needs and gaining strategies to support students of all abilities in a studio or classroom setting.
Dr. Erin Parkes, Phd. received her Bachelor of Music, Master of Arts in Musicology, and Graduate Certificate in Piano Pedagogy Research from the University of Ottawa. She completed a PhD in Music Education from McGill University in 2015, where she researched how to effectively train studio music teachers to work with students with autism. Dr. Parkes has been teaching music since 1996 and has worked with students of all ages in a variety of settings. She presents at conferences and guest lectures throughout North America and internationally on teaching music to students with special needs and other issues in music education.


Words with /k/. Arizona's College and Career Ready Standards.
Arizona's College and Career Ready Education Standards. What are the sounds of k? The letter k is the sound you hear when you say kiss, kid, and kind. Many words begin or end with the letter k. But the sound of /k/ is written in some different ways. Read More...
The resources above correspond to the standards listed below:
Arizona's College and Career Ready Standards
AZ.2.WF. Writing Standards: Foundational Skills
Sound-letter basics and Handwriting
2.WF.2. Demonstrate and apply sound-letter concepts.
2.WF.2.a. Write the most common graphemes (letters or letter groups) for each phoneme. For example:
2.WF.2.a.1. Consonants: /s/= s, ss, ce, ci, cy; /f/= f, ff, ph; /k/= c, k, ck
NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:


Understanding the Whole-Language Approach
The Whole-Language approach to literacy is a philosophy which emphasizes the perspective that language is a meaning-making system and advocates that dren should focus on meaning and strategy instruction to determine the pronunciation of unknown words.
Reading is often taught through the use of a 3-cue system to help children identify unfamiliar words. A child is cued to use strategies to make an assumption or inference based on what they see in the word (visual), what would make sense within the structure of the sentence (structure), and what would make sense within the context of the sentence, paragraph, or story (meaning). This includes information provided in the pictures accompanying the story.
The belief is that children can learn to read given access to high-quality and diverse texts, multiple exposure and reading opportunities, a focus on the meaning of the text, and instruction to help students use meaning clues to identify and recognize words.
The perspective that the whole is greater than the sum of its parts makes this a top-down approach, where children begin to recognize and acquire whole words and even phrases through exposure to the text as a whole. It is a constructivist approach in which meaning is “created” through a child’s experience with the text.
The knock on the Whole-Language Approach lies in the lack of successful word attack and decoding instruction. Instructing in sight words and high frequency words are associated with the whole language approach; however, memorizing sight words and high frequency words has not been found to help fluency.
Whereas some Whole-Language approaches utilize an embedded phonics model, research indicates that embedded phonics and no phonics contributed to lower rates of achievement. In fact, governments in some countries, such as Australia, have discredited the whole language approach.The lack of phonics instruction in whole language-based curricula such as Reading Recovery have resulted in their removal from schools in many places.
Dr. Sally Shaywitzhas widely published her research on the neurological structures of reading.There are biological speech and language centres in the brain that develop through exposure to language. There are no literacy centres in the brain. She concluded that reading, unlike language, is not a pre-programmed human skill that emerges from exposure; rather, it must be learned and taught.
In sum, although logical and appealing, there is little evidence to support whole-language as an effective method of teaching reading. The little research that does exist is often criticized as being poorly designed, with conclusions being drawn that aren’t actually supported by the data. The whole language approach emphasises identifying words using context. The tendency to endorse the use of context-clues and guess-work to decipher a word rather than phonemic decoding actually teaches guessing, not reading.
The Meaning and Structure cues direct children to attend to the context and sentence structure, and to draw an inference about the unfamiliar word. These cues DO NOT HELP students with language disorders, learning disabilities, or dyslexia BECAUSE they have difficulty comprehending the context and structure of the text in the first place! This is a cruel joke, really.
Visual cues are similarly ineffective, as cues to “look at it again” do not provide any further information or help in decoding, and simply DO NOT HELP. In fact, children who have to guess multiple times at a word often become frustrated and have a real experience of failure. They often feel unsupported in their reading too, as the cues “does that make sense?” or “did you look at the word?” can feel more like a challenge or a criticism than a coaching cue or prompt. This can be significantly detrimental to a child’s self-esteem.
Speech Language Services Calgary
Simply put, the Whole-Language approach doesn’t effectively teach reading. Elements of its perspectives have value, and the influence of this approach is seen in most schools today. Where caution must be applied is in recognizing the significant downfalls and ineffectiveness of this approach in addressing at-risk learners – struggling readers, those with language disorders, those learning disabilities, or those with Dyslexia. The strategies, concepts, and approaches within a Whole-Language philosophy are not advisable for these learners!
Does your child experience speech and language difficulties? Book your consultation now!


"When we codify, we run the risk of losing innovation. That's why you see so many technical companies now hiring artists, because the opportunity to include problem solvers that potentially think differently. Innovation and creativity go hand in hand. There's no question about it. As members of society, we have a responsibility to leave the next generation better off than we found it, and I think we run the risk of losing that capacity by homogenizing and standardizing." -Dr. Stephen Immerman
KnowAtom CEO Francis Vigeant discusses the connection of art to science, technology, engineering and math in K-12 classrooms with special guest Dr. Stephen Immerman, president of Montserrat College of Art in Massachusetts.
In this transcript of their conversation, you'll read about:
• Beyond aesthetics: What is art?
• Why STEM educators are welcoming art and calling it "STEAM"
• How art education can leverage science and engineering practices
• Where you can get involved in the national movement from STEM to STEAM


Locomotor Skills during learning
Learning through movement is POWERFUL 💪. There is so much evidence supporting this statement. Our brains and body’s were made to work best when moving. This may be why some of my best idea’s come to me when I am out for a walk or a run. 🤷♀ We know kids need to move, so why not incorporate some learning with their movement?
1. Locomotor skill up and down the hill.
2. Read the letter sound or word on the flashcard.
3. Repeat steps 1 and 2 with a new locomotor skill and a new flashcard.
It is seriously that easy!
This week we are working on learning the -am word family and focusing on letter sounds she still sometimes confuses. I wrote the letters and words on index cards. Each time she came down the hill she read a new card. If she correctly read the word or letter sound I put the card away. If she did not automatically get the word or letter sound correct, I put the card back into the deck to continue practicing.
You don’t need a hill, or even to be outdoors, to make this learning idea work for you and your family! Clear an area and make sure your kiddo(s) know where to begin and where to end before coming back to you. The index cards could have: math facts, letters, words, numbers, sentences, shapes, a concept they need to explain, and so many other concepts.
My toddler followed his ‘sissy’ and practiced his own locomotor skills, which was absolutely adorable with his little inexperienced baby legs. He loves copying everything his big sister does. Not only did he do his best to follow her up and down the hill doing the various locomotor skills (more info below), he also tried to copy her when she said a letter sound or a word. He was working on growing his speech skills! This amazing, silly, and brilliant little boy is incredibly stubborn. If I had sat him down with me and tried to practice those speech sounds with him – he would have refused. BUT – his sister was making the sounds and he wasn’t being required to also make the sounds. SO – he made the sounds. THIS. <– THIS. This is why exposure is SO important! Providing authentic opportunities for language development makes a HUGE difference in language acquisition.
What is your child learning this week? Need any help coming up with ways to make their learning more interactive? Sign up for a consultation! I can help!
Locomotor skills, huh? So is that like things a locomotive train can do?
Locomotor skills are a specific group of gross motor skills. We have two basic types of motor skills; fine motor and gross motor.
Here are some examples of fine motor skills:
- holding a pencil
- holding silverware
- pinching fingers to pick up something
And some examples of gross motor skills: Here is a great resource for gross motor skill development. The Children’s Hospital of Richmond have a list of the gross motor skills should be developed and at what age.
- catching a ball
- a baby holding up their head without support
OK, so what are locomotor skills? There are 8 gross motor skills that put our bodies into motion using our feet:
- walking backwards
Schedule a consultation with The Teacher Mama by the end of September for your session to be free!


Understanding the features and advantages of playing an instrument is important in making informed choices. If you are considering cello as your new musical instrument, you need to find out what makes this instrument the best option.
Why Choose Cello Over other Stringed Instruments
Currently, the cello has some sort of renaissance popularity among musicians of different genres. And that’s not surprising because this instrument deserves all the attention it’s getting from musical enthusiasts. For over 500 years, stringed instruments like the cello began providing entertainment to people.
Moreover, this amazing instrument is designed to perform a variety of musical roles. In terms of versatility, your cello can be played in different musical genre while producing the exact tone and rhythm you need. Here are some practical reasons why you should choose cello:
- It’s an essential part of any musical group. It’s normal to see cello in trio, chamber group, orchestra, and quartet. This stringed instrument is essential like the viola and violin because it balances high and loud pitches while producing a more classical tone.
- Comes with great designs. Classical music concerts always have cello players to create a more melodious rhythm that the audience love. Also, it’s usually played during TV shows, commercials, and movies where a unique tune is desired. When played solo, cellists provide a certain emotion in their music that moves listeners.
- Versatile and easy to play. Compared to violins and violas, cellos are more enjoyable to play. It may be big for some players, but cellos can be played in treble, tenor, and bass. There’s an unlimited way to interpret music and learn from it.
- Cello creates a quality, classic sound. Although there might be a bias when saying that cello is much better than other stringed instruments in terms of sound quality, but this instrument truly produces a special sound that others cannot give. It has this classic rhythm which makes it the best choice for musician and students.
Cellos are easier to play because of their natural position. Since you are just new in playing the cello, opting for a beginner cello would be a good choice for you. Features of a beginner cello will surely fit your skills as a newbie.
In addition, it’s not only for classical music but also to other genres. By simply attending cello lessons, you can develop a lot of musical skills that are essential in modern performances today. So if you’re still uncertain whether or not to play the cello, use this guide to help you make an informed decision.
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By Robert W. Smith, Susan L. Smith, Michael Story, Garland E. Markham, and Richard C. Crain with contributions from Linda J. Gammon and James Campbell
Band Expressions™ is a full-band curriculum that provides music educators at all levels with easy-to-use, exciting tools to meet daily classroom challenges and bring new vibrancy and depth to teaching music. The lessons were written based on the National Standards for Music Education — not retrofitted to the Standards. The program is both music literacy-based and literacy driven — based on music literacy while satisfying reading and writing mandates in band class.
Each student book features an attractive full-color interior with easy-to-read notes and includes:
-A 78-track CD in each student book with accompaniments for various songs and exercises throughout the lesson book
-Historical notes on some of the most notable composers of band music
-A thorough glossary of musical terms
-Tips on advanced instrument care and maintenance
Future reprints may be printed with black and white interiors.
This title is available in SmartMusic.


The Royal Society supports teachers during this challenging time and has collated a number of resources, activities and videos, that they may wish to share with parents, to support learning from home. It is important that parents follow the guidance from teaching staff and recognise that they are not expected to replace their expertise; it may be helpful for parents to set goals for their children to reach, create routines and, for younger children, focus on promoting reading and numeracy skills in particular.
These resources are free to download or view and no sign-up is required. Many of the links are to lectures and videos that students may want to take their time to explore - providing additional learning on current issues around science, mathematics and computing.
We have also included links to other resource sites including STEM learning, the Association for Science Education, and the Primary Science Teaching Trust.
Explore our YouTube playlist to see some of the videos available, or find more resources on our Primary, Secondary and Extended learning pages.


Polotskaia, E., Savard, A., Cavalcante, A., & Fellus, O. (2019). Middle School students’ difficulties in problem solving and their roots in elementary education: What went wrong for them? In SEMT 2019 (pp. 1–10). Prague, Czech Republic.
Abstract : Problem solving is identified as key in learning mathematics. However, problem solving still remains a source of challenges and difficulties to many students. The purpose of this research is to turn attention to learned ways of solving problems that preclude students’ ability to adopt appropriate strategies in problem solving. To do so, we draw on Davydov’s work to distinguish between different quantitative relationships; Brousseau’s concept of didactical milieu; and work on metacognition defined here as decisions about steps and strategies in problem solving. Using these three lines of theories together, we analyzed data working with first-year, middle school students who failed their elementary school examination. Findings suggest that students rely on operational approaches emanate from their didactical milieu, which precludes the use of appropriate metacognitive tools when solving problems.


Click here to view and listen to episodes of
The ReadPlayTalk Podcast
Click here to view the latest issue of the ReadPlayTalk Magazine
Resources to get you started reading, playing and talking with your child
Britannica Learning Zone
A complete online solution for early childhood learning in reading, numbers, time, sounds, geography and more provided by Mesquite ISD and the state of Texas. Requires a username and password unless accessed through the MISD SSO.
Bookworm For Kids
Not sure what books kids will enjoy? Here's a list of recommendations for babies through age 4.
Get Set 4 K
Help your young child prepare for kindergarten with the library's FREE month-by-month guide to kindergarten readiness. Tips and ideas include skills development, getting ready to read, health and wellness and lots of book recommendations!
What are you wondering?
Doing activities with your child allows you to promote their reading and writing skills while having fun at the same time. These activities for pre-readers, beginning readers and older readers includes what you need and what to do for each one.


This issue brief—based on interviews with eight Tribal Maternal, Infant, Early Childhood Home Visiting (Tribal MIECHV) grantees1— focuses on the ways in which home visiting programs can promote the development of early language and literacy skills, which are important aspects of child development. The brief starts with a short overview of early child development to illustrate how language, literacy, and culture are nested within overall development. It reviews why early language and literacy is important and the need for home visiting programs to be intentional in helping families support children’s language and literacy development. The brief shares examples of how Tribal MIECHV grantees are helping families build upon everyday activities from storytelling to singing, talking, reading, and other strategies. It also highlights
how some grantees are tapping into community resources to extend language and literacy offerings.


'Early Mother Tongue Literacy for Sustainable Development in Sub-Saharan Africa'
Knowledge Exchange Fellow:
Professor (emeritus) Suzanne Romaine
South African Insitute for Distance Education
This project will develop a mutually beneficial partnership with NGO Saide (South African Institute for Distance Education) to contribute research expertise to the African Storybook Project (ASP), to provide stories in local (and other) languages to assist children to read initially in their own languages and develop multilingual literacy. Almost half of primary school-aged children in sub-Saharan Africa reach adolescence without achieving basic literacy and numeracy skills. Because children can more easily learn to read in a language they know, mother tongue literacy represents the best foundation for acquiring proficiency levels needed for understanding school materials, and learning additional languages to access wider opportunities and participate in life beyond their communities. Literacy in local languages is key to sustainable development because literacy is a core component of the right to education and an indispensable prerequisite to lifelong learning. ASP will rely on open access and innovative digital publishing models to promote use of stories and encourage development of new reading practices in classrooms and communities beginning in 2014 with 3 pilot countries - Kenya, Uganda and South Africa.


Journal of International & Global Studies
Curriculum planning, Pedagogy, Transformative learning
The ideals of universal design have profoundly impacted instruction, policy, and infrastructure in course architecture and design within elementary education and at some universities. Within international and global studies, however, these principles have not deeply affected either pedagogy or scholarship despite the fact that classes in international studies may include more international students and third culture kids than classes in other programs. Instead, in North America (as well as in much of Latin America and Europe), the current pedagogical model calls for students either to develop strategies on their own to succeed in class or to self-identify with documented disabilities if they need particular assistance or accommodation. This approach relies on a banking model for education, which does not focus upon learner agency. This paper argues that by adopting three principles—learner autonomy, the negotiated syllabus, and universal design—international and global studies programs can better meet the needs of diverse learners and reflect the field’s commitment to inclusion and social justice.
Brown, K., David, R. and Smallman, S. (2017). Adopting the Principles of Universal Design into International and Global Studies’ Programs and Curriculum. Journal of International & Global Studies. Vol. 9, Issue 1, p.77-92.


LA 3.3 Examining Literacy Guidelines
|Learning Outcome||Pedagogical Intent||Student Position|
Employ a variety of strategies, materials and resources in standards based ESL and content instruction
Assessment: 25 pts.
TA: 30 Minutes
Teachers, when armed with the knowledge included in the Literacy Guidelines for ELLs, can support their students at a much higher level as they incorporate the guidelines in their content and literacy lessons.
Students are learning about literacy for ELs and and will attend to developing literacy skills in these students as they study the Literacy Guidelines for ELLs.
2. Click on the Constructing Meaning of the Literacy Guidelines document. Working together complete the 3 charts.
3. As you work, discuss each of the overarching concepts and the two principles attached to each.
4. Look at the strategies on the back of the chart. These strategies are for teacher and students to use. Use the bottom of the document to write down any strategies that you don't understand.
5. Your knowledge of how to develop a literacy-rich and literacy-focused classroom and activities will enable you to support the content learning and the language and literacy development of the ELs you teach.


Helping Your Child with Numbers and Sums
Teacher and Supernanny expert Sandy Fazio shares some easy and effective ways you can help your young child with numbers and simple sums.
How to help your child with numeracy
The key numeracy skills for children under 5 are: recognising numbers 1-5, then to 10 and beyond, and putting these numbers in order; talking about one more or less than a given number; counting objects, one at a time; using the language of addition and subtraction using objects; and most importantly, putting these skills into a real problem-solving context.
Schools focus on talking through number problems using mathematical language, and on problem solving skills. The main thing to remember when teaching your child about numbers is to make it fun and purposeful. Numeracy skills can be linked into most activities your child already enjoys doing.
Here are some ideas:
- Point out numbers around the house or while out and about. Phones, clocks, calendars, houses, buses, car plates are all around you, so give your child positive attention when they point out a number. First, they’ll recognise that it is a number, then gradually they’ll learn what number it is, then later you’ll be able to encourage them to see sequences or read numbers together.
- Talk through basic, everyday number problems. When baking, you can count the eggs, amount of sugar, tablespoons of water, and so on. Or when sharing out snacks with friends, your child can make sure everyone has the same amount. Get your child to help set the table by counting out the cutlery.
Food is a great incentive! Cereal like Cheerios, or dry pasta can be counted out before it’s eaten. Decorate biscuits or fairy cakes with raisins or sweets and count them.
- Natural objects such as shells or conkers are also great for counting. Emphasise counting one object at a time. This takes quite a bit of practice. Eventually, more able children can begin to use small groups of objects to add or take away. At this stage, addition or subtraction needs to be practical and visual using real objects. Older children will eventually need to memorise basic addition and subtraction facts in order to solve more complicated problems quickly.
- Introduce numbers in your child’s play, so long as your child is willing. If your child enjoys playing with cars, put number stickers on the cars and make shoebox garages labelled with numbers or with numbered parking spaces. Shoeboxes could be put in the correct numerical order. A similar thing could be done with trains.
- If your child enjoys role play, use a toy or old phone to ‘call’ friends or family, the doctor, or order a pizza. Write numbers in a ‘phone book.’
- Make numbers out of dough or use cut straws for candles to put on a dough ‘cake’ for counting. Play shops by using real pennies and label toys or play food with numbers for buying.
Act out number songs using fingers, puppets, soft toys or plastic animals. Talk about what number comes before or after a given number. Use a number line as a visual aid. Some favourites are “Five Green Frogs,” “Five Fat Sausages,” “One Elephant,” “Five Little Monkeys,” “Five Ducks” and “Two Little Monkeys”.
- For the more active child, draw large numbers on card or paper plates and jump on a number and say its name. Put numbers in order then turn one over to guess the missing number. Number cards could also be pegged on a washing line. Label some boxes with numbers and throw beanbags or balls in for points.
- Play classic games that involve counting such as ‘What time is it Mr. Wolf?’, hopscotch, or snakes and ladders. Number lotto or snap are good games for learning basic addition and subtraction equations.
- Tips for Learning Letters and Words: When it comes to teaching your child letters and reading, making learning fun and interesting is an invaluable way to boost his confidence and self-esteem. Next month, learn how to help your child with numbers and simple sums...
- Back to School: When the school holidays end, mums like Jacquie Irvine face a whole new routine and set of demands…
- Best Learning Websites: The Supernanny team has found the best online learning resources to help children of all ages with their homework.


Cursive handwriting is becoming obsolete thanks to technology and the increased trend toward going paperless according to the Common Core Standards Initiative for schools. Common Core was adopted by 45 states as a standard measurement of the knowledge and skills required to complete K-12 education. But the Kansas State Board of Education is one of the few states to have decided to keep cursive writing on the curriculum. At least for now.
“We know that people still do use cursive writing as a method of communication,” said Kris Shaw of the Kansas Board of Education.
But across the country and in Canada, keyboarding is now seen as more important in this era of electronic signatures and iPad note-taking in the classroom. Students are no longer assessed for higher learning in handwriting or penmanship, as keyboarding is the necessary skill needed to enter college and the workforce.
The Common Core State Standards Initiative website states this is “a state-led effort organized by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. In collaboration with teachers, school administrators, and experts, to build a guide to prepare schoolchildren for college and the workforce. Students and those with disabilities were also interviewed and a majority deemed cursive writing impractical.”
But studies on the subject have shown that test subjects who used cursive did better on tests as writing in cursive is beneficial to hand-eye coordination and cognitive motor skill development. When learners are keyboarding they do not have to think about what they’re writing before they write it. It is not necessary to think about how to create the letters, because it is already done for them. Cursive writers must think more.
For those whose handwriting skills are more like chicken scratch, this can mean relief from a lot of hard work. But some educator’s feel students need to learn better penmanship because too many are forgetting how to spell, instead using the ease of spell checkers. They are also getting used to texting things like “bff,” “tmi” and “u r” and not learning to spell out words through the kind of repetition writing teaches.
Amy Laney, an English Language Arts Facilitator in Tyler, Texas, said “So many of our primary source documents, for example the Constitution, and the Declaration of independence are written in cursive so we cannot let it be a dying art.”
The young children of today and in the future will, at times, need to be able to decipher the script written by a large part of the population, but it will probably be with the help of an iPad app.
Both teachers and schoolchildren have weighed in and a majority feels cursive writing will become a thing of the past. Like calligraphy, it may become the subject of nostalgia — the primitive lost art of script, going the way of the pay telephone, maps, the tollbooth worker and playing outdoors.
Some of those who oppose dropping cursive writing wonder whether its loss will really be a positive step forward. If there ever is an apocalyptic loss in electrical power, maybe those who have not learned to sign their name will just have to sign on the line with an X.


Identity Texts and Literacy Development Among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities by Judith K. Bernhard, Jim Cummins, F. Isabel Campoy, Alma Flor Ada, Adam Winsler & Charles Bleiker - 2006There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language
intervention program involving the creation of bilingual, student self-authored identity texts. Called the Early Authors Program (EAP), the intervention stands as an example of how spaces and opportunities for literacy development among young ELLs can be created in a classroom instructional environment. The EAP, which reached
800 families, was evaluated using a combination of methods and instruments. The goal of the evaluation component was to collect data spanning one year from 325 randomly selected participating children in both control and experimental groups.
Among its several beneficial outcomes, the EAP had demonstrably positive effects on children’s language scores and appears to have strengthened their identities and fostered their self-esteem. Because a proportion of these students would be at risk for LD, we propose the implementation of programs of this type generally for ELL children, and especially for those considered likely to have future school-related difficulties.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: |
- Judith Bernhard
JUDITH BERNHARD directs the Early Childhood Studies program at Ryerson University. Her research is focused on the experiences of bilingual
children and their encounters with educational systems. An emphasis has been on educational innovations that move beyond universalistic assumptions about childhood and development. Publications include ‘‘Parent Involvement Reconsidered: A Latin American Parents’ Group Participates in Their Children’s Schooling’’; ‘‘Toward a 21st Century Developmental
Theory: Principles to Account for Diversity in Children’s Lives’’; and ‘‘Struggling to Preserve Home Language: The Experiences of Latino Students and Families in Canadian School Systems.’’
- Jim Cummins
University of Toronto/Ontario Institute for Studies in Education (OISE)
JIM CUMMINS is Canada Research Chair in Language and Literacy Development in Multilingual Contexts at the University of Toronto and teaches in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). He has recently coauthored (with Kristin Brown and Dennis Sayers) Literacy, Technology, and Diversity: Teaching for Success in Changing
Times (Allyn & Bacon). His research has focused on the nature of language proficiency and second-language acquisition, with particular emphasis on
the social and educational barriers that limit academic success for culturally diverse students.
- F. Campoy
Transformative Education Services
F. ISABEL CAMPOY is president of Transformative Educational Services and a renowned international speaker on issues of language acquisition and
transformative education. She is coauthor of Authors in the Classroom: A Transformative Pedagogy Experience. In addition, she has written numerous children’s books in the areas of poetry, theater, stories, art, and nonfiction, and she has collaborated in many educational programs.
- Alma Ada
University of San Francisco
ALMA FLOR ADA is professor emeritus at the University of San Francisco. She speaks internationally on multicultural education, literacy, and critical pedagogy. She has collaborated in developing numerous textbooks and is the award-winning author of over 100 children’s books. She is the author of A Magical Encounter: Latino Children’s Literature in the Classroom and coauthor
of Authors in the Classroom: A Transformative Pedagogy Experience.
- Adam Winsler
George Mason University
ADAM WINSLER is associate professor of applied developmental psychology at George Mason University. The topics of his current research and
recent publications include the transition to school for low-income children attending various types of preschool programs, and private speech (selftalk)
as it relates to behavior control in typically developing children and children with attention deficit hyperactivity disorder (ADHD) or autism.
- Charles Bleiker
Florida International University
CHARLES BLEIKER is associate professor of early childhood education at Florida International University. His research interests are school readiness, early literacy development, and early childhood systems. His is author of Early Childhood Settings and Approaches(Merrill/Prentice Hall, 2005).


The idea behind Kids Music Day is to have a day dedicated to celebrating the importance of music education for children. Research has long shown the positive academic and social benefits kids receive by participating in music classes and related activities.
The purpose of Kids Music Day is not to create professional musicians (although that will happen for some). The true aim of Kids Music Day is to help kids have the best chance of future success in whatever career path they choose.
Some of the most celebrated and successful scientists, inventors, doctors and entrepreneurs of our time, credit part of their success to early music education.
On the first Kids Music Day in October 2016, over 80 music schools in 24 States held a community music event or promotion to help celebrate. The second annual Kids Music Day was held on Friday October 6th, 2017 with over 400 music school and music retail locations in over 40 US States and Canada participating.
It is anticipated that over 750 locations in the US, Canada, and beyond will help celebrate the 3rd Annual Kids Music Day on Friday, October 5th, 2018. The national non-profit Keep Music Alive is also the founder of Teach Music Week held each year during the 3rd week in March.
In 2018, there were over 600 participating music schools and retail locations in 10 countries offering a free lesson to new students (kids and adults).
Kids Music Day is meant to be a day to honor the importance of music education for children. To help celebrate, music schools, music retail locations and other music organizations are encouraged to hold one or more community music events in their local area.
Events and promotions held to date include student music performances, open houses, instrument petting zoos, instrument donation drives, community jams and more. Public, private and charter schools are also asked to hold special events that day to encourage more student to signup for music activities


Art skills, life skills: There is a lovely turquoise block print of a headshot of what appears to be a heron standing along the shore of a body of water in the current art show on the walls of the cafe at Rising Tide Co-op in Damariscotta. It is an attention-getter – and it was created by a student in a fifth and sixth grade class at Chewonki Elementary and Middle School in Wiscasset as part of a printmaking unit focused on coastal Maine’s salt-marsh ecology.
Other prints in the printmaking section of the show include a multicolor leaf print and yet another striking heron print, this one in a rich caramel color and featuring the whole bird.
The show’s other two sections – one titled “Farm Study” and one on scientific drawing – offer artwork by kids in grades one through three, and in grade eight, respectively.
There is a very appealing large framed piece in the “Farm Study” section made up of six separate smaller pieces, each apparently fashioned from sheep fleece, some of it dyed bright colors. Each of the six sections of this piece pictures a flower, one with the sun shining on it, and each seems to be a study in felting. It is a nice idea to use the wool of a farm animal to represent the flora that might grow on that same farm.
The project description for the scientific drawings – featuring many finely drawn insects and leaves – reads as follows: “Students learn about the history of scientific drawings, explore various artists, and develop skills for drawing from observations related to their ecology tree study,” with the essential question students must ask themselves, it says, being “What do I see?”
Now, one might think this is a relatively simple question – and it is – but it is also, commendably, a question put to these art students that encourages them to slow down and really observe all of the details of what they are looking at. It is a skill that many adults would do well to acquire or brush up on.
The question “What do I see?” encourages mindfulness – a necessary quality to have if one wishes to draw well, and also if one wants to live well in the world. Indeed, art education can provide life lessons.
A set of “provoking questions,” as the project description puts it, was also given to these students. First and foremost: “How do I look/observe more deeply?” This takes mindfulness a step further.
Other questions delved into acquiring technique (for example, “How can I represent texture?”) and thinking about the importance of pen/pencil-to-paper drawing skills in a world dominated by technology.
It is no wonder that, with this sort of thoughtful teaching, these students produced such good work. For instance, one drawing of a striped caterpillar (names are not included on pieces, by the way, but participating students are listed on each section’s project description) is superb, and notable for its high level of realism.
The Chewonki art show runs through Tuesday, March 31.
Rising Tide Co-op is located at 323 Main St., Damariscotta.
Chewonki Elementary and Middle School, located in Wiscasset, is online at elementary.chewonki.org.
(Christine LaPado-Breglia is an award-winning journalist who has written about the arts in both California and Maine. Email her at email@example.com or write her a letter in care of The Lincoln County News, P.O. Box 36, Damariscotta, ME 04543.)


The transition to Grade Four is well-known to be difficult for many children and, for those with gaps in their foundation skills or with specific learning difficulties, it can be the time when things really fall apart.
This talk will consider the reasons why some children struggle with the transition into Grade Four, focusing specifically on cognitive, emotional and literacy development of children at this stage as well as the academic demands made on them. Practical ideas of how to support these children will be discussed from a psychologist, parent, teacher, and remedial therapist’s point of view.
HPCSA awards 3 CEUs
The talk will be available for 30 days from registration.


Explore new tip sheets from the National Center on Health (NCH) that focus on children’s responses to crises and tragic events, as well as ways to help children cope. The resources are available in both Spanish and English. Use these tip sheets with Head Start and Early Head Start families and staff affected by a crisis or tragic event.
Children’s Responses to Crises and Tragic Events [PDF, 118KB]
Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They also may be indirectly affected by a crisis through what they hear or see on TV. This tip sheet provides information on what families and staff might see and how children may response. It also includes additional resources for information.
Available in Spanish (español) [PDF, 121KB]
Helping Your Child Cope After a Disaster [PDF, 123KB]
After a disaster or crisis, children benefit when adults assure them that they are safe and help them learn how to cope effectively. This tip sheet provides families and staff with things they can do to help a child after a disaster or crisis. Discover ways to assure a child that steps are being taken to help keep everyone safe.
Available in Spanish (español) [PDF, 96KB]
The Emergency Preparedness page offers many useful resources to assist children and families experiencing or recovering from traumatic situations.
Mental Health: Trauma
Discover ways to identify and help children and families experiencing trauma by checking out the links in the Trauma tab.
Health Services Newsletter: It’s Time to Prepare for Emergences and Disasters [PDF, 363KB]
This issue of the newsletter shares information about emergencies and disasters.
Source: Early Childhood Learning and Knowledge Center, National Center on Health


The Ensemble seeks to connect and inform all people who are committed to ensemble music education for youth empowerment and social change.
News & Resources
Centering Students in Their Own Mythologies
Myth and drums are a potent combination. I first encountered the use of drums in men’s circles when I attended a workshop for a rites of passage group led by Dr. Kwa David Whittaker—Nana Kwa, one of my eventual mentors. After I witnessed him playing the djembe drum while relating a powerful story to the group, I knew I wanted to find a way to incorporate the drum into my own work. Before long, I was down in the basement of my house, alone, practicing drumming while reciting mythological stories.
At the time, I worked as a counselor for primarily Black youth at the University of Akron’s Upward Bound Program, and I wondered whether storytelling could reach the young men. Flashy modern media like rap music and video games seemed to dominate their attention. But when I introduced myth into my work, I observed the youth—adolescents who are wary of any adult with an agenda—suddenly begin to share their own thoughts and emotions when discussing a mythical character’s choices. I learned that myth is the ticket to get youth talking.
And, more importantly, to get them to listen.
Rhythm underlies so much movement in nature and physics that scientists have observed the concept of “entrainment,” which is the tendency of objects moving in a similar pattern and tempo to align with one another. Over time, two swinging pendulums will seem to “decide” to swing together. Birds flying in formation will flap their wings in rhythm together. The beat of the drum helps connect Alchemy participants as we create our sacred circle—our temenos—a safe space cut off from the rest of the world.
This past year we were working on the myth “Iron John.” In one portion of the story, water is being removed from a well. I asked my students, “What do you need to have removed from your life? What needs to be cleaned out?” Responses ranged from “dissatisfaction” to “anger” to “my old ways”—but every answer came from a place of deep self-inquiry. Participants were honest because they were in sync with one another; they were together.
Adolescents meeting with adult facilitators can better establish common ground by listening to the same story told to the same beat. When you add discussion and analysis of the myth, young men are more willing to open up and begin seeing themselves as the heroes of their own stories.


5 Developmental Benefits of Art Education for Your Kids
Unlike before, most day care programs today have curricula that are shifted heavily toward arts because of its significant impact on the growth and development of a child. We now see schools incorporating arts and crafts and visual aesthetics into activities and programs of their students. The following are some developmental benefits of arts to your kids that you should know:
- Language Development
It is important for every young child out there to learn and appreciate art – or at least talk about it at home with parents – because by doing so can help the child learn various shapes, colors, actions, and more! If you are a parent, you can help your child develop his language skill through art. For example, you can make simple creations out of a piece of paper, and then explain the object created through descriptive words. Just by crumpling up a paper, you can show to your child that the shape of the object is “round”. You can create different styles of artwork and use them to teach your child different expressions and words.
- Visual Development
Amazingly, arts can help a child develop his visual skills. Here at Aunt Delores Child Care Center, we incorporate into our programs some activities like sculpting with clay and drawing to hone this particular skill. We have learned over the years how important these activities are to the kids’ growth and development. Little did we know that kids can easily catch visual information, which explains why operating a tablet or smartphone is easier for them than reading a book.
Unlike before, when there were only limited resources to teach kids about the world, parents can now use graphic resources to enhance their learning. Through art, children can learn analytical and critical skills which they can use in making decisions and choices.
- Problem-solving skills
We strongly believe that art education plays an important role in improving the problem –solving skill of a child. Art education provides opportunities for children to make choices and decisions which are important to their growth and development. Moreover, we continue to help them discover and try new ideas, think, explore, and experiment different things so that they can grow to be as creative as possible.
- Sense of innovation
As parents, it is important to encourage your kids to create and appreciate art so they can have an avenue to express themselves and develop a sense of innovation. Our world needs people who think innovatively. You can never really know what your child is capable of doing unless you expose him to opportunities where he can seek new improvements, ideas, and ways to make things better.
- Academic achievement
Students who participate regularly in art classes are mostly recognized for their academic achievement. These are students who can participate in activities and competitions with confidence. They will most likely achieve their academic performance than those who don’t participate.
If you are concerned about the growth and developmental aspect of your child, consider sending him to the Best Child Care Service in Orlando Florida – Aunt Delores Child Care Center. Our child care center offers various child care programs, aside from arts education suitable to your child’s developmental needs. For more information, call 407-273-5362.


Hobbies Playing Music A History of the Saxophone A Newbie in Terms of Instruments, the Sax Has an Interesting History Share PINTEREST Email Print Mary Smyth / Getty Images Playing Music Music Education Music History Basics Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated April 23, 2019 The saxophone is known as a single-reed musical instrument that is a staple in jazz bands. Considered to be newer than other musical instruments in terms of its music history, the saxophone was invented by Antoine-Joseph (Adolphe) Sax. Adolphe Sax was born on Nov. 6, 1814, in Dinant, Belgium. His father, Charles, was a maker of musical instruments. During his youth, Adolphe studied the clarinet and flute at Brussels Conservatory. His father's passion for creating musical instruments influenced him greatly and he began plans to improve the tone of the bass clarinet. What he came up with was a single-reed instrument constructed from metal that has a conical bore and overblows at the octave. 1841 - Adolphe Sax first showed his creation (a C bass saxophone) to the composer Hector Berlioz. The great composer was impressed by the uniqueness and versatility of the instrument. 1842 - Adolphe Sax went to Paris. On June 12, Hector Berlioz published an article in the Paris magazine "Journal des Debats" describing the saxophone. 1844 - Adolphe Sax reveals his creation to the public through the Paris Industrial Exhibition. On February 3 of that same year, Adolphe's good friend Hector Berlioz conducts a concert featuring his choral work. Hector's choral work arrangement is called Chant Sacre and it featured the saxophone. In December, the saxophone had its orchestral debut at the Paris Conservatory through the opera "Last King of Juda" by Georges Kastner. 1845 - French military bands during this time used oboes, bassoons, and french horns, but Adolphe replaced these with the Bb and Eb saxhorns. 1846 - Adolphe Sax obtained a patent for his saxophones that had 14 variations. Among them are E flat sopranino, F sopranino, B flat soprano, C soprano, E flat alto, F alto, B flat tenor, C tenor, E flat baritone, B flat bass, C bass, E flat contrabass and F contrabass. 1847 - On February 14 in Paris, a saxophone school was created. It was set up at "Gymnase Musical," a military band school. 1858 - Adolphe Sax became a professor at the Paris Conservatory. 1866 - The patent for the saxophone expired and the Millereau Co. patents the saxophone featuring a forked F# key. 1875 - Goumas patented the saxophone with a fingering similar to the clarinet's Boehm system. 1881 - Adolphe extends his original patent for the saxophone. He also made changes to the instrument such as lengthening the bell to include Bb and A and extending the instrument's range to F# and G using the fourth octave key. 1885 - The first saxophone was built in the U.S. by Gus Buescher. 1886 - The saxophone underwent changes again, the right-hand C trill key was devised and half-hole system for the first fingers of both hands. 1887 - The predecessor of the articulated G# Evette and Schaeffer and tuning ring was invented by the Association Des Ouvriers. 1888 - The single octave key for the saxophone was invented and rollers for low Eb and C was added. 1894 - Adolphe Sax died. His son, Adolphe Edouard, took over the business. After Adolphe's death, the saxophone proceeded to undergo changes, books for the saxophone were published and composers/musicians continued to include the sax in their performances. In 1914 the saxophone entered the world of jazz bands. In 1928 the Sax factory was sold to the Henri Selmer Company. To this day many manufacturers of musical instruments create their own line of saxophones and it continues to enjoy a prominent position in jazz music.


Why Pre-Primary Education is Vital to Ensure Peace and Prosperity of Nations?
Pre-Primary Education has an important role in shaping
future citizens who are responsible and contribute towards a peaceful and
prosperous society, according to UNICEF.
In its first ever global report on pre-primary education titled 'A World Ready to Learn:Prioritizing Quality Early Childhood Education', UNICEF pointed out that at least one year of primary education will equip children with critical skills they need to succeed in school. This will ensure that they don't have to repeatedly study in one class or drop out of studies.
Those who attend pre-primary education classes are likely to complete primary school and also attain minimum competencies in reading and math. Literacy and numeracy skills are important for success in life.
Among the factors causing lesser children to go for pre-primary education in low income countries include household income, educational levels of mothers and geographical location. Children living in conflict regions are also not likely to enrol for early childhood programmes. There are 33 nations identified as conflict prone.
The budgetary allocation of governments for education also plays a critical role in enrolments in pre-primary education. UNICEF said that many low income countries spent less than 2 percent of their education budgets for this sub sectors while the average was 6.6%. They have urged governments to increase spending on pre-primary education to 10% of total education budget.
“If today’s governments want their workforce to be competitive in tomorrow’s economy, they need to start with early education. If we are to give our children the best shot in life to succeed in a globalized economy, leaders must prioritize, and properly resource, pre-primary education, according to Henrietta Fore, Executive Director of UNICEF.


Foster critical, creative, and flexible thinkers using our
Guided Reading Curriculum
With direct phonics instruction, a grade-level vocabulary program, and supporting materials at every level, our curriculum equips teachers with the tools to teach incredible lessons. We save teachers precious time, so they can focus on what matters most: their students.
We build literacy expertise into all parts of our curriculum. Through ongoing support, easy-access professional development, and a library of more than 200 lesson videos, we provide teachers with the expertise to make the best decisions for their students.
Our curriculum exposes students to books that tackle big themes with diverse characters, books that make you laugh, wonder, and ask big questions, and books that help you learn about the world outside and the world within.
We design K-4 reading curricula that develop skill, confidence, and a lifelong love of reading


Emergent Literacy Instruction: Building Alphabet Knowledge with ABC Books
By Beth Poss, M.A. CCC/SLP
According to Erickson and Koppenhaver, “Alphabet knowledge is fundamental to literacy learning and includes the ability to distinguish letter shapes, name them, write them and identify the sounds they represent.” (2019). Explicit, targeted instruction embedded throughout the day is important for students who are at the beginning stages of their literacy development and is particularly critical for students with significant disabilities. Alphabet books are a simple yet powerful way to build alphabet knowledge. Choose alphabet books with different themes to engage learners with varied interests. While reading the books, focus on pointing out the target letter along with the sound the letter makes. Be sure to highlight both the uppercase lower case versions of the letter, so that students generalize their understanding of the sound symbol match to both forms.
A is for Angelfish appeals to ocean fans of all ages. This matching book allows readers to match the letter to the ocean creature or the ocean creature to the letter.
Wild About the Alphabet allows animal enthusiasts to read and write about the animals they encounter while reading. Practice writing the beginning letter, or just let an emergent writer explore with making marks on the page.
Teach the letter signs along with the letter
Focus on individual letters or small groups of letters using books or games. I Like Pirates, targets P along with the core word like, while A Book of D focuses on D and gives students a chance to add their own D words at the end of the book.
Erickson, K. and Koppenhaver, D. Comprehensive Literacy Instruction for All, Teaching Students with Significant Disabilities to Read and Write, Brookes, 2019
#gen ed, #general education, #early childhood, #general ed, #kindergarten, #special education, #special ed, #preschool


Java Cantatas: Drip or Perk Those Java Beans?
Dear Squeak and Blat,
Dr. Buck Star
Dr. Star. Been dosing pretty high on that caffine, have you? Well, if you actually get to see some Java programming code with its objects, objects families, and all that good stuff, you'll kick caffe lattes for good, I promise. I'll let Blat tell you about how you could put Java to use, while I try and explain what it's all about. He's got a music professor at his place that uses Java extensively.
Java is a programming language developed by Sun Microsystems. The magic is that Java was designed to run on any computer. Java people sing this mantra: Write Once, Run Anywhere! You can run Java programs on Macs, Windows 95, Windows NT, and many types of Unix computers. Now Java programming is hard core programming (like a quadruple shot expresso!), so you don't want to try this for your initial plunge. Those who like doing this stuff create little Java programs that you can borrow and use from your HTML web pages. These are called Java applets. Gamalan is one of the best web pages for checking out some Java applets.
Dr. Star. Hey, great question! It's time for all of us music "web-sters" (smile) to wake up and smell the Java! Like Squeak says, Java is an object-oriented programming language modeled on C++ but designed to be efficient and to run on a number of different machines. Its history is fascinating. It started at Sun Microsystems as a possible modular language for small, hand-held devices. Interactive television was its original target, but Sun couldn't strike acceptable deals with other companies for this purpose. Then, along came the Internet and the paradigm of servers and clients. Sun decided that this was the perfect environment for Java, hoping that the program could help render more interactive web pages. So, to make a long story short, we have lots of levels of implementation of Java programming on the net with all kinds of crazy Java-related names for different approaches. Basically they all relate to a server that serves up Java code that is interpreted by a client's browser that is Java-capable.
Java is a good example of Internet technology getting better and better. It challenges the whole concept of commerical software and--like authoring tools such as HyperCard, ToolBook, and other multimedia programs--allows us to "roll-our-own" software for the greater good. To borrow a word from today's parlence, this can be "huge."
Check out this URL for more information:
Story about Java history
Blat (whose blatter is currently large from drinking a lot of the regular kind of java)
Peter R. Webster (a.k.a “Blat”) and David Brian Williams (a.k.a. “Squeak”) have presented workshops and other presentations together for CMS/ATMI conferences and workshops for more than 20 years. Their collaboration has led to publications and presentations internationally on music technology as well as the co-authorship of the textbook Experiencing Music Technology (Cengage Learning/Schirmer Books, 3rd edition Update, 2009), a widely adopted and highly acclaimed music technology textbook for high school and college students. Dr. Webster is emeritus professor of music education at Northwestern University and Scholar-in-Residence at the University of Southern California; Dr. Williams is emeritus professor of music and arts technology at Illinois State University, a freelance consultant, composer and musician, and immediate past president of The College Music Society.


One of the important aims of the Literacy Coalition is to increase awareness of the importance of family literacy and provide family literacy support and information for families and program providers. We believe that families have a profound and lasting influence on children’s literacy development and that it is never too early to begin sharing books with babies and encouraging their literacy learning. Family literacy practices encourage the development of lifelong readers and learners and help maintain the literacy levels of adults as they go about their daily lives.
Below are some helpful links to family and early childhood literacy resources. These resources contain book lists, tips and ideas for encouraging family literacy in every day life and lots of fun activities for the whole family.
Sharing Books with Babies – It’s Never too Early!
Our exciting video depicts babies and parents enjoying books together in a variety of everyday situations. It demonstrates the importance of sharing books with infants and toddlers and contains helpful information and tips for parents wishing to support their children’s early literacy development from birth.
This video was developed as a collaboration between Born to Read NB, the UNB Early Childhood Centre, the Literacy Coalition of New Brunswick, and the Department of Education and Early Childhood Development, which funded the project.
Click on the video below to start watching!
Let’s Learn! Booklet
- Let’s Learn! A parent’s guide to giving your child a great start
- Apprenons Ensemble! Offrons un meilleur départ a nos tout-petits
- Kina’masultinej! Let’s Learn!
- Family Literacy in the Outdoors
- Re-connecting the World’s Children to Nature
- Children at Play in the Great Outdoors
- Family Literacy in the Outdoors Travelling Trunk Kit
Writing and Drawing
- Introductory Sheet: Domestic Literacy
- Domestic Literacy Travelling Trunk Kit
- Canadian Multicultural Themed Books for Kids
Exploring Literacies Handbook
Canadian Children’s Literacy Foundation
NB Public Library: Videos on Supporting Early Literacy Development
These videos on were developed by the NB Public Library as part of their Every Child Ready to Read initiative. They show how parents can support their child’s early literacy development through Talking, Singing, Reading, Creating and Playing, everyday. Click the links below to watch their YouTube videos.
Special online Storytelling Series for Children by Dr. Joanne LeBlanc-Haley, educator, storyteller and one of the founding members of the Storytellers of Canada.
Joanne was born into a storytelling family, and as an educator, told stories throughout her career. Today, in this time of social distancing, she has created a You Tube channel in order to share folktales and other stories for children, told in the traditional storytelling way.
Children undergo a different experience when they are told stories orally, versus a story shared through picture books. They use the storyteller’s words to create pictures; to make their own mind-movies. Children hear language and words used in ways that are not like our regular day-to-day conversations. Traditional storytelling engages children’s imagination, allowing them to travel to the “long ago” and “far away”.
Joanne tells us that parents know their own child best and they can choose which stories would be suitable, and most likely to capture their child’s interest. The tales are short; preview them – see which ones are right for your child.
Click on the link to view this exciting new storytelling channel. https://www.youtube.com/channel/UCBW5bBw7-AqAdjVZzhJm2sg
Subscribe to the site to view the stories as they are added each week. A story is waiting – come and listen.
Take Twenty Tip Sheet
This Take Twenty tip sheet invites families to take twenty minutes to make learning part of every day. Click on the picture below to see some great learning tips with wonderful illustrations by Barbara Reid!


About Autism Spectrum Disorder (ASD)
The most common symptoms involve social ineptitude and difficulty with empathy, but symptoms vary widely and the disorder manifests uniquely in each individual. It is not uncommon for symptoms of Autism to be mistaken for indicators of ADD/ADHD, leading to frequent misdiagnosis of the disorder.
Other symptoms include delayed motor skill development, all-absorbing interest in limited topics, inability to read social cues or understand humor, and grammatically correct speech that has an unusual rhythm or intonation. The primary symptoms of ASD may lead to social isolation, depression, and/or anxiety, especially if left untreated as a child matures into adolescence.
“…my performance has unquestionably been enhanced as a result of treatment. Not only were my sessions with neuroAgility helpful and educational but I had a lot of fun too.” – PR
Although Autism is a lifelong neurobiological condition whose causes are not fully understood, its inception appears to be linked to physical changes in the brain. While their is no cure for the disorder, symptoms may be effectively managed, especially if treatment is undertaken while a child’s brain is still developing. In addition, certain characteristics, such as attention to detail and a proclivity for structure and truth, may be appropriated as benefits with the proper support.
Research shows neurotherapy to be an effective, safe, non-invasive way to manage the symptoms of Aspergers/ASD. neuroAgility offers state of the art brain training that is respectful and non-stigmatizing. Our program helps those on the Autism Spectrum to utilize and train the brain to build on existing strengths and gain better control of their lives.


To make science a practical discipline ideal in managing our challenges. We give you a holistic approach in explaining and solving problems
To simplify science for kids, teens, adults such that it becomes part of their lives. The overall goal is to bring innovative individuals who use the available materials and resources to develop their businesses.
- Generates practical solutions
Our universe is full of miseries. It goes to an extent some people now prefer to leave it to the supernatural being they believe in to explain what is beyond their control.
A scientific-oriented person never tries to look for solutions. The word “impossible” is not part of his vocabulary.
When one concept fails, he now uses its weaknesses to use yet another one for a solution, no matter how long it takes.
You now understand why some machinery takes years to come to the market for testing, approval, and, finally, use.
- Creates a sense of commitment
Science requires patience. Before you come up with the right thing to use, you have failed several times.
If it’s a matter of getting discouragements, then scientists take a leading role. However, it is the sense of persistence that builds the commitment in them. Their drive is the result, not the process.
They take time to rejuvenate, think, and consult books and like-minded individuals to ensure he gets the whole concept right.
Also, the fact that science is an integrated discipline; patience is crucial.
3. Supports digital technology advancement
The digital technology tools we enjoy are a result of science. Look at the inroads scientist have made to move from the bulky computers to smartphones.
You can’t fail to notice the patience involved. To some extent, the pioneers may have left the world many years ago, but the knowledge is passed to generations.
4.Enhances critical thinking
Description and definitions are left for language. Science involves the analysis of the narrative with tangible evidence to support your thoughts.
It’s a discipline that uses rationality, innovation, and inference in their quest to explain the miseries and discoveries.
You have to take time and forget about the literal meaning of a fact or a figure. Instead, they go deep and look at the analysis, interpretation, presentation, and entire process from A to Z.
5.Supports team spirit
Science is an integrated subject. It explains why we now have different disciplines at the tertiary level in the faculty of science.
Electricity, engineering, botany, clinical medicine, vet medicine, computer science but to mention a few is some of the different department in science.
During innovations, all parties need to come together to bring their concepts to ensure the project is completed.
Look at a plane; the crew involves engineers, electricians, and computer analysts to provide solutions in case of a mishap. If you are looking for social beings, then scientists take the lead.
In this blog, we understand the value of science in problem-solving. Moreover, science is not for professionals; even newborns have scientific concepts.
Who teaches them how to suck once they are out of the womb? It’s the reflexes that science tends to explain.
At Scientifist, we equip you with the right knowledge and skills o jumpstart you to become a renowned scientist.
The content comes from professionals who have mastered the art of science. They use it to empower the public on the need to look at science from a different angle.
Specifically, we tend to empower the girl child who has a tag “science is for men” we want the subject to be gender-sensitive despite the myths.