A study of cooperative art education in elementary art classrooms
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The purpose of this study is to investigate how elementary art teachers conduct cooperative art experiences in their classrooms and why they consider these experiences important. The study included the content areas of the cooperative art experiences, the ways in which these experiences were facilitated, and the barriers and facilitations elementary art teachers encountered when teaching cooperative art experiences. Qualitative methodology was used to conduct a broad study of cooperative art thactivities being taught in preK-5 grade schools in Georgia. A survey of 135 elementary art teachers was conducted. The survey focused on cooperative art experiences, teachers’ attitudes towards the experiences, and how cooperative experiences were included in art education curriculum. Interviews were conducted with nine elementary art teachers and two pre-service art teachers who included cooperative art experiences in their curricula. This study develops a rationale for the inclusion of cooperative art experiences in contemporary art education curricula at the elementary level.


Most school districts are required by law to offer a kindergarten program for interested parents.
Districts vary on when they begin taking sign-ups for kindergarten. Most begin pre-registration in early spring for the following fall. The number of hours your child will spend in school each day varies from district to district, although the state requires that students complete a minimum number of hours per year.
Here are some general guidelines on what is required for kindergarten enrollment. Be sure to check with your local school district for their specific requirements, too.
In most states your child must be at least 5 years old to be eligible for kindergarten.
Although most states are fairly strict in enforcing the deadline date (if your child is not 5 by the designated deadline, he must wait until the following year to start kindergarten), some school districts may allow parents to enroll their children if they turn 5 in the middle of the school year. Most districts choose not to make an exception for these students because of space constraints and possible complications around promotion to first grade. If you feel strongly that your child should start kindergarten and his birthday does not meet the state deadline, it’s worth contacting the school district office to see if they will make an exception.
If your child meets these characteristics, she will likely be granted early admission:
- The child’s mental age should be between 14-16 months greater than his or her chronological age as determined by standardized tests.
- The child’s total IQ should be at least 130.
- The child should possess social and emotional characteristics that will allow him to behave in the way expected of kindergarten students.
- The school’s psychologist recommends admission.
You have to fill out registration and emergency medical referral forms.
Check with your local district for their requirements.
You may be asked to provide the following:
- Proof of your child’s age and identity: either a birth certificate or another reliable document stating the child’s identity and age (such as a passport, school ID card, school record, report card, military ID, hospital birth record, adoption record or baptismal certificate) If you need another copy of your child’s birth certificate, see Vital Records Information.
- Proof of residence, such as driver’s license, voter/motor registration card, utility bill, rent statement, income tax return statement, proof of home ownership (including a mortgage statement) or any official document showing both your name and address.
- Records of vaccination and immunization against specified diseases. Check with your school district to find out which immunizations are required.
You may also contact your district to find out how to apply for exemption from vaccinations for religious or medical reasons.
- Child’s social security card. Some districts will assign a student ID number if you choose not to provide the social security number. Ask about your district’s policy.
- Lead screening. In most districts you will need to bring either lead test results or documentation from a physician stating that the child is at low risk. The test or document must date within a year from the start of school.
- Tuberculosis test. Some districts require results of a tuberculosis test or a letter from a physician certifying that the child is low risk.
- Proof of physical examination. Some districts require you to provide proof that your child has had a physical examination within one year prior to the beginning of school.
Making the transition to kindergarten
The No Child Left Behind Act requires schools nationwide to develop a transition plan to help children move smoothly from early childhood programs to elementary school. Schools are also required to provide information on developmental stages and what to expect in kindergarten. Check with your local school district about receiving this information.
To find out more about your school choice alternatives in California, check the GreatSchools.org School Choice Center.
For more information about kindergarten, in California consult your local school district or check the Kindergarten Overview and the Elementary Education Overview from the California Department of Education Web site.
The National Association for the Education of Young Children Web site for more information and resources.


Updated: Sep 26
developmental learning is...
Mr Rodgers was a pioneer in early childhood learning And an inspiration to many Kindermusik educators. From his use of music and pretend play to his understanding of trauma and inclusion to his pioneering work in the virtual work (that is tv). He lead the way and we follow.
Below I have some interesting stuff...
X-ray comparison of hands in different stages of development
the reason this is important is because a child’s body & brain especially under 3 has a lot of development to do!! it matters what skills are taught and when- it’s a process. So although we explore pianos and other adult instruments we do not teach traditional sit for a half hour classes to children under 5 (actually 8 is a better time to start). Instead we move our whole bodies around the room, move our hands & fingers in all kinds of ways, pretend, learn impulse control, and yes explore the pianos but also a bunch of other instruments too.
And just because an instrument is designed for smaller hands doesn’t mean you can’t express your skills.
Check out this young man‘s mad skills but on a developmentally appropriate ukulele instrument.
Again a couple of reminders of what Kindermusik’s developmental approach can do...
If you want them to do it... do it with them because imitation is the highest form of flattery- and it’s one of the ways children (especially babies) learn.
Rituals and routines help provide stability, predictability, make connections, and practice skills
social skills are learned through doing it’s like on the job training
Music is perhaps the original language of the brain. And it helps with all language development from sounds to vocabulary to grammar to expression.
Music has a long history of helping children learn to practice, handle direction, and take pride in their accomplishments.
The arts also help with emotional awareness, empathy, and expression.
Our group and relationship based instruction teach the give & take of so much of our human experience.
We link music with another basic tool of the human body... movement! Movement of the smallest and the largest parts of the body and their link to the brain.
And when all those little muscles and senses and brain connections come together we create. We create song, dance, sport, story, invention, ideas.


Education and Training
The Education & TrainingCareer Cluster focuses on preparing students for employment in careers that relate to the planning, managing, and providing education and training services, and related learning support services.
There are two Career Pathways offered through this career cluster which include:
Teachers certified in early childhood education work with children from birth through age eight to build comprehension in basic content like the alphabet and addition. Early childhood educators are needed to help young students meet developmental milestones or receive early intervention. According to the Bureau of Labor Statistics around 39,100 early education jobs will open through 2024.
Elementary education tends to be a recession-proof job where having licensed teachers to monitor kids’ progress, grade their assignments, and address their learning challenges will always be needed. Employment in elementary education is projected to jump by 6 percent to approximately 78,300 new positions through 2024.
Certification to teach older students in grades 6-12 also has a positive job outlook. It is projected that secondary education will blossom by 6 percent for 92,700 jobs by 2024. Middle and high school teachers teach more rigorous lessons in single-subject classes to prepare adolescents for vocations or college. For more information on careers in agriculture, food or natural resources, please visit UtahFutures.
Future Business Leaders of America (FBLA)
Future Business Leaders of America is an extracurricular student organization that provides students with opportunities for leadership, community involvement, business partnerships, and competition with other students in business related events. FBLA’s mission is to bring business and education together in a positive working relationship through innovative leadership and career development programs.
Educators Rising is a national membership organization for aspiring teachers and their mentors. If you are leading or participating in a school-based program that helps young people explore teaching — in secondary or postsecondary — consider joining Educators Rising to connect with peers and experts around the country who are focusing on the same issues and challenges.


Education isn’t just based on grades, standardized testing, and teacher evaluations. Education is the cultivation of learning; it brings about an inherent and permanent change in a person’s thinking and capacity to do things. It is the development of understanding and judgment, and enabling action. Learning is both a process and an outcome. It is often said that we are learning all the time and that we may not be conscious of it happening. Good learning is something that takes time. Real education is very different to just having access to information about something. Real education embeds things into one’s brain, and anyone who understands learning will understand that this comes from repeated exposure and use of information or skills.
Primary education or elementary education is for children in kindergarten through sixth grade. U.S. children begin primary school at around age six. Elementary education provides students with a basic understanding of various subjects, as well as the skills they will use throughout their lives. According to the United States Department of Education, every state government in the United States regulates primary education. Additionally, some states also supervise the curriculum, processes and standards of elementary schools to ensure students receive a quality education.
According to the United Nations Children’s Fund, providing children with this education has many positive effects, such as decreasing poverty, decreasing child mortality rates, encouraging gender equality, and increasing environmental concern. The subjects provided in primary education are: math, science, language arts, history, geography, art and music.
Middle education consists of two programs, middle school and high school. A diploma or certificate is awarded upon graduation from high school. A period of middle schooling follows which is between the years of primary school and secondary school. Middle school is usually 6th grade to 8th grade, but it may vary from state to state.
Secondary Education, mostly known as high school, includes grades 9-12. In secondary education, students learn about subjects, such as English, math, science and complete elective courses. Students in second education attend various classes in different classrooms throughout the day, unlike in primary education, where you are typically assigned to one classroom. Classes are usually held between 30-90 minutes. High schools also offer honors or advanced classes for students who desire more challenging coursework. These classes aren’t just challenging, but they also help the chances of student’s getting into colleges. Students begin secondary education at about age 11 to 13 and usually end at about age 15 to 18.
Vocational education is organized educational programs offering a sequence of courses which are directly to the preparation of individuals in paid or unpaid employment in current or emerging occupations requiring an advanced degree. Vocational education refers to career education of technical education. It can be described as a training that emphasizes knowledge and skills needed for a specific trade, craft or job function. Vocational education focuses on practical applications of the skills learned or acquired and it provides the much needed hands-on instruction in a specific trade.
In the workplace, 85% of current jobs and 90% of new jobs require some or more college or post-secondary education. It’s important to support and encourage children’s success in school. You should listen and help, to encourage, to hold reasonably high expectations, to work with teachers and set aside funds for further education. You know what they say kids are our future!
Do you still have questions about education? Here are a few topics about education and test prep tutoring you may be interested in.


What are Learning Differences (LD)?
Students who have learning differences are those who learn differently to typical students in the classroom because of a neurologically-based difference in their brains, making it difficult to acquire core literacy and numeracy skills. The number of students with this neurological difference is estimated to be between 10 and 15 %, meaning that in every class, there will be at least 3-4 students who will struggle to learn when taught with conventional methods. Learning Differences may also be known as Learning Disabilities or Specific Learning Disabilities. LD are not the result of laziness or poor intelligence.
Early identification of learning differences is important to allow provision of support for the student. Lack of identification and poor management of learning differences can cause severe anxiety in children, even leading to depression in students as young as 7 years of age. Identification of a learning difference is usually liberating for a child because there is a reason for their difficulties, and they come to understand their brain works differently to others - they are not “dumb”, “lazy” or “stupid”.
Here is a brief overview of the main learning difficulties frequently diagnosed.
Dyslexia is a disorder that affects language processing: reading, writing, spelling and speaking. Information is processed differently. For example, letters may be reversed, word order in sentences changed, words may move on the page, words or letters may take on a three dimensional appearance. The person may have difficulty reading from left to right or tracking down a page. he/she may have difficulty understanding abstract ideas, even jokes or puns.
Dysgraphia is a disorder that affects writing, spelling and handwriting. The person with dysgraphia will often find it difficult to write his/her thoughts on paper although he/she may communicate well verbally.
Dyscalculia is a disorder that makes math calculations, the memorization and application of math facts difficult. Ther person finds the processing of numbers extremely difficult.
Dyspraxia is a disorder affecting motor skill development. People with dyspraxia experience difficulty in areas that require fine motor skills.
Executive Function disorder affects a person's ability to plan and organize, to strategize and momorize, as well as to order space and time. People with this disorder find it difficult to use past experience for present situations and tasks.
Attention Deficit Disorder (ADD/ADHD) is different from LD. Although both are neurological in nature, LD is treated with educational and behavioral methods and ADD/ADHD is often treated with medication and therapy. ADD/ADHD affects a student's ability to focus and maintain focus, to control impulses, to control activity level.


NASA Kids’ Club provides a plethora of space focused games, videos, images and activities to introduce and help kids learn about the world of space.
BrainPOP offers educational animated videos and lessons covering different science topics. Each featured science topic comes with illustrative videos, quizzes, and accompanying activities.
Discovery Kids is another excellent source of educational video content to help kids learn about different science topics. The site also provides interactive games and links to mobile science apps for kids.
Science for Kids is a website that features a treasure trove of educational science materials. These include online games, experiments, lesson plans, quizzes, science projects, free activities and many more.


Jul 16, 2020 · writing an assignment about music, as well as other papers, require thorough research, assessment of relevant sources, introduction of a business plan and a proper essay outline which will guide music for writing essays what’s my writing level you through the writing. essays on music, culture, and politics by jann pasler (2007, hardcover) at the best online prices at ebay! discuss the value of music education in schools and how access to essay summer holidays music …. essay writing words for altough research paper on edgar allan poe page 1 of 50 – about 500 essays. the essays below were written by students to help you with your own studies. your college professor may ask you to write an incredible ghostwriting service music essay. or check out the comments on business development plan sample the original post music for writing essays for more suggestions. part i. music for writing essays music therapy essay by essay geek. a competition essay provide academic inspiration and paragraphs to help you in writing essays and finding citations. for those days when you don’t believe in yourself or … a soundtrack stanford dissertation for your novel.


Trade Books in Elementary Education : Misconceptions in Science
Wiles, Heather T.
Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose accurate science trade books. Incorporating trade books in the content areas is a method for integrating subjects and is a common practice among elementary teachers. This study investigates the ability of pre-service elementary teachers to identify misconceptions in science trade book excerpts chosen by the researcher. Survey results were analyzed based on pre-service teachers' responses to a science content question. Often, students focused on misconceptions related to anthropomorphism when they were unsure of the science content as shown by the true/false question. Each of the teacher educators interviewed had experiences with several pre-service teachers' lack of content knowledge affecting performance in the classroom.
Wiles, Heather T.. (January 2011). Trade Books in Elementary Education : Misconceptions in Science (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/3601.)
Wiles, Heather T.. Trade Books in Elementary Education : Misconceptions in Science. Master's Thesis. East Carolina University, January 2011. The Scholarship. http://hdl.handle.net/10342/3601. October 21, 2020.
Wiles, Heather T., “Trade Books in Elementary Education : Misconceptions in Science” (Master's Thesis., East Carolina University, January 2011).
Wiles, Heather T.. Trade Books in Elementary Education : Misconceptions in Science [Master's Thesis]. Greenville, NC: East Carolina University; January 2011.
East Carolina University


Second Grade Persuasive Essay Topics for Black History. Email . 1. Middle school research paper topics are aimed to provoke thinking ability and writing skills. It happens to a lot of students. Help narrow or broaden a topic by reading about it in an encyclopedia.
Locate a topic in teacher’s list, textbooks, and/or library sources. Secondary Education Lesson Plans Grading Students for Assessment Becoming A Teacher Assessments & Tests Elementary Education Special Education Teaching Homeschooling By. Print . Despite this, you’ll still need to write about history. Share . For many American students, the eighth grade is the first time they delve deeply into the details and controversies of American history. Tweet . American History Research Paper Topics for Eighth Grade. Ancient Egypt - A nice introduction to ancient Egypt with pictures, explanations, stories, and games.
The Evolution of Man - From the BBC. 3. M.Ed., Curriculum and Instruction, University of Florida; B.A., History, University of Florida; Melissa … 2.
Research Paper Topics By Subject. Related . Go Back: Virtual Middle School Library ... Prehistoric Man - Links to topics such as prehistoric art and prehistoric daily life. Start With Observing Your Interests.
Middle School Research Process Big6: (1) Task Definition Topic: A good topic should have enough available information at the student’s grade, ability, and interest level. Research Paper Topics for Middle School. For Educators. 12 Excellent Interesting Research Paper Topics for Middle School Students. You can easily get lost among them, so here are the most interesting and catchy ones. World history web sites for middle school students.
Research Paper Topics … Melissa Kelly. There is no difficulty in finding research paper topics for middle school students. There are hundreds of thousands of topics, which a middle or elementary school student can choose for a research. Education Expert. Ancient Egypt. Kevin Wandrei - Updated September 26, 2017 . Another way of choosing the best research paper topic is based on the subject, whether you are a college or high school student. They start developing their analytical and writing skills and research paper writing is an excellent opportunity to train these.
Whether it is on biology, physics, science, literature, history, or psychology, this approach works at all levels of education. 149 Interesting History Essay Topics and Events to Write about History class can become a jumble of years, dates, and odd names of people who have been dead for centuries. Have you ever had to develop a research paper topic for one of your middle school courses and have found yourself staring at the ceiling desperately searching for some type of inspiration?
Writing a research topic on your own requires either producing one from scratch (based on your interests and goals and potentially, on some brainstorming) or getting inspiration from a number of sources, like preassembled topic lists, course material, teachers, real life, news headlines, published research in the respective field, etc. Middle School Debate Topics Share Flipboard Email Print ThoughtCo. As early as middle school students are asked to submit writing assignments.


ONTARIO'S EDUCATION SYSTEM
Schools in Ontario are governed by Ministry of Education in Ontario. The Ontario high school curriculum is designed by the Ministry of Education in Ontario and are to be followed by all public and private high schools. In Ontario, we encourage students to think and inquire on their own. We focus more on hands-on experiences and help the students to discover what they truly like.
The Ontario high school curriculum not only provide student with textbook materials, but also aim to help student make connection between textbook knowledge and real world’s needs. Ontario’s education is famous for preparing students for the future and encourage them to develop to his or her full potential. Students are encouraged to think about their post-secondary direction as early as Grade 9, as courses selected in high school are directly linked to their program choice in university.
In Ontario, students must meet the following requirements to obtain the Ontario Secondary School Diploma (OSSD). Beside Career Studies and Civics, each completed course counts as one credit.
1. Complete minimum 30 Credits, including 18 compulsory credits and 12 optional Credits.
a. 18 compulsory credits
- 4 credits in English or French (from Grade 9 – 12) *
- 3 credits in Mathematics (including 1 credit from Grade 11 or Grade 12)
- 2 credits in Science (1 credit each in Grade 9 and Grade 10)
- 1 credit in Canadian History (Grade 9/10)
- 1 credit in Canadian Geography (Grade 9/10)
- 1 credit in Arts
- 1 credit in Health and Physical Education
- 1 credit in French as a Second Language
- 0.5 credit in Career Studies (Grade 10)
- 0.5 credit in Civics (Grade 10)
- 1 credit from each of the following
*A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course.
**A maximum of 2 credits in Cooperative Education can count as compulsory credits.
***May include up to four credits achieved through approved Dual Credit course.
b. 12 optional credits, earned in courses that the student may select from the full range of courses offered by the school.
2. 40 hours of community involvement activities
The purpose of community involvement is to encourage students to develop an awareness and understanding of civic responsibility and of the role they can play to contribute to their communities. These 40 hours may be completed at any time during the student’s high school years and may take place in a variety of settings, including not-for-profit organizations, businesses, public sector institutions, and informal settings.
3. The provincial Literacy Requirement
The successful completion of Ontario Secondary School Literacy Test (OSSLT) is required for graduation. This test will measure how well students are meeting the reading expectations outlined in the curriculum. If students cannot pass the test the 1st time, they have a second chance at the following school year, or as long as they successfully complete Ontario Secondary Literacy Course OLC4O before graduation.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
Tampa Bay Music Academy is starting a concert band for homeschoolers in the Tampa Bay area this fall. There will be a beginner class for 4th - 6th graders and an intermediate class for 6th - 12th grade. The concert will include Trumpet, Trombone, Baritone, Flute, Clarinet, Saxophone, and Percussion.
Registration has already started, so you will want to sign up as soon as possible. The first class is scheduled for Friday August 22.
For tuition costs and more information check out their website at http://tampabaymusicacademy.com/concert-band-program/
These colorful little castanets are perfect for little fingers to explore. Not only will your child experiment with rhythm, but he'll also work on developing his fine motor skills!
Sturdy Paper like poster board or a manila folder
Pairs of Buttons
Hot Glue Gun or Elmer's School Glue
Cut the paper into rectangles that measure anywhere from 4 to 6 inches long and 1/2 to 1 inch wide. Fold each rectangle in half so there's a crease in the middle. Next, choose two buttons and glue one on each end of the rectangle. The buttons will need to be the same size, and if your child is like my son, they'll have to be the same color too! Allow the glue to dry.
Let the fun begin! What types of rhythms can you create with your new instrument? Can you click the buttons together fast and slow? Can you make a steady beat? How about tapping the rhythm of your favorite song with your castanets? Turn on some music and experiment with all different types of rhythm!
***If doing this craft with young children or with young children present, do be careful to keep an eye on the buttons. Don't let young children put them in their mouths!***
Finding the perfect piano keyboard for your beginning student takes some time and research. Here are three of tips that I share with the parents of my students:
Your keyboard needs to have weighted keys. Portable keyboards are typically made with light, plastic keys which take hardly any weight to depress. It will be very hard for your child to transition from that light touch to the heavier touch which is required to play the digital or acoustic piano during lessons. Look for “weighted keys" or "touch sensitive" - like the keys featured on the Yamaha YPG-235.
Number of Keys
The number of keys on a keyboard can vary widely – from 61 to 88 on the typical instruments used for beginning lessons. If you plan to purchase a beginner instrument and upgrade later on, a keyboard like the Casio LK240 or the Yamaha EZ-200 with 61 keys is fine. We rarely use the notes on the extreme ends of the keyboard during our first couple years of lessons.
However, if you’d like for this instrument to be a one-time purchase, it’s better to choose a keyboard with either 76 or the full set of 88 keys. The Yamaha P35B or Korg SP170SBK are good options to consider.
Two of the best accessories to consider adding to your very first keyboard purchase are headphones and a damper/sustain pedal. Your child will be using the pedal and possibly the headphones within the first couple months of lessons.
Headphones are especially helpful if you want your child to be able to practice without disturbing the rest of the family. Most keyboards offer a plug for headphones so that your child can practice and be the only one to hear what he’s playing.
A damper pedal sustains the sound of the notes so they sound even after your finger has lifted off of the keys. Most keyboard models have a plug to add a damper pedal. It’s a great option to have from the beginning, since we begin using it within the first couple months of lessons.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


Dezirae Sakina August 8, 2020 worksheets
So what is the concern? There are three big concerns, actually.Our teacher ”caution light” should start blinking if we are using lower-level-thinking worksheets (Example: ”Check the box next to the correct answer.”), if we are using too many worksheets or if we are using worksheets as classroom busy work.
There are hundreds if not thousands of free printable worksheets available online. These are ideal for filling time or keeping the kids busy on a rainy day, but few of them offer a systematic set of worksheets with activities designed to teach your children a specific set of skills. If education is your aim, you may have to spend a little to get useful, comprehensive worksheets that actually help your child to learn.
– Are students excited about learning in my classroom? (The answer should be yes!)
We have come a long way as teachers since those purple-ink mimeograph machines introduced us to worksheets, so let’s be vigilant! Avoid lower-level-thinking worksheets, do not use too many worksheets (even good ones) and NEVER use worksheets as busy work.Instead, let’s fill our classrooms with meaningful, thoughtful lessons and activities that peak student interest and promote higher-level learning. And that is a message worth copying and handing out!
2. Know the author’s background. This person needs to have a background in education and, ideally, should be trained in the latest educational methods, like brain-based teaching/learning. I personally would never use any materials with my child that didn’t specifically mention being ”brain-based.” I am not talking about just ”research-based.” I see more and more sites claiming to have research-based materials, but what I find is definitely NOT based on how the brains actually learns. Brain-based learning is relatively new in the educational world, but most worksheet sites and materials are using old science or, more often, no science at all.
There are also worksheets that teach how to read. It includes the basic sounds each letter produce. Kids try to read the words displayed before them. In the First Alphabet worksheet, kids learn how to write the alphabet. And in the First Animals worksheet, kids try to recognize the animals in the picture and learn the names of these animals.There are many more worksheets available. They vary in complexity of the activity depending on the age and grade level of a child.
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Magnets for Kids: 5 Activities to Try at Home
Playing with magnets provides scientific fun for kids of all ages, and it also improves coordination and fine motor skills. Here are five unique activities to try at home.
You don’t need fancy supplies to promote STEM education at home. Indeed, your child can experiment with simple household items such as magnets. Playing with these intriguing objects also promotes fine motor skill development, improves coordination, and teaches scientific principles.
It’s important to note, though, that magnets can be very dangerous for kids—particularly the loose, high-powered ones often found in magnetic building sets and other toys. Swallowing those types of magnets can lead to “serious injuries to the stomach, intestines, and digestive tract and even death," according to the American Academy of Pediatrics (AAP). That’s because the magnets can pull together inside of the body. Therefore the APP recommends adult supervision for young children, and avoiding larger sets of magnets because you might not realize if some have gone missing.
Here are eight activities that help kids understand the amazing properties of magnets. It’s time to start exploring—with adult supervision, of course!
Have your kids gather random items from around the house—paper clips, plastic toys, a spoon, a pencil, eraser, etc. Hand them a magnet and let them play with the items. Once they realize that some objects are attracted to the magnet and others are not, they can sort them into two sections: magnetic and non-magnetic. What do the groups have in common?
Fill an empty bottle with rice or beans, add magnetic and non-magnetic items, and shake it up. Your child can use a magnet to move items around inside the bottle. It’s like a mini treasure hunt for hidden objects!
Put a piece of paper at the bottom of a shoe box. Place a few drops of paint and a paperclip on the paper. Move a magnet around underneath the box and watch the colors blend together!
Create a maze on a piece of paper; the difficulty level should depend on the child’s age. Glue one button magnet to a popsicle stick or wooden dowel to make a “magnetic wand.” Place a separate button magnet on top of the maze, hold the wand underneath the paper, and steer the magnet through the twists and turns!
Download these images of letters and numbers. Cut them out with scissors (an adult’s job), color them in (a child’s job), and glue paper clips to each one. Then make a fishing pole by attaching a button magnet to string, then tying it onto a wooden dowel or popsicle stick. Your child can use the pole to “fish” for paper cut-outs!
With this magnetic activity, younger kids will begin to recognize letters and numbers. Older kids can practice doubling or adding the numbers they pull up, and they can also create words out of the letters!


In the modern world of elementary education, there are many options available to parents and their children. One of the schools growing in popularity and preference, is based on the Reggio Emilia approach. If you are interested in a Reggio Emilia environment for your child, but hoping to learn more about it, you are in the right place.
Reggio Emilia inspired schools offer an alternative, child-centered approach to learning. Many parents see it as the best fit for their child – but is it the best fit for yours? Below, we outline all you need to know about this educational approach, so that you can weigh the pros and cons of Reggio Emilia and make the best possible decision for your child. Here are a few key characteristics of a Reggio Emilia school to keep in mind as you consider your next step.
Unlike traditional elementary schools where the curriculum is extremely structured, a Reggio Emilia curriculum is flexible, hands-on, and largely interest-based. This approach allows children to guide their own learning experiences, based on their passions, interests, thoughts, and observations. The purpose of the Reggio Emilia approach is to empower children to take pride in their own education, so that they have positive experiences in the classroom and feel passionate to continue to learn and explore. Children participate in hands-on activities that encourage collaboration and problem-solving, both in the classroom and beyond. Teachers provide resources for each child to explore their interests and curiosities, whether that be in nature, art, books, music, building, or other areas of the classroom.
The Reggio Emilia learning approach, however, may not be the right fit for every child. Children who benefit from more structure in the classroom, may thrive in an environment where the curriculum is set and guided by the teachers. The curriculum and independent learning style is something important to consider when looking at the pros and cons of Reggio Emilia.
The classroom environment plays a huge role in a child’s educational experience. So, let’s look at the pros and cons of the Reggio Emilia environment. The Reggio environment is equipped to support its flexible, hands-on curriculum. Riverside Magnet School in East Hartford, for example, is an elementary school that uses the Reggio Emilia approach – and the learning environment reflects this learning method to facilitate growth. At Riverside Magnet, state-of-the-art classrooms are set up with resources and materials, like costumes, music, art supplies and other creative materials that encourage and empower children to take control of their learning. The classrooms at Riverside Magnet are also equipped with innovative technology like computers and smarts boards to support different and evolving learning styles, and to help children actively participate in their education.
Another one of the pros and cons of the Reggio Emilia and magnet school environment to keep in mind is the diversity of the student body. Inter-district magnet schools, like Riverside Magnet School, are unique in that they bring together students from different races, socio-economic backgrounds, and achievement levels regardless of their zip code. The diverse student body can be extremely beneficial to children as they grow, encouraging empathy, respect, acceptance, understanding, and collaboration amongst classmates.
As with all educational institutions, there are always benefits and challenges that need to be considered when deciding the best fit for our children. When weighing out the pros and cons of Reggio Emilia, consider the future of your child and if the benefits of a Reggio Emilia school will continue to support your child’s future success.
If you are interested in learning more about the Reggio Emilia inspired approach at Riverside Magnet School, simply contact our team or attend a parent information session.
Goodwin University is a nonprofit institution of higher education and is accredited by the New England Commission of Higher Education (NECHE), formerly known as the New England Association of Schools and Colleges (NEASC). Goodwin University was founded in 1999, with the goal of serving a diverse student population with career-focused degree programs that lead to strong employment outcomes.


Educational research has shown that children become literate more easily if their parents read to them. A clinic-based program was designed to encourage early book use among parents of children at risk. It included (1) waiting room readers, (2) guidance about literacy development, and (3) provision of children's books at each visit. Seventy-nine parents of children aged 6 to 60 months were interviewed. Parents who had previously received a book were more likely to report looking at books with their children or that looking at books was a favorite activity (adjusted odds ratio, 4.05). This association was strongest among parents receiving Aid to Families With Dependent Children (odds ratio, 7.8). This preliminary study suggests that pediatricians can play a role in enriching children's early literacy environments, especially for children at high risk of school failure.


Fintan O'Toole wrote a really good piece on the Irish Times (November 26th, 2019), describing the 'Babel of languages' in Scoil Bhríde (Cailíní), Blanchardstown as what is 'really on the ground of contemporary Ireland'.
Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. The benefits, which accrue to pupils from native Irish as well as immigrant families, include: an unusually sophisticated degree of language awareness; high levels of age-appropriate literacy in English, Irish, French and home languages; and from an early age, the motivation and capacity to undertake ambitious autonomous learning projects.
After describing the national context, the book traces the development of Scoil Bhríde’s response to an increasingly diverse pupil cohort and goes on to explore in detail the impact of the response on classroom discourse, pupils’ literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils’ and teachers’ voices are especially prominent. Bearing in mind that Scoil Bhríde developed its approach without access to special funding or resources, the concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education.
The book makes sustained reference to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy- makers in the field of linguistically inclusive education.
David Little was formerly Director of the Centre for Language and Communication Studies and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin, Ireland. For the past ten years, he has played a leading role in the Council of Europe’s work on the language education of migrants.
Déirdre Kirwan was principal of Scoil Bhríde (Cailíní), Blanchardstown, Ireland, from 1987 to 2015. In 2008 she was nominated European Ambassador for Languages (Léargas) for her active promotion of cultural and linguistic diversity in the school, and in 2009 she received her PhD from Trinity College Dublin, Ireland, for her research in this area.


Learning Through Numbers
Posted on 10th May 2019 at 14:50
Your child sees you use numbers every single day in various different ways from dividing up strawberries onto separate plates for snack time to adding up money from your purse, but how can you help them develop their numeracy skills?
Numbers can provide a lot of entertainment for small children. They first become aware of the sounds of numbers and then they begin to understand what they mean. Finally, they need to recognise them when they are written down.
All parents and teachers know, to teach toddlers numbers is not always as easy as 1, 2, 3. Being creative is essential in making sure your little ones are having fun while learning. Using a variety of visual, auditory, physical, and interactive activities is the best way to make sure your child doesn’t get too frustrated and enjoys learning.
Ideas to help your child with numbers:
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 cooking, 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. All children love to help!
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.’
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.
Singing rhymes with numbers - like Baa Baa Black Sheep, 5 Little Ducks, One, Two, Three, Four,Five once I caught a fish alive and Hickory Dickory Dock.
Learning is important, but so is having fun, so make sure you and your child have an enjoyable learning experience with numbers!
Tagged as: Child Development, childcare buckinghamshire, Learning Through Numbers, Quality childcare Olney
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Welcome to our Preschool classroom where we are busy with learning, socializing and building our skills! In this preschool we use Teaching Strategies which has 36 objectives for development and learning which are also aligned to the Ohio Early Learning Development Standards. We also use Handwriting Without Tears to practice writing our letters and numbers, Alphafriends for our letter recognition and sounds and Heggerty for language and literacy development.
I create weekly activity plans that are based on a theme. Everyday our day includes a language and literacy activity, math, social studies, science and technology, social-emotional, physical and an art or singing experience. Some of our activities are whole group while others are small group or one-on-one. Everyday we have planned activities that the children are encouraged to explore independently during our "center-time". I believe that preschool should be fun, engaging and instill a love of learning in all children. I provide these oportunities through song, stories, games and hands-on activities thus helping to build independence and social and cognitive skills.
I use positive discipline in my classroom. I base my classroom values around the book "Have You Filled a Bucket Today?" by Carol McCloud. I encourage the kids to make smart choices and be a "bucket filler" not a "bucket dipper". If I see that a child is having difficulty controlling their body or following the rules then that child may be asked to "take a break". During that time, I will talk to the child about their behavior and we will discuss a better choice that we could make so that they may return to their activity. We always strive to have a "bucket filling" year!
**These are the basic rules that I enforce to help the children to be respectful and safe in our classroom:
Our Classroom Rules
*Follow Directions Quickly
*Raise Your Hand to Talk
*Use Helpful Hands and Words
*Use Inside Voices
*Make Smart Choices
If you have any other questions or concerns about the program, please do not hesitate to ask!


We have high goals and a rich program for your child in the area of Literacy development. Literacy Mastery is complex with many key components- reading, grammar, spelling, writing, handwriting, public speaking. Each grade builds upon previous skills. Those skills are carefully assessed to make sure your child is on track. School and home must join hands in reinforcing these key skills. We have our eye on college success and beyond.
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This study examined the relationship of family characteristics (i.e., SES and race), parent-child engagement, and interactive reading behaviors on preschooler’s emergent literacy scores. This study used a structural equation model to examine variables that impact emergent literacy development by evaluating data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative sample of children from birth until kindergarten. The data from the two year and preschool wave were analyzed using a sample size rounded to 550 cases. This was a longitudinal study that examined parent-child engagement at two years old, interactive reading behaviors at four years old, and how children scored on early literacy measures at four years old. Additionally, the family characteristics of SES and race were separated out to examine individual relationships with the other variables in this study. Findings indicated that SES was significantly related to parent-child engagement and emergent literacy skills. Further, SES was more important than race, which was only significantly related only to parent-child engagement. This study also found that parent-child engagement is significantly related to emergent literacy skill development. Yet, joint reading behaviors between parents and children were not significantly related to emergent literacy skill development. The implications on how researchers can use this information to create more applicable interventions to target parents of any SES level are discussed to encourage greater early literacy exposure within the home environment.
|Commitee:||Burch, Andrea, Greil, Arthur, O'Connell, Lynn|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Literacy, Reading instruction|
|Keywords:||Early literacy development, Interactive reading behaviors, Parent-child engagement, Preschool reading scores, Socioeconomic status|
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Written by Megan Davenport, FariaPD
THREE PERSPECTIVES ON ENGLISH LANGUAGE ARTS CURRICULUM PLANNING
Even as a lower elementary teacher, lover of language, and avid reader, it is difficult to find words that capture the phenomenon of reading. Watching my students first discover words, then become transfixed by stories, and eventually develop into independent readers and writers for the first time made all of the long hours worthwhile.
The Artistry of English Language Arts
The nature of language has so many layers that complicate curriculum planning and instruction– how can you teach students the many skills it takes to read and write? How can you include everything from phonics to comprehension strategies to sentence structure, grammar, speaking, listening, and more? In what sequence? On top of it all, how do you cultivate a deep love of books and genuine appreciation for literacy?
English Language Arts (ELA) teachers must be incredibly creative and strategic about how to structure instructional time, and therefore units and lessons require thoughtful planning in order to be successful in the long-term. Though we are just skimming the surface with this post, intentionally choosing how to structure your language arts instruction is an important decision that teachers should make in their practice, and their curriculum work should mirror that decision. Consider these three perspectives and corresponding examples developed in the Atlas Curriculum Management System.
1) Keep It Separate: Individual Reading and Writing Units
Rationale: Especially in lower elementary, teachers often have separate reading and writing blocks during their day. Writing may include grammar lessons, sentence structure, recognizing different parts of speech, etc. Reading might include vocabulary, decoding techniques, comprehension strategies, independent reading, etc. Certainly both blocks utilize components of reading and writing, but separating the two may help teachers focus their instruction on the various foundational skills needed to learn the art of literacy.
Keep it Separate! Top: Individual Reading Units. Bottom: Individual Writing Units.
- This approach may best mirror the structure of teaching time if teachers have separate reading and writing blocks.
- It may be easier for teachers to focus on explicitly teaching grammar, sentence structure, and other language skills that are sometimes skimmed over when reading and writing are taught together.
- As students get older, integrating reading and writing instruction becomes more common. Lower and upper elementary teachers may want to choose a consistent format to make connections easier to see within the curriculum.
2) Put It All Together: Integrated Units
Rationale: Reading and writing are closely related, and teaching the two together can help students make connections. Many teachers spiral grammar and writing lessons into their reading time so that students can write authentic pieces that are tied to the reading material. If this is the case, there is no reason to separate the two!
- Integrated reading and writing curriculum can help students connect the information they are reading to their writing. This approach may best mirror the structure of teaching time if teachers have one language arts block of time in their schedules.
- This is the most common format for upper elementary language arts and beyond, so it adds a level of consistency when exploring the curriculum.
- Because lower elementary requires a great deal of specific grammar instruction, in addition to the regular writing instruction, it may be hard to capture all of the necessary information in an integrated unit. If this approach is taken for lower elementary, teachers may want to have more, shorter units to achieve a higher depth of detail.
Put it all together: Integrated Units
3) Compromise: One ELA Course, 2 Sets of Units
Rationale: As we begin to look at vertical alignment, it is helpful to keep curriculum as consistent as possible. In this scenario, lower elementary teachers may separate reading and writing units, while upper elementary teachers might integrate their ELA units. This approach means that every grade has one ELA course that can be compared side-by-side, and teachers can still map with the style that best matches their instruction. Best of both worlds, perhaps.
- Teachers can maintain consistency in their course names across all grade levels, while maintaining the flexibility to choose how ELA can best be instructed and mapped at each grade level.
- Teachers can differentiate student needs based on formative assessments. For example, if results indicate that students need more in-depth, explicit instruction on “conventions,” teachers can revise this unit AND teach it in conjunction with an “opinion essay” unit.
- There will be many overlapping units on the calendar, which may cause some confusion/be overwhelming at a glance.
Compromise: One ELA Course, 2 Sets of Units
Check out more


Faust and Marsalis: Arts education gives students skills to create, adapt
Anxiety abounds concerning the demands of our rapidly changing and ever more complicated world and about the ability of our educational system to respond. Yet the education we are fashioning for our children and their children seems ill-suited for the lives they will lead.
We hear widespread calls for “outcomes” we can measure and for education geared to specific employment needs, but many of today’s students will hold jobs that have not yet been invented, deploying skills not yet defined. We not only need to equip them with the ability to answer the questions relevant to the world we now inhabit; we must also enable them to ask the right questions to shape the world to come.
We need education that nurtures judgment as well as mastery, ethics and values as well as analysis. We need learning that will enable students to interpret complexity, to adapt, and to make sense of lives they never anticipated. We need a way of teaching that encourages them to develop understanding of those different from themselves, enabling constructive collaborations across national and cultural origins and identities.
In other words, we need learning that incorporates what the arts teach us.
The arts are about imagining beyond the bounds of the known. They embrace the past and the future of the human mind and soul. Playing music can be both a model and a metaphor for important aspects of the lives our children will be called upon to lead. Take, for example, Thomas Sudhof, a winner of 2013’s Nobel Prize for medicine and physiology. He attributed his discipline and depth of understanding to the mentorship of his bassoon instructor.
Music stresses individual practice and technical excellence, but it also necessitates listening to and working with others in fulfillment of the requirements of ensemble performance. In jazz, collective improvisation offers musicians the freedom to reinvent, adapt and change. But that freedom is tempered by a shared overall objective: swing. The art of swing is the art of balance, of constant assertion and compromise.
Learning to play or paint, dance, sing or act, means constantly being refashioned, constantly demanding risk. “If you don’t make mistakes,” Coleman Hawkins once said, “you aren’t really trying.”
And dealing with one’s inevitable mistakes is also part of an artist’s education. “If you hit a wrong note,” Miles Davis explained, “it’s the next note that you play that determines if it’s good or bad.”
These are lessons for how we all can grow throughout our lives.
We are a diverse nation, constantly working to define what makes us one. It was no coincidence that one early example of racial integration in America took place on the jazz bandstand of Benny Goodman: The arts provide a critical means of communicating across divisions and differences, of sharing and appreciating the riffs and rhythms that diverse players bring to the common enterprise.
In recent years, though, we have witnessed a depressing retreat from arts education in American schools. In 1982, nearly 66 percent of 18-year-olds in the U.S. reported taking art classes; by 2008, the number had fallen to below 50 percent. The percentage of elementary school students who had theater or dance classes available to them went from 10 percent in the early ‘90s to only 4 percent and 3 percent, respectively, in the 2009-10 school year.
We once knew better. In 1884, the National Education Association established a Music Education Department, and the teaching of music proliferated across the country. It is worth remembering that Louis Armstrong, born in 1901, has described being given his first music lesson — and a cornet — in a segregated, underfunded reform school.
As we lament the discordant tone of our national conversation, perhaps we should focus less on that which we can easily count. Let’s instead look to the longer run as we teach our children how to practice until it hurts, to bravely take the stage, to imagine, create and innovate and — after hitting that wrong note — follow it up with the right one.
We must teach our children to be ready for a world we cannot yet know, one that will require the attitudes and understanding sparked and nurtured by the experience of the arts.
These are the qualities by which the future will measure us.
Harvard President Drew Faust invited trumpeter and composer Wynton Marsalis to present a series of six lecture-performances during which they joined forces on the importance of an arts education. This column first appeared at USAToday.com.


Dogs Trust in Ireland have created a “Learn with Dogs Trust” resource which is designed to help young people learn how to be responsible dog owners. The resources have been written with primary school children in mind and are available for others to use. Dogs Trust Ireland write;
Educate Together is launching a new programme of lesson plans teaching responsible pet ownership to primary school students. This novel education initiative is the first comprehensive animal welfare primary school curriculum to be developed in Ireland. It is supported closely by Dogs Trust, the ISPCA and Veterinary Ireland, who along with Educate Together have made the lesson plans available for all primary school teachers in any school on their respective websites. The programme will also be hugely beneficial for welfare groups to use as part of their humane education programmes.
The programme teaches children emotional intelligence with a view to changing the way animals are treated and viewed in the home and society. These unique lesson plans are a collaborative approach with teachers, welfare organisations, veterinary surgeons and industry leaders creating exemplary materials. The learning outcomes will mean children are equipped with the skills to solve problems and make decisions based on critical thinking and evaluations of bias, leading to better treatment and understanding of animals.
Click here to see the new Education website. We especially love the Doggie Fun and Games page which takes an entertaining approach to learning about essential items for your dog and the importance of lifting your dogs poo. Click here to visit the Dogs Trust Ireland Facebook page.


Profiling Saide’s African Storybook Initiative
Saide’s African Storybook initiative, launched in 2014, responds to the shortage of local language early reading materials in sub-Saharan Africa through a digital open license publishing model. Saide is a non-governmental organization in South Africa and the legal body managing the African Storybook initiative. It is an organization whose mission is “Enabling successful open learning for all.”
Through enabling translation and re-use, and providing web tools for communities to create local language picture storybooks, Saide has demonstrated that it is possible to quickly produce storybooks in quantities needed for learning to read. The model empowers educators and engages learners. On a continent with wide variation in connectivity, the initiative has demonstrated that through off- or online digital projection, and print methods of delivery, it can reach large numbers of children cost-effectively.
The African Storybook open-source digital platform, with openly licensed content (CC BY), establishes a new publishing model that provides an accessible space where storybooks can be created, translated into multiple languages, stored, downloaded, printed at minimal cost and used. Unlike traditional publishing models, this model allows translations without permission or payment of a fee, so that investment in illustrations is shared across countless versions, and the translations are immediately accessible to all. It empowers speakers of any language to create a large number of storybooks and publish them. Furthermore, the website is responsive, and displays appropriately on any device, from mobile phone to desktop computer. An App has been developed and is available for free from Google Play and the iStore.
The initiative seeks to address the challenges of learning to read faced by a huge proportion of African children. The importance of learning to read in a familiar language is widely accepted. Moreover, learning a second language is enhanced if literacy is firmly established in a more familiar language. However, in most of the 2,000 languages in sub-Saharan Africa, there are no reading materials for children learning to read. African Storybook responds to this challenge with a model that is producing growing numbers of contextually appropriate picture storybooks in increasing numbers of languages. As of May 2018, the website has 916 unique storybooks and 4,125 translations in 140 languages spoken in Africa. In addition, research finds that African Storybooks have positive outcomes on teacher pedagogy and child literacy. Availability of local language storybooks, combined with efforts to encourage use, result in literacy improvement.
Building on 14 pilots in Kenya, South Africa and Uganda, African Storybook has established firm relationships with over 30 literacy development partners. In terms of geographic reach in Africa, the storybooks are being read in local languages by educators and children in the following countries: Ghana, Niger, Nigeria, Cameroon, Ethiopia, Democratic Republic of Congo, Kenya, Uganda, Rwanda, Zambia, Zimbabwe, Mozambique, South Africa, Swaziland, and Lesotho.
To learn more, visit the African Storybook website.


Grit is an essential skill for children. So important, in fact, that we’ve covered this topic not once, but twice. There is a wealth of information out there on how to cultivate grit in our students but what if the child melts down at the first sign of opposition? Unfortunately, what works for a typical child in building grit isn’t as effective when kids have a low tolerance for frustration. For example, one strategy we discussed in our previous blog talks about giving good feedback to kids to help encourage the progress they’re making. However, when children meltdown before any progress can be made, there isn’t anything to give feedback on.
No one knows for sure why some kids tolerate frustration better than others but we must develop some understanding of frustration so that we can better understand where students are coming from. Frustration is an emotion that everyone feels, but for some kids, it comes quickly and is overwhelming. Kids usually feel frustrated when their expectations are not met. They might expect to quickly master a concept or have an expectation that they receive something and when that expectation isn’t met or isn’t met quickly, frustration is the result. Children can learn to tolerate frustration more effectively and these kids can learn to develop grit. The following strategies are tailored to the needs of children who struggle to tolerate frustration.
- Change Your Mindset: Ross W. Greene, Ph.D., and author of The Explosive Child, has extensively studied children who poorly tolerate frustration (and their subsequent explosions.) In his book, he discusses the ways that we view ‘explosive children’ or those that meltdown the moment things don’t go the way they want them to. These kids often get labeled as brats at worst and immature at best. We tend to view their behavior as willful defiance rather than a delay in skill. This change in mindset, along with believing that “children do well if they can” helps us see kids behavior in a new light. When you see a child’s tantrum as a result of a lack of skills it is far less aggravating than if you believe they are being difficult on purpose. It also gives us a direction to go in: teaching those skills!
- Choose the Right Time to Teach: Teaching skills is possible, but not in the middle of an emotional meltdown. When children are in the middle of an emotional response, tantrum, etc. they aren’t capable of such reasoning. The teaching of skills is better done at a time when the child is calm and happy.
- Teach Realistic Expectations: Some children believe that everything should come easily to them. When they encounter something hard, they give up. Give them examples of times when others have struggled and overcome. Point out that everyone has strengths and weaknesses.
- Be Intentional About Teaching Frustration Tolerance: Start small and keep the stakes low starting out. For example, games with no winner or loser can help children learn to be wrong without the higher stakes of losing or winning.
- Address Black and White Thinking: All children tend to think in extremes. Good and bad, right and wrong, black and white. This is especially true for children who struggle to tolerate frustration. Roleplay, read stories and discuss situations with children that are not black and white. Help them to see gray areas.
- Take the Punch Out of Emotions: The first step in helping kids learn to master their emotions is to build their emotional vocabulary. Help them learn to name them and to talk about them. Emotions feel overpowering and people, especially children, often feel compelled to react immediately to their emotions. Teach kids that their emotions are just feelings and that their actions are separate from their feelings.
- Teach Kids to Ask for Help: When they start to feel overwhelmed or frustrated, teach kids to ask for help. Be sure they understand that asking for help is ok. Build a relationship with students so they feel comfortable coming to you for help.
It might take some time and persistence for children to incorporate their new skills, but once they do our other tips on cultivating grit can help them to begin to persist through the hard stuff.
If you are interested in teaching your child (or students) the importance of hard work and soft skills check out our curriculum Making the Effort.
By: Amy Curletto
Amy has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.


Continental Climate Worksheet – Geography for Kids FREE Printable Hidden Word Puzzles
The Continental Climate Worksheet – Get our interesting Geography for kids FREE printable hidden word puzzle.
This FREE worksheet for kids on Continental Climate offers a fun hidden words game as well as a find the hidden missing words game for your kids.
This fun and educational printable Geography worksheet on Continental Climate is currently FREE for anyone to print and use free of cost and you are allowed to use this activity sheet as many times as you wish at home and in school!
The geography word puzzle about Continental Climate is a great way to perk kids interest while participating in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while your kids are undertaking early learning activities.
Our FREE Continental Climate word puzzle worksheet is ideal for kids in Grade school First to Fifth Grades. Additionally, kids in Kindergarten as well as kids in Preschool will also enjoy this free Continental Climates worksheet for kids.
Your kid can enjoy while learning fun facts on Continental Climate with this activity sheet while playing the printable word puzzles.
Kids in Primary school from 1st Grade to 5th Grade can enjoy our Continental Climate worksheet as a reading comprehension exercise.
Your children shall learn well and enhance their reading skills as they will very likely have to read several times the fun facts about Continental Climate to identify what the missing words are. This free printable puzzle is not only a great way to improve children’s science knowledge, but also increases the memory and also betters their reading comprehension skills.
Younger kids who cannot yet read and write can use our free fun facts Continental Climate worksheet as a fun and educational listening comprehension tool.
Parents or Teachers can read out loud to the kids the Continental Climate fun facts. Next, they can help the kids to recognize what they think were the missing words. Finally, the kid learns to identify words and find them in the Continental Climate FREE geography worksheet.
Parents doing homeschooling activities with their kids can use the Continental Climate worksheet to interest their kids in science.
Teachers and private tutors can use our FREE Continental Climate worksheet to enhance traditional science classes at school and interest children in learning all about Continental Climate. Particularly advantageous is for you to make use of our hidden word puzzles for children on Continental Climate combined with the free interactive online quiz with score on Continental Climate.
Our Kids science made easy offers a multitude of FREE printable fun earth science worksheets for children and FREE printable word search puzzles. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Continental Climate? Where does continental climate occur? What do areas with continental climate experience? What do people living in continental climate prepare for? What are the types of continental climate?
Learn more fun facts about Continental Climate by downloading our free fun Continental Climate worksheet for children!
Earth Science FREE Continental Climate Worksheet
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We want to share some reading material and broadcasts with you that reflect and influence our teaching philosophy at Art Sphere Inc. Our continuous quest for learning filters through everything we do, and we want to awaken that same thirst in our students.
- Measuring Learning in Holistic Assessment
- Holistic Assessment of Students
- Teaching and Assessing Students Resilience
- A Fresh Look at Brain-Based Education
- Discipline Based Art Education(DBAE)
- Discipline-Based Art Education: Approaching Art as a Subject of Study
- National Standards for Arts Education. What Students Should Know and Be Able to do in the Arts.
- National Core Arts Standards: A Conceptual Framework for Arts Learning
- The Arts and the Common Core Curriculum Mapping Project
- Core Practices in Arts Integration
- Could Arts-Integrated Education Help Your Child Succeed?
- Arts Integration + Common Core = Students Prepared for the 21st Century
- Making Content Connections Through Arts Integration
- Research and Reports on volunteering.
- How the Arts Impact Communities
- Measuring the economic and social impacts of art
- Analysis of the social impact of art
- Broken Window Theory and Tipping Point
- The Healing Power of the Arts.
- A compilation of stories on the healing powers of art.
- A hospitals journey of installing a healing arts program.
- The healing power of the creative arts in social work
- Analysis of Social work as art
- Different Strokes: Art and Photo Therapy Promote Healing
- NLC Announces New Guide on City Strategies to Promote Black Male Achievement
- Respectful Confrontation
- Radio Broadcasts on Art and Education
The Case For the Arts in Overhauling Education by Rachel Martin (Weekend Edition Sunday on April 14, 2013.
In this broadcast Rachel Martin, host of Weekend Edition Sunday, interviews Elizabeth Blair about “…her reporting on the role the arts play in helping low performing schools improve and in nurturing creativity that can help young people in all subjects.”
- Creative Classes: An Artful Approach to Improving Performance by Elizabeth Blair (All Things Considered on April 16, 2013)
This show describes how low-performing schools serving students from poor families are implementing the Turnaround Arts Initiative, an intensive arts curriculum supported by the President’s Committee on the Arts and the Humanities.
- Chuck Close reflects on Learning School Lessons Through Art.
One of the superstar artists connected with the Turnaround Arts Initiative is painter Chuck Close. He says that when he was growing up, he had some teachers who had enough flexibility to allow him to paint a mural about Lewis and Clark, even though he would not do well on a test about it. He’s now working with students at Roosevelt School in Bridgeport, CT.
- More than 50 Years of Putting Kids’ Creativity to the Test by Elizabeth Blair (All Things Considered on April 17, 2013.)
In part two of the series on arts education, Elizabeth Blair discusses how creativity is being measured and why it is important to find a measure for creativity.
- Encouraging articles on Leadership and self-esteem.
- The misperception of art in modern times.
- Google Art Project’s place in the art world.
- How to pick project ideas.
- History inspired projects.
- Helping your students meet English Language Arts Common Core State Standards
- Google Art Project information


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This series of lesson outlines are intended to supplement and build upon the knowledge learned during TweedleWink classes. They can also be used as a homeschool curriculum. You can find links to the other lessons here:
Origami – the art of folding paper – is best often associated with Japanese culture. Aside from being a fun activity to engage in, it is also a great way to help children develop their fine motor skills. These are some super easy projects to start with this series of easy Origami projects:
- Easy Origami – 32 simple projects with clearly illustrated and easy-to-follow instructions. Projects include: hat, cup, pinwheel, swan, lantern, cicada, pigeon, fox, rabbit, penguin, pelican, and piano.
Find Mexico on a world map and help your child mark it with a sticker or pin.
Learning About Mexico
- Mexican Geography
- Mexican Crafts and Activities
- Cinco de Mayo Wordsearch
- The Animated History of Mexico
Many different languages are spoken in Mexico, though Spanish is the most widespread. Teach your child 61 Common Spanish Phrases:
About Cinco de Mayo for Kids
Cinco de Mayo, or the fifth of May, is a holiday that celebrates the date of the Mexican army’s May 5, 1862 victory over France at the Battle of Puebla during the Franco-Mexican War.
- Cheese Quesadillas
Math – 1 to 10
Math Flashcards: 1 to 10
Word categories covered: colours, clothing, oceans and seas, and parts of the body.
- Flashcards: Colours
- Online game: Picnic – colour sorting game
- Online game: Fuzz Bugs – sorting
- Online activity: mixing colours
- Hands-on: try mixing colours with paints; e.g.
- Red + Blue = Purple
- Blue + Yellow = Green
- What other colours can you make?
- Flashcards: Clothes
- Online Games:
- Hands-on: Create a dress-up box filled with old clothes. Include a variety of clothing items for younger children to try on.
Oceans and Seas
- Flashcards: Oceans and Seas
- Learning: What’s the difference between an ocean and a sea?
- DK Findout: Oceans and Seas
- Video: 5 Oceans Song
Parts of the Body
- Flashcards: Parts of the Body
- Apps and Online Resources: The Human Body
- Online: Parts of the Body – Games and Songs
- Video: Human Body – Science for Kids
- Video: How Do Body Parts Work?
- Printables: How the Body Works – Kids Health
The Musical Note “C”:
- Piano Maestro – Chapter 1: Middle C (About Piano Maestro)
- Little Musician – complete music program for introducing the foundations of music to young children.


At Croughton All Saints CofE, we believe creative arts is an essential part of school life as it includes practical engagement of all children as they learn how to paint, compose music, write or to dance, and as they progress through the school year their knowledge of each art form deepens.
We advocate the philosophy of “Tell me and I forget, show me and I may remember, let me do it and I will learn.”
Creative arts also develop the use of children’s imagination, the way that they respond to their own life experiences and the way they express and communicate their ideas. This can also help their physical development which includes performing confidently with good use of space for themselves and others while performing. Creative arts also involves children with different learning needs, audio, visual and kinaesthetic. The arts are taught as part of our Creative curriculum offer. We are also fortunate to employ an Art teacher who supports this teaching and delivers an after school art club. The lessons are designed to include all children and allow children to achieve their goals.
During a school topic where art is a key focus, each class displays work they have produced and the value of the process and allows children to comment constructively on each others work.
We believe music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.
Music lessons enhance children’s listening skills. Music also enhances group work as it aids inclusion because children, whatever their background or aptitude, have the ability to express themselves successfully in the classroom. Mutual respect and self-discipline is acquired during these sessions as children develop good relationships with each other.
We believe participation in music and its integration with other art forms provides a rich social environment for children. Performance and presentational work develops a close working relationship within the peer group.
We teach dance as part of our arts and PE offer. Dance education provides children with an artistic language of actions which, linked with their intellectual and physical growth, is transformed into a significant and meaningful mode of communication. Dance teaches children techniques in coordinating movements, inventing movements, remembering movements and then transferring the movements into a dance routine. During these sessions children are encouraged to use their whole body to do this.
We link drama and dance to enhance descriptive work of characters the children are portraying in English lessons. Drama links with literacy development and understanding as it enables children with the pronunciation of words and recitation from stories and poems. Pie Corbett believes that children should story map to remember plots in their stories. This is to help them when they are reciting stories to the class. He believes that this way helps develop a child’s memory as they only need their own interpretation of a picture to tell a story.
Each class is given the opportunity to perform in a class assembly, Nativity play or concert to celebrate their talents in the arts.


Manufacturing in the United States – and the world - has changed rapidly over the past decade as machines and computers have taken over jobs and responsibilities traditionally held by workers. This program focuses on helping students understand and succeed in this rapidly changing sector of the world economy by teaching them critical thinking, problem solving and team work skills. Programming will take students all the way through the stages of production, manufacturing, and distribution. They will work with a variety of materials including wood, metal and plastics to design and then produce. Diverse methods of design will be utilized including software technologies, electronics and coding. Production methodologies will include 3D printing, machining and laser engraving/cutting. Through mentorship opportunities, job shadowing and interaction with industry representatives, students will be exposed to multiple career paths and post-secondary courses of study. This is a two year career and technical education program that provides foundational skills and knowledge coupled with co-operative work experience, job shadow opportunities and college exploration. This program enables students to gain the necessary background to obtain entry-level employment in these fields and/or pursue post-secondary education through both classroom and hands on experience in activities that are geared towards today's workforce jobs. Though attending for a semester only is allowed, successful program completers will attend for two blocks, full year, for two years. Eight total credits will be awarded upon successful completion of the full two-year program. Students will earn one math credit and one career credit upon successful completion of the program
Industry Recognized Credentials (IRCS) – Advanced Integrated Manufacturing (as well as the other CTE programs) offers students opportunity to receive a number of Industry Recognized Credentials.
- Woodworkers Career Alliance (WAC)
- Game of Logging (Chainsaw Safety) Levels 1, 2, 3, and 4
- Welding (30 hours through White Mountains Community College)
- CPR/First Aid/AED
- NIMS Machine Level
- Conover Workplace Readiness
These real-world, adult level IRCS give many of our students a noticeable advantage when entering the workforce or college.
The following areas are emphasized
- Shop safety
- Machine/Tool use & safety
- Fabrication Equipment use & safety
- Fraction and ruler skills
Students will be graded on completed projects as well as in an efficient and craftsmen like matter. It is to be understood that the completed job must be at an industry standard that is to be determined by the instructor. Students are graded along the way to job completion and not just on the finished product. Task will be graded during the job process, which includes safety, material use, time management and problem solving ability. Students will be responsible to follow all class rules and class policy that are distributed at the beginning of the school year and reviewed with the instructor and students' parents. Everyone must recognize that a machine shop is much different than a classroom and proper attitude and safety must be maintained at all times.
PREREQUISITES: None, although Woodworking I is recommended prior to taking this course.
802-266-8910 ext. 44


Resources › For Educators Active Classroom Icebreakers Get Your Students on Their Feet, Moving and Energized Share Flipboard Email Print Chris Ryan / Getty Images For Educators Teaching Teaching Adult Learners An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Deb Peterson Education Expert B.A., English, St. Olaf College Deb Peterson is a writer and a learning and development consultant who has created corporate training programs for firms of all sizes. our editorial process Deb Peterson Updated October 10, 2019 An unresponsive classroom can be due by many things, but one common cause is bored students. When your students stop responding to you, get them up and moving with one of these active icebreaker activities and restore some blood flow. 01 of 10 2-Minute Mixer You may have heard of eight-minute dating, where 100 people meet for an evening full of eight-minute dates. They talk to one person for eight minutes and then move on to the next. This icebreaker is a two-minute version of the idea. Get your students up on their feet talking to each other and they'll be energized to participate better in class. 02 of 10 People Bingo Resource Collection People Bingo is one of the most popular ice breakers because it's so easy to customize for your particular group and situation. This collection includes how to play the game, how to make your own game cards and customize them, and several lists of ideas to get your creativity flowing. Hand out "bingo" cards with personality traits on them like "Doesn't like grreen beans" or other facts like "Has visited Washington, D.C." Each person then tries to meet someone to match a square and make a bingo row horizontally, vertically, or diagonally and be the first to yell, "Bingo!" 03 of 10 Beach Ball Buzz Have a little beach fun without leaving your classroom. Beach Ball Buzz can be as fun as you choose, depending upon the questions you write on the ball. Make them related to your topic or completely frivolous and fun. Use this icebreaker for test prep, too. Write questions on the beach ball, then toss it around the room. When someone catches it, they must answer the question under the section under their left thumb. 04 of 10 Brainstorm Race A brainstorm race is a great way to review topics you've already covered, and have some energizing fun in the process. Teams race to brainstorm and list as many items as they can in a certain amount of time—without speaking. (This works for test prep, too.) The team who lists the most things wins. 05 of 10 Feel-Good Stretches Stretching is one of the all-time best kinetic icebreakers or energizers you can do to get the juices flowing. It doesn’t take much, you don’t have to change clothes, and it just plain feels good. When the blahs set in, get your students up on their feet and lead them in a short round of stretches. 06 of 10 Photo Scavenger Hunt A picture is worth a thousand words, and this game is easily executed with the wealth of photographs everyone carries in their pockets or purses on their smartphones. The photo scavenger hunt is on! 07 of 10 Drum Jam A simple drum jam can be a fun and easy kinetic icebreaker or energizer to wake up your class. All you need is your hands on your desks. Start with a few rhythm exercises and let the jamming begin. 08 of 10 Where in the World? (Active Version) The more technology brings us together, the smaller the world becomes. Where in the world are your students from? Or, where in the world is your favorite place? Have students describe a place they are from or have visited while also making physical gestures to describe the activities that relate to the place. 09 of 10 Scarf Juggling Scarf juggling will get your class up, moving, and laughing. The cross-body movement also stimulates both sides of the brain, so when the exercise is over, your students will be ready to learn. 10 of 10 Rhythm Recap When it's time to recap what you've just taught, recap with rhythm. Remember the old game where you sat in a circle, slapped your knees, clapped your hands and snapped your fingers? Slap, slap, clap, clap, snap right, snap left.


Preschool Children (2-5 years)
Our Curriculum in the over two’s at WELC.
The New Zealand early childhood education curriculum, Te Whāriki, recognises the importance of children’s play as the vehicle by which children experience their environment and build knowledge. This early childhood curriculum document is what services across the country base their individual programmes on.
Here at The Westport early Learning Centre (WELC) we use the curriculum framework to provide a consistent programme that along with our centre philosophy is based on relationships which recognise, support and nurture the individual child as a learner who brings with them into the early childhood education setting their own wealth of experiences and knowledge from home, and their wider community.
engage with children, providing activities based on their emerging interests to
extend them further and open up a world of possibilities for their lifelong
learning journey. Our programme allows for
children to learn while having fun, providing opportunities for a balance of
spontaneous and planned learning experiences. We scaffold children to extend
themselves through open ended questions, modelling an activity, encouraging a
child to try a different approach, or directing them to another opportunity
until the child is ready to act alone.
Our transition to school programme (“Young Explorers”) helps support a smooth transition to primary school as a fun and positive experience, while learning essential skills that will support that next step in the journey.
Transition to School Program - The Young Explorers (from 4 years)
The children who settle into school easily are the ones who have attended some kind of quality preschool or kindy say new entrant teachers. Children who are confident and capable when they enter the school setting have a head start on children who have not previously experienced a more structured environment.
Everyone learns at different speeds and while adults think counting and spelling is a sign a child is ready for school, not all children are ready to learn this, before they begin school. Often the children have simply memorised letters and numbers. Experienced teachers at Westport Early Learning Centre know how to encourage and support each child’s learning.
Being familiar with routines, like mat time and knowing how to relate to others, negotiate and take turns so they can manage group work are other important skills pre-schoolers learn. Qualified and dedicated teachers support children in creative and critical thought processes all day. Teachers provide purposeful experiences that introduce children to early concepts of maths, science, art, reading and other curriculum areas.
Children who have learned how to think clearly and solve problems take these skills into the next phase of their education. They will have the courage and confidence to ask questions and expand their knowledge.
The Young Explorer program is delivered by our well experienced teachers and has received great feedback from local schools saying our children are turning up to school well prepared for learning.
Some of the learning opportunities the Young Explorer programme offers includes:
- Literacy skills
- Numeracy skills
- Understanding the world
- Creativity, arts and music
- Sharing and relating to others
- Physical and gross motor skills