What is object permanence and why is it important for your baby?
Object permanence is an important developmental milestone that your baby will go through and is just one of many development stages a baby will experience. Object permanence is the ability for a child to understand that things still exist even if they cannot see or hear them.
When an object, such as a favourite toy, is hidden from sight when playing with a young baby, they may get upset or seem confused and this is because they are too young at this stage to understand that the toy continues to exist even if it cannot be seen.
Between 2-3 months your baby will begin to recognise familiar faces and objects, and this will be the time that they may get upset and cry when their favourite toy is hidden out of sight or when mum or dad leaves the room (even for a quick toilet break). Separation anxiety is also a perfectly normal part of development that all babies will experience, but as they grasp the idea of object permanence this will also then help with separation anxiety in the long run.
Research suggests that a baby may begin to understand the concept of object permanence between 4 and 7 months old and will fully understand the concept by around 2 years of age. Once your baby begins to understand object permanence, then they will start to look for the hidden toy or hidden object, they may even try to get it back, attempt to follow you into another room or protest loudly to you as they know it still exists!
Here are a few simple activities and toys to support object permanence:
TAF TOYS NORTH POLE BALL DROP STACK TOY
The Taf Toys North Pole Ball Drop Stack toy is the perfect toy for encouraging your baby to understand object permanence. As your baby drops the ball through the cubes, they will begin to realise that it does not completely disappear but just drops out at the bottom. A fab toy for also supporting other areas of early development.
Babies love to play peekaboo for a reason - playing simple games like peekaboo is not only fun for your baby (and even toddlers), but it can also help develop your babyâs understanding of object permanence as well as supporting a wide range of developmental milestones. You can simply use your hands, a baby muslin, or even a hand puppet toy to play peekaboo style gamesâ¦ either way your little one is going to laugh with delight and eventually join playing.
Here are a few other ways that peekaboo will help your child developmentally:
- Supports cognitive development
- Encourages language and speech development
- Supports motor skill development
- Encourages social and emotional development
HIDE AND SEEK
A bit like peekaboo â your baby and your toddler will really enjoy hide and seek type games. Whether you hide a favourite toy under a cushion, or whether you hide behind a curtain, hide, and seek type games will help your baby get used to the idea that even though you might disappear behind that curtain â that you will soon reappear again.
Start off simple and make sure your baby can see where you hide their toy or that they can see you step behind the curtainâ¦ Eventually as your child gets bigger the game will become more progressive ending up with you searching around the house for your child who loves playing hide and seek!
CREATE YOUR OWN OBJECT PERMANACE BOX
Creating your own object permanence box is really simple! All you need is an empty cardboard box and a few balls.
Just cut a hole big enough on top of the box for your baby to drop a ball into it, you will also need another hole at the side where your baby can get the ball back out. It really is that simple and can be enjoyed by a baby either from the tummy time position, seated with support or who can confidently sit and support themselves.
Doing some of the above games and activities you will be able to figure out by how your baby reacts as to whether they are at the stage where they understand object permanence.
Thinking of having a go at your own object permanance box? Then why not join our friendly Facebook group and share your activity with our community.
*It is important to remember that all babies are unique and learn and develop in their own time. If at any point you are concerned about your childâs development, then please speak to your Health Visitor or Doctor.


ERIC Number: EJ1176405
Record Type: Journal
Publication Date: 2018-May
Abstractor: As Provided
The Value and Importance of Mindfulness for the Highly to Profoundly Gifted Child
Tolan, Stephanie S.
Gifted Education International, v34 n2 p193-202 May 2018
This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child's experience of life--the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use mindfulness techniques (Yunasa, a summer camp for highly gifted children, and the Holistic Life program in a public elementary school in Baltimore) are discussed. Mindfulness helps to bring all the pieces of gifted children into contact and congruity with each other and helps to make them more whole.
Descriptors: Academically Gifted, Metacognition, Perception, Summer Programs, Elementary Schools, Holistic Approach, Child Development, Individual Differences, Sleep, Student Needs, Relaxation Training, Stress Management, Coping, Urban Areas, At Risk Students
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Maryland (Baltimore)
Grant or Contract Numbers: N/A


Class 2 is an important year for students as they transition from the primary level to the intermediate level of education. The Central Board of Secondary Education (CBSE) is one of the most popular boards of education in India and offers a well-structured syllabus for Class 2 students. In this article, we will discuss the CBSE Class 2 syllabus in detail, including the subjects taught.
The CBSE Class 2 curriculum encompasses 3 key subjects: English, Math, and Hindi. To ensure a systematic approach to their childâs studies, parents can consult the subject-wise syllabus. This syllabus serves as a crucial reference, outlining priority topics and providing a framework for scheduling. By allocating equal time to each subject, strong foundational skills can be developed. In the section that follows, the CBSE Class 2 syllabus for all subjects is presented.
The CBSE Class 2 syllabus is designed to provide students with a strong foundation in core subjects like English, mathematics, and environmental science. The syllabus is carefully crafted to ensure that students are introduced to new concepts in a gradual and interactive manner. Additionally, the CBSE Class 2 syllabus also lays emphasis on the development of life skills, including communication, problem-solving, and critical thinking.
Frequently Asked Question (FAQ)
What are the subjects of Class 2 in CBSE?
There are main compulsory subjects are Mathematics, English, EVS and Hindi.
What is taught in class 2?
Class 2 in CBSE focuses on teaching students basic reading and writing skills in English and instilling the habit of reading.
What is the syllabus of Class 2 of English grammar?
The syllabus of Class 2 English grammar includes reading and writing exercises, grammar, vocabulary and comprehension.
What should Grade 2 students know?
Grade 2 students should know basic English skills such as reading, writing, and comprehension, and have a good understanding of basic grammar and vocabulary. They should also have knowledge of mathematical concepts, basic science and social studies concepts, and be able to express themselves effectively in English.


Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachersâ perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachersâ mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright of their publications.


Thereâs been a long-held belief in the US that English-only education is beneficial for all kind of students and that itâd help English-language learning (ELL) students adapt faster to American culture and life. However, what if a child cannot understand the teacher and is unable to learn?
Research shows that children who receive early education in their mother tongue tend to do better in the following years. (Thomas and Collier, 1997) Multilingual Education programs include a guided transition from learning in the mother tongue to learning in another language.
Why is multilingual education important?
It builds additional brain connections as children grow, it creates opportunities for their future and it helps communities get stronger. Idea Translations strongly believes children learning in a dual or multilingual education program will be better prepared for a hyper-digital-border-free world.
What are the challenges multilingual educators face?
There are many challenges involving content translated for multilingual education purposes. Below are the ones we believe are most relevant:
- Education content is unique. It must be adapted to grade level proficiency and cannot be treated as a simple translation. Subject matter expertise in education content is key to make sure the reading level matches studentsâ needs and the message is clear and understandable.
- Content to be used in the classroom is edited and updated often, typically every year. It is key to have a glossary of key terms and a translation memory in order to avoid duplicating costs and to accelerate time to market for new education content.
- Email or link exchange to download content can be unorganized and risky. Having a Translation Management Platform can keep your content organized, secure and accessible at your fingertips.
- Visual and audio content is crucial in education. However, some of these elements might not translate well. Make sure your team can tackle multimedia and complex formats in other languages.
âEmbracing linguistic diversity in education and literacy development is central to addressing these literacy challenges and to achieving the Sustainable Development Goals.â UNESCO
Last year, Idea translations became partners to Portland Public Schools, Stamford Public Schools, The Parent Project, Jackson Public Schools and Adams 12 Five Star Schools providing translation solutions. Investing in multilingual education ends saving up costs, since it makes it possible to gain strong conceptual and academic foundations in young students.
Research shows that investing in education raises education attainment and earnings, and reduces the likelihood of both poverty and incarceration in adulthood. If you donât know where to begin with, pass by Idea Translations, booth P3, at the Multilingual Education Fair in DC, January 25 where the education team can answer all your questions and provide guidance for your next multilingual education project.


The Early Years Foundation Stage (EYFS) Framework, sets out the standards for development, learning and care of children from birth to five.
Children at Willow Brook join our school the term after their third birthday and are welcomed into an enriched and engaging environment. The Early Years Foundation Stage curriculum is delivered by âlearning through playâ and our highly experienced staff offer the children an enabling and well-resourced environment. Children within the Early Years enjoy learning both inside and outside in all weather conditions.
At the beginning of the summer term our Nursery teacher prepares our children for Reception through the use of our phonics scheme Read, Write, Inc(https://www.ruthmiskin.com/programmes/phonics/). Children at Willow Brook Nursery are prepared for a smooth transition to Reception Class and this is greatly helped by the close working relationships within our Early Years Team. Children in our Reception Class continue to develop skills in all seven areas of the curriculum and enjoy taking part in daily Phonics sessions enabling their progression towards achieving the Early Learning Goals in the summer term.
The EYFS sets out the following seven areas of learning to be used for planning learning and development opportunities; all areas are important and inter-connected. They fall into two groups; The Prime and the Specific areas for learning.
The Prime Areas
These are recognised as essential areas for your childâs healthy development. They form an essential foundation for childrenâs future learning ability and are a key focus for Early Years learning.
â¢ Communication and language,
â¢ Physical development
â¢ Personal, social and emotional development.
The Specific Areas
As children consolidate skills in the Prime areas, they are able to develop knowledge and skills in these four specific areas.
â¢ Understanding the world
â¢ Expressive arts and design.
- Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Literacy Development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of different ways.


The music curricula and the pedagogical methods used in the United Kingdom and in Kenya share trends that are both common and diverse. In this article we present our comparisons of the Associate Board of the Royal Schools of Music (ABRSM) and the Kenyan music curriculum. We approach this comparative study using Ralph Tylerâs definition of curriculum as a theoretical framework. The paper evaluates how the two curricular are shaped by Tylerâs sociocentric model by addressing the following four question:(1) What are the roles of a music education curriculum in the United Kingdom and in Kenya?; (2) What factors influence a music curriculum selection in the United Kingdom and in Kenya?; (3) How is music education experienced in the United Kingdom and in Kenya?; and (4) How are the student learning outcomes in music education evaluated in the United Kingdom and in Kenya? We achieve this by juxtaposing the two curricula to examine the different concepts of curriculum content, pedagogy, assessment, and cultural milieus. The depth of our comparative study shows that the variability of the definitions of both education and curriculum have a direct impact on the music education curricula of the United Kingdom and of Kenya. Our conclusions show that there is a divergence and convergent of content and pedagogy between the ABRSM and the Kenya music curricular and that the student learning outcomes are achieved based on the overarching societal expectations and needs. The study finds the hegemonic Eurocentric definitions of education and curriculum tend to impact the music curricula from content and pedagogical purviews of both the United Kingdom and Kenya. We argue that because of this internationalization, the learnersâ musical experiences are enriched leading to improved academic quality, culturally oriented students, and globally informed music teachers.
Akombo, David O. and Akombo, Barbra A.
"Comparative Analysis of the Associate Board of the Royal Schools of Music of the United Kingdom and the African Music Curriculum of Kenya,"
Visions of Research in Music Education: Vol. 39, Article 5.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol39/iss1/5


DECEMBER 02, ON THIS DAY
Harmony is the analogy of contrary and similar elements of tone, of color, and of line, conditioned by the dominant key, and under the influence of a particular light, in gay, calm, or sad combinations.
One of the most important Post-Impressionist painters is Georges-Pierre Seurat. In order to reflect contemporary urban life, he established a structured, more monumental style of work, moving away from the Impressionist movement\âs seeming spontaneity and quickness. Seurat is mostly recognised as the creator of the Neo-Impressionist method known as Pointillism, or Divisionism, which is characterised by a surface covered in sparsely spaced-out colour dots or strokes. He had a keen interest in colour science. Georges Seurat discovered that by placing tiny dots of various colours adjacent to one another on his canvas, his eye would blend the colours for him instead of his having to do it! He believed that this aesthetic made his paintings look bolder and more vibrant. The French painter and draughtsman Georges Seurat was. His most renowned picture, Sunday Afternoon on the Island of La Grande Jatte, changed the course of modern art by launching Neo-impressionism.
Paris welcomed Georges Seurat on December 2, 1859. He began painting and drawing while he was young, but his formal art education didn\ât begin until 1875 when he joined the \âÃcole Municipale de Sculpture et Dessin\â under the instruction of the sculptor Justin Lequien. Together with his friend Edmond, Georges attended the Ecole des Beaux-Arts, also known as the School of Fine Arts, from 1878 to 1879. This was the same institution where nearly all of the most well-known artists in Europe received their training. Rembrandt and de Goya had a big impact on Georges\â artwork while he was a student at the Ecole.
Seurat created the most well-known pieces of his career in the 1880s, employing the principles of pointillism. The Artist\âs Mother (1883) and Portrait of Edmond-FranÃ§ois Aman-Jean (1883) were the first pieces from this time period. A Bath in AsniÃ¨res (1884), a painting by Seurat that was displayed at the Salon des IndÃ©pendants in the same year, depicted a scene of several young people taking bath in the Seine, a frequent theme in Impressionist paintings.
Two years later, he completed his most famous work, Sunday afternoon on the island of Grande Jatte (1886), which was shown at the IX Impressionist Exhibition, with works by Edgar Degas, Jean-Louis Forain, Paul Gauguin, Signac, and Pissarro, among others. This picture depicted a seasonal scene, people walking on the island of Grande Jatte. To complete this Seurat painting, he spent several hours studying and sketching, attempting to immortalise the setting and a great number of people who were wandering at the time.
In his painting Circus sideshow (1888), he depicted a circus performance while highlighting the location\âs enigmatic and slightly sinister mood. A short time later, he presented The Eiffel Tower (1889), a work in progress depicting the tower. El Chahut (1890), The Channel of Gravelines (1890), Petit Fort Philippe (1890), and El Circo were among the paintings that he displayed at the start of the 1890s (1891). Following the exhibition, the young painter\âs health deteriorated due to diphtheria, a condition that claimed his life on March 29, 1891, in Paris.
Seurat was attempting to achieve realism in his art through Pointillism, which led to criticism of the new style once the picture was displayed. Now, art historians and critics laud Seurat\âs method as a game-changer for post-impressionist art. Seurat thought that every artist has their own vision of art and that they should be allowed to express it in their paintings without fear of change. At one point, there was the rational and gentle Seurat, and at another, there was a scientist who was desperately trying to find ways to make art more logical.


EMERGING AMERICA HISTORY eNEWS Vol. 4, Issue 35 for October 4, 2017
- Disability History/Archives Consortium Newsletter #2.
- Confederate Flags and Monuments - Facing History - Blog post. Lesson on Contested History.
The Soldierâs Vision. 1862.
The National Association for Music Education published several primary source-based units online. Above item from Library of Congress collection of sheet music.
EVENTS @ EMERGING AMERICA - Info
Can I book an Accessing Inquiry workshop in my district? YES! Contact firstname.lastname@example.org.
- FULL! October 19 & Nov. 16 - Hudson High School - âAccessing Inquiry for Students with Disabilities through Primary Sourcesâ - 22.5 PDPs or 1 grad credit in History. REGISTER.
âAccessing Inquiryâ courses meet Mass license renewal requirements for 15-hours PD on students with disabilities or 15-hours PD on English Learners. Link to renewal regulations. Optional 1 Westfield State University grad credit in History available.
NEW RESOURCES AT THE LIBRARY OF CONGRESS
- TPS Teachers Network - Teachers with experience working with primary sources are welcome to join this network.
Featured this week:
- Resources for Native American history - through the novel The Absolutely True Diary of a Part Time Indian.
- Cool kid-friendly info-graphic showing types of inquiry!
- Share a TPS Network Album of photos on social media. (NEW!)
Library of Congress Teacher Blog http://blogs.loc.gov/teachers/
- Five Questions with Shelly NiTuama, Literature and Language Specialist at NEH.
- Banned Books - Textbook Burnings During WWI.
OTHER RECOMMENDED EVENTS - Across Massachusetts and the U.S.
- Oct. 12 - UMass Amherst - âThreats to Democracy and Dangers of Warâ - Conversation with historians: Medea Benjamin, Amer Ahmed, Mojgan Haji, and Christian Appy.
- Oct. 20 - Marlborough - MCSS Fall Conference. http://www.masscouncil.org
- Workshops on genocide, civics, crime scene investigation, economics, questions, & more!
- Workshop on Civic Engagement, Writing, and Primary Sources to share work with the National Writing Project!
- Oct. 26 - 7pm - American Antiquarian Society - Worcester - âMinutemen Revisitedâ - Robert A. Gross. http://www.americanantiquarian.org/
- Nov. 7 - 7pm - American Antiquarian Society - Worcester - âSecond Revolutions: Thomas Jefferson and Haitiâ - James Alexander Dun http://www.americanantiquarian.org/
- Nov. 5 - GIS Educators Day - Newport, Rhode Island - Northeast ARC Users Group.
- Nov. 16 - 7pm - American Antiquarian Society - Worcester - âWhat a Stench! The Civil Warâs Instant Citiesâ - Melanie Kiechle http://www.americanantiquarian.org/
- Briefing Paper: âThe Republic Is (Still) at Riskâand Civics Is Part of the Solutionâ
- Teaching after Terror - Las Vegas. Classroom strategies from California History-Social Science Project.
- History of the Pioneer Valley - course with Olvia Mausel - contact: email@example.com
- Tachau Teacher of the Year Award - Organization of American Historians - nominations due Dec. 1.
- Establish a sister city in Japan (looking toward 2020 Olympics!). Deadline Oct. 13.
- Service Project: JFK Library - Add photo of JFK school, street, etc. to interactive map.
- Summer Teaching Adventure in China. July 2018. SABEH.
- Supreme Court resources from Bill of Rights Institute. In Voices of History.
- Online learning from Holocaust. Echoes and Reflections.
- JFK Library - Profiles in Courage Student Essay Contest - Deadline Jan. 4.
- Timeline, music, and photos from American War in Vietnam. Companion to PBS series.
********************************** EmergingAmerica.org History eNews welcomes YOUR news & events. Published most Wednesdays; deadline Monday noon. Archived at http://EmergingAmerica.org/blog. - Reply to firstname.lastname@example.org to be removed from this list. Register for CES events. Teacher-created lessons, primary source sets, & assessments at: http://EmergingAmerica.org. Follow Emerging America on Twitter and Facebook.


How to Get Started With Arts-Integration
By Kathi R. Levin
October 2015, Volume 39, Issue 2
What practical approaches can principals and teacher leaders use to successfully integrate the arts into their elementary schools? These recommendations are the result of interviews with 32 national arts education leaders, each with 20 years of experience in arts education, including principals, superintendents, researchers, teaching artists, leaders in performing arts centers, education associations, advocacy coalitions, and funding agencies:
- Create a school culture and environment of support that values the arts, sets goals for building arts programs, and monitors progress. Consider appointing an arts leadership committee that includes individuals from within the school as well as from the community, including parents and community cultural leaders.
- Ensure access to resources for building quality arts education programs; do not accept the premise that the arts will be the first cut from the curriculum or budget. The value of school district leaders who support the arts is unquestionable. It is often the belief in the arts among individual school leaders that ensures programs are not only able to survive, but to grow over time. While some schools have reduced access to the arts, many schools and districts have expanded arts programs and have included the arts in school turnaround strategies.
- Provide shared professional development experiences for classroom teachers, arts educators, and teaching artists. Support integrating the arts into the identity and culture of the school through standards-based art integration within the curriculum and authentic arts assessment, ongoing collaboration, and a shared vision and investment in the school arts program. Consider the arts educators as the schoolâs chief creative officers, encouraging them to identify ways to infuse their work throughout the school.
- Connect the arts to overall educational goals by embedding arts learning throughout the curriculum. Include art integration with STEM/STEAM initiatives and other schoolwide efforts to support creativity and innovation among teachers and students.
- Develop content-rich partnerships with community cultural organizations. Expand resources and build communitywide understanding of, and support for, school arts programs.
Kathi R. Levin is a project consultant for the National Art Education Association.
Adapted from âLessons Learned,â in the September/October 2015 issue of Champion Creatively Alive Children, a special arts-themed supplement to Principal magazine sponsored by Crayola. Visit the latest Principal magazine arts supplement page to read more.
Copyright Â© 2015. National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESPâs reprint policy.


Research on the Important Role of Music Education in Colleges and Universities in the Inheritance of National Traditional Music Culture
Download as PDF
Nowadays, with the continuous development of China's exam-oriented education, it has gradually turned into quality education. Quality education has paid more attention to the comprehensive and healthy development of talents. Therefore, in the music education of colleges and universities, students are encouraged to fully demonstrate the status of the subject and inherit the music culture. It is very important and very important. How to give full play to the inheritance of national traditional music in the actual music education of colleges and universities under the quality education, this is a key and long-term task in the current music teaching of colleges and universities. The paper mainly focuses on the problems and deficiencies in the current college music teaching, proposes targeted and reasonable solutions and actively innovates the model, and urges students to truly love music, thus continuously inheriting the traditional music culture.
College music, music education, national music, cultural heritage


Maths is an important part of your childâs education and an essential life skill. Mathematics helps children to make sense of numbers, patterns and shapes and it also introduces kids to new concepts and ideas.
Parents can help to enhance their childâs maths skills by practicing at home. Many parents lack confidence in their own math skills, or worry that their teaching methods will be different to current school techniques; however what many parents donât realise is that they can simply apply maths to many everyday activities.
Read on for some great tips on how parents can teach their kids maths in fun and practical waysâ¦
An important part of helping your child to learn maths involves teaching them how they can apply numbers to everyday situations. This could include using money, playing games or working out measurements. Encouraging your child to practise maths in everyday life will greatly enhance their numeracy skills and help to make learning fun.
There are many educational books that provide maths exercises for your child to practice. However, this can feel very similar to learning at school. Instead they may find online resources more engaging and fun to do at home. Have a look for childrenâs math apps you can download onto a family tablet and see who can get the best score!
If your child is learning their time tables it can be helpful to buy an educational poster to display at home. Find a large poster that clearly displays the times tables from 1 to 12 and pop it up somewhere they will see it every day. Regular revision from this poster will aid their memorisation and their understanding of multiplication.
Cooking is another fun and engaging way for your child to develop their maths skills. They can practise weighing and measuring in grams and kilograms as well as learn how to read the scales and measure in litres and centilitres.
Board games are another great learning method for maths. Board games will often get kids doing maths without even realising it. For example, Snakes and Ladders and Monopoly are both great board games, which will help your child to practice various maths skills.
Finally, it is important for parents to demonstrate a positive attitude towards maths at all times. Many parents tell their children that they were âbad at mathsâ at school or that it was their âleast favourite subjectâ. However these comments can pass on a negative attitude towards maths and affect your childâs efforts.


Anthropologists, social psychologists, neuroscientists and social scientists debate the impact of things that affect personal beliefs. Although scientists do agree that intelligence, brain development, culture, education and experience affect the development of personal belief systems. Understanding how humans form beliefs helps businesses, agencies and schools deal with people as individuals and groups.
Attitudes, Opinions and Beliefs
People have general attitudes about a variety of general topics and then use this collection of attitudes to create a specific opinion about a narrow topic. The person then uses a group of opinions to shape firm values as part of a belief system. Attitudes include feelings, for example, about the best restaurant for specialty food or the best type of seasoning for poultry. People develop opinions about supporting political parties and selecting brands of cars based on a number of attitudes about voting and driving. Beliefs, however, include closely held values that rarely change such as the belief in a specific religion. People frequently change attitudes and occasionally opinions, but rarely do individuals change beliefs, according to therapist Steve Sisgold reporting in ''Psychology Today.''
Cultural and Home Influences
Parents, parenting practices and family culture help influence beliefs, including adopting a religion and child-rearing practices. The general culture of the family also affects personal beliefs, and the amount of early exposure to the culture shapes important values. Native cultures, including some Native American and Hawaiian people for example, teach children respect for the environment and this frequently influences personal beliefs about the use of natural resources, according to the Northern Arizona University Land Use History of the Colorado Plateau. Some cultures and people belonging to religious groups avoid the use of elements of modern medicine based on belief systems.
Education and Formal Training
Exposure to the beliefs of others and the amount and type of formal education influence belief development. Some societies avoid formal schooling in favor of family training. Families sometimes insist on sending children to special religious schools in place of attendance at public schools. These groups believe formal training and education shapes beliefs, and argue that instruction by people outside the family, culture or religion confuses children in shaping their beliefs. Some people refuse to send children to school and homeschool to ensure training and education meets family beliefs and values, according to Robert Kunzman of the Indiana University School of Education in a 2010 issue of the "International Electronic Journal of Elementary Education."
Experiences help shape personal beliefs, but scientists disagree on the importance of the real-life learning and the development of values or beliefs. Research done by neuroscience Joel Winston of the Wellcome Department of Imaging Neuroscience and psychologist Matthew Lieberman of the University of California, as reported in a 2005 "The Guardian" article, place learning experiences at the top of the list of influences that develop personal beliefs. Learning experiences, however, need not be personal to influence beliefs for many. People also use things that happen to family and friends and historical events as learning experiences to shape beliefs, according to the New South Wales Department of Education and Training.
- New South Wales Department of Education and Training: Personal Values, Belief and Attitudes
- Psychology Today: Life in a Body
- Northern Arizona University Land Use History of the Colorado Plateau -- Native Americans and the Environment: A Survey of Twentieth Century Issues with Particular Reference to Peoples of the Colorado Plateau and the Southwest
- University of Illinois at Chicago College of Medicine: Ethics in Clerkships
Lee Grayson has worked as a freelance writer since 2000. Her articles have appeared in publications for Oxford and Harvard University presses and research publishers, including Facts On File and ABC-CLIO. Grayson holds certificates from the University of California campuses at Irvine and San Diego.


This chapter examines the effects on music learning when music is implicated as a source of trauma. Drawing upon the author's personal experiences, this chapter describes how music may offer a means of ameliorating the impact of trauma despite being inextricable from the original traumatic event(s). While traumatic experiences may have profound, debilitating effects on their survivors, working through traumatic memory is not only possible but also may lead to life-altering transformations. Engaging in music may provide the impetus for post-traumatic growth that is not reliant upon directly addressing the traumatic experience. Surviving trauma in which music is implicated, both as the source and as a means of moving through it, suggests that music education as a discipline requires a deeper understanding of the ways in which musicking may offer opportunities for individuals to come to terms with their traumatic histories and thus move forward in their lives.


A skill you can't afford to overlook. Discover why SQL is important for learning data science and data analytics, and how it can benefit you in the job market.
The ability to analyse Data is one of the most in-demand skills in 2023. The number of Data Analyst vacancies in the UK have seen a 520% increase from 2019 to 2022 and Data Scientist, 209%. Even non-data employees will have heard the call for their teams to become more "data-driven."
It helps to have advanced data skills under your belt to help you understand large and complex sets of data. That's where SQL comes in.
SQL (Structured Query Language) is a tool that is widely used in data science and analytics. It allows you to manage and query databases, to help you find the right data for more impactful decisions. SQL allows you to manipulate data, extract insights and knowledge, and automate data-related tasks, so whichever data path you choose to take, it's a crucial tool for your day-to-day work.
Here are 5 reasons why:
It's a fundamental skill: SQL is one of the foundational skills in data science and data analytics. Imagine being able to navigate large datasets, extract insights, and automate repetitive tasks. Without SQL, you would struggle to perform even the most basic data-related tasks.
It's easy to learn: One of the more simple languages, SQL is intuitive, meaning you can start writing queries with just a few lines of code.
It's widely used: SQL is used by many of the world's largest companies, including Google, Facebook, and Amazon. If you're looking to work in data science or data analytics, it's almost certain that you'll encounter SQL daily.
It's versatile: SQL can be used in various data-related tasks, from data manipulation to data aggregation to data visualization.
It's in demand: SQL is one of the most in-demand skills in data science and data analytics. According to job market analytics, SQL is among the top 10 most in-demand skills in data science.
Along with other tools and skills, it's helpful to have SQL under your belt. It's a fundamental skill that's relatively easy to learn, widely used, versatile, and in high demand. So, if you're interested in working in data science or data analytics, take the time to learn SQL. It will pay off in the long run by giving you a competitive edge in the job market.
If you're curious about exploring SQL, take a look at our freeOnline Data Workshop and discover SQL at your own pace.


Unlock the Educational Potential of Personalized Alphabet Books
The world of children's books has evolved over the years, with personalized alphabet books taking center stage as a powerful educational tool. Combining the magic of storytelling with the excitement of seeing one's own name and likeness in a book, personalized alphabet books offer a unique and engaging learning experience. In this blog post, we'll explore the educational benefits of personalized alphabet books and how they can help your child develop essential early literacy skills.
The Power of Personalization:
One of the most significant advantages of personalized alphabet books is the personalization aspect. By featuring your child's name, gender, ethnicity, and hair color, these books create a strong connection between your child and the story. This connection encourages children to engage more deeply with the narrative, enhancing their overall learning experience.
Developing Early Literacy Skills:
Personalized alphabet books play a critical role in promoting early literacy skills. As your child reads through the book, they become familiar with the alphabet, letter sounds, and basic phonics. These foundational skills set the stage for future reading success, as children who master the alphabet early on are more likely to excel in reading and writing later in life.
Boosting Vocabulary and Comprehension:
Children who read personalized alphabet books are exposed to a variety of new words, animals, and objects. This exposure helps to expand their vocabulary, foster comprehension skills, and develop their understanding of different concepts. As children read through the book, they encounter various scenarios that spark their curiosity and enhance their critical thinking abilities.
Nurturing a Love for Reading:
One of the most significant benefits of personalized alphabet books is their ability to nurture a love for reading. By making reading a fun, interactive, and meaningful experience, these books encourage children to develop a lifelong passion for literature. This passion is essential, as children who love to read are more likely to pursue higher levels of education and achieve greater academic success.
Inclusive Learning Experience:
The customization options in personalized alphabet books make them an inclusive learning tool. By allowing children to see themselves represented in the story, regardless of their gender, ethnicity, or hair color, these books promote a sense of belonging and self-confidence. This inclusive approach helps children feel valued and respected, contributing to a positive learning experience.
Personalized alphabet books offer a wealth of educational benefits for children, from developing early literacy skills to fostering a love for reading. By making learning interactive and fun, these books provide an excellent foundation for your child's future academic success. Visit First Time Books to explore our selection of personalized alphabet books and embark on a magical, educational journey with your child today!
Click here and create yours today. https://firsttimebooks.com/products/personalized-abc-book


It is no secret that most children love music. More often than not, you would find young children happily singing along to rhymes or dancing to catchy tunes. The pleasure and enjoyment children get from music is evident.
Enjoyment aside, did you know that music plays a significant role in early childhood development? Indeed, there are numerous benefits of musical experiences in childhood. In this article, we discuss some of the many reasons why music is just as important as academics in your childâs development.
Music and the brain
You would have likely heard of the âMozart Effectâ at some point in your life, especially if you are a parent of a young child. Over the years, there have been multiple studies conducted that have found music to have the power to enhance learning or improve an individualâs intelligence.
In a highly competitive society like Singapore, it is common for parents to focus on their childrenâs academic progress over hobbies such as music or art. However, musical experiences actually have the ability to accelerate a childâs brain development, particularly in their memory and language acquisition skills.
The repetitive patterns and rhythms within a song or tune help children retain information much more effectively. According to studies, learning to unscramble musical notes and tones from a young age allows children to develop an organisation system in their brains in order to memorise the music. Moreover, exceptional musical ability comes with an increased aptitude for language acquisition due to the ability to process and reproduce certain words or sounds.
Builds social and emotional skills
Besides improvements to a childâs cognitive functioning and academic performance, the simple act of making music can nurture essential social and emotional skills. Multiple research has found that pre-schoolers who engage in musical activities display higher levels of cooperation, empathy, leadership skills and overall socio-emotional intelligence.
When practising music in a group setting, the synchronised movements and sounds of a typical musical performance create a sense of collaboration and connectedness. However, that is not to say that children who participate in private music classes do not develop the skills to be active team players as well. Generally, children who regularly practise music, no matter if this is in the form of singing, dancing, or playing an instrument, tend to be able to communicate themselves better with their peers. This would allow them to learn to engage in positive social interactions and build meaningful connections with their peers from a young age.
The âidealâ age to start
Of course, there is no right or wrong when it comes to the age that one should begin music education â after all, as the saying goes, it is never too early or late to start. The typically recommended age range for starting to learn a musical instrument is usually between the ages of 4 and 7, as this would be the age range where children are able to understand the basics of music.
In summary, music certainly plays an essential role in a childâs interpersonal and cognitive development. Thus, it would be worthwhile to enrol your child in a music class, especially when they are around the ages of 4 to 7.
Drumming is an activity that not only allows children to reap the benefits of music education but it is also incredibly fun and engaging. If you are looking for a reputable drum school in Singapore, Drum Tutor has got your back. Our drum classes for kids are tailored specifically to pre-schoolers. Children would be able to learn basic rhythms, grooves and techniques through our Ankle Biter course, which is designed for children aged 4 to 6 years old. Our drum tutors would be able to guide your child in mastering proper drumming techniques, all whilst having fun! Whatâs more, we offer a complimentary trial lesson of 15-minutes and promise only drum lessons of the highest quality.
Whatâs stopping you from joining your kids? We have beginner drum lessons for adults as well, so you can join in on the fun and bond with your kids over a common interest.
If this is something that you are interested in, contact us today.


In today's digital world, the value of data has soared to unprecedented heights. Analytics, once a niche discipline, has grown into a multifaceted industry, spanning across nearly every sector, from business to healthcare, government to non-profit organizations. According to a recent report by the U.S. Bureau of Labor Statistics, the job market for data analysts is projected to grow by 19% from 2020 to 2028, much faster than the average for all occupations. Along with the burgeoning job market, the financial incentives are also impressive; a Payscale report from 2023 shows the median starting salary for data analysts at approximately $61,000, highlighting the significant earning potential in this field.
Within this environment, an unexpected cohort has emerged as remarkably successful in such positions: students with a background in social science.There are five key reasons why these individuals, grounded in disciplines like sociology, anthropology, political science, and psychology, often prove to be excellent analysts.
1. Social science students are steeped in the practice of critical thinking.
Most undergraduate studies challenge them to evaluate various perspectives, formulate cogent arguments, and detect logical inconsistencies. In the analytics industry, these skills are indispensable. Critical thinking enables analysts to scrutinize data, identify patterns, and draw accurate conclusions.
2. A solid foundation in both qualitative and quantitative research methods.
Students learn how to collect and analyze data, develop and test hypotheses, and communicate their findings effectively. These research skills align seamlessly with the tasks an analyst undertakes regularly, making it for social science students easier to enter the job market.
3. A deep understanding of human behavior.
Their coursework delves into the complexities of human actions, social dynamics, and cultural variations, offering invaluable insights when analyzing consumer behavior or societal trends. In many analytic fields, such as market analysis or user experience research, such understanding translates into a significant competitive advantage.
4. Social science education fosters refined communication skills.
Through writing essays, giving presentations, and collaborating on group projects, students learn to articulate their ideas clearly and persuasively. Effective communication is essential for analysts, who must convey complex data findings to stakeholders in an understandable and actionable manner.
5. High ethical awareness.
Social science courses often engage students in robust discussions around ethical considerations, particularly in research. This sensitivity to ethical issues cultivates responsible analysts who consider the broader impacts and implications of their work.
However, while social science students possess many of the underlying skills necessary for an analyst role, they still require practical training in specific data analytics tools and software. This is where institutions such as Turing College can step in. Turing College is an innovative learning institution that provides hands-on, project-based training in data science and analytics. The curriculum there equips students with practical knowledge in key analytics tools such as Python, SQL, and Tableau, bridging the gap between academic theory and industry practice.
ð±ð¹ If youâre a resident of Lithuania, you can use Lithuanian Employment service funding to cover 100% of tuition fees at Turing College for upcoming programs in 2023 fall. Learn more here.
By engaging in such targeted training post-university, social science graduates can further enhance their qualifications, ensuring they have not only the foundational skills of a great analyst, but also the technical abilities that are increasingly in demand in today's data-driven job market. Learn about Turing Collegeâs Data Analytics course more here.
The growth of the analytics industry presents exciting opportunities for many, and social science students, in particular, are well-poised to thrive. Their ability to think critically, conduct research, understand human behavior, communicate effectively and uphold ethical standards makes them highly valuable in the analytics arena. Despite their seemingly unrelated field of study, social science students may well be the analysts of the future.


PRT is an abbreviation used for Primary Teacher. A Primary Teacher, also known as an Elementary Teacher, educates students at the primary level (from classes 1 to 5). If an individual wishes to become a primary teacher, they must have a diploma in Elementary Education (D.El.Ed). D.El.Ed. is a 2-year diploma course with a choice between full-time classroom training and distance learning.
Understand and digitize school operations with Teachmint and its features like the performance management for efficient school management.
This two-year diploma course is divided into four semesters and helps learn more about the significance of establishing the right foundation for a childâs education. With the help of this course, candidates will be provided with the adequate knowledge and skills needed to help a kid enter the massive world of knowledge through easy baby steps.
Read the evaluation methodologies and outcomes. Also, read everything about the hybrid learning.
Various private and government institutions across the country offer a Diploma degree in Elementary Education. One of the leading institutes providing this course is The National Institute of Open Schooling (NIOS). It offers a two-year Diploma with an advanced curriculum in Elementary Education Programme. Students can get into the D.El.Ed. program through an entrance examination for which a candidate must be a 12th pass or equivalent with a minimum of 50 percent marks in aggregate.
Suggested Books For Preparation:
- GA/GS: General Studies by Disha Publication
- Reasoning: Test of Reasoning by Arihant Publication
- Mathematics: Quantitative Aptitude by R S Aggarwal
- English Language: Easy to Learn General English by Aggarwal, Objective General English by S P Bakshi, and Plinth to Paramount by Neetu Singh.
- Hindi Language: Samanya Hindi by Aditya Publication
- Pedagogy: NCERT Psychology (XI & XII) by NCERT, Education Psychology & Pedagogy by Kiran Publication, Child Pedagogy by Aggarwal, Child Development & Pedagogy for CTET & STET (Paper 1 & 2) 2nd Edition by Disha Publications, and Teaching Aptitude & Teaching Attitude by RPH Editorial Board
Preparation Tips for PRT:
- The Pedagogy portion should be given a lot of attention because it accounts for 50% of the weightage in the PRT and TGT exams and 66 percent in the PGT exam.
- Given that you study for 7-8 hours on a daily basis, you can stick to a regular schedule to finish your preparation well before the upcoming DSSSB exam in 2022.
- Candidates must practice consistently and take online mock examinations in order to complete all of the questions in a shorter amount of time.
- Candidates must solve all previous yearâs papers relevant to the exam to identify their weaknesses.
- Candidates who are weak in the GA/GS portion might begin their current affairs preparation by reading the newspaper.
A timetable places proper attention in proper locations, at proper times, and in proper attire. It saves time and energy because the timetable lays down exactly what needs to be done at any given time. As a result, a PRT timetable will direct attention to the appropriate portion at the appropriate time.
|Pedagogy||6:00 AM to 9:00 AM (3 Hours)|
|General Studies||9:15 AM to 10:15 AM(1 Hour)|
|Reading News Papers||10:15 to 10:30 (15 Minutes)|
|Solving Reasoning Questions||4:00 PM to 5:00 PM (1 Hour)|
|Solving Mathematics Questions||5:00 PM to 6:00 PM(1 Hour)|
|English & Hindi Language||6:15 PM to 7:15 PM (1 Hour)|
Finish your study in the evening by reviewing all of the topics you covered during the day. You can also adjust the amount of time you devote to any of these topics based on your skills and weaknesses.
One can pass the PRT exam with ease if one prepares on time and puts in consistent effort. We hope this article provided you with some insight into the beneficial books and PRT timetable required for better preparation. All the best!
Know more about LMS and how it can help in seamless school operations management.


5-Day Lesson Plan
âThe sun wentâ¦
and Baboon made a nest in a tree.â
So begins this lively shared reading book that is certain to become a class favorite!
Student engagement is a hallmark of JillE Literacy. This book, written specifically for whole-class shared reading, features rhythmical, rhyming language that gets children participating, along with a humorous and engaging story that gets them thinking, talking, and learning.
A five-day lesson plan and teaching panels built into the book help teachers take advantage of every opportunity to support comprehension, vocabulary, fluency, phonemic awareness, phonics skills, and social-emotional learning by focusing on a different literacy strand each day.
No more guesswork about where to pause the reading or which words or skills to call out and when. All the planning is done and right there on the page for easy reference â your guide on the side.
Foundational skills instruction is built into the teaching panels, which in this Grade K book includes phonological and phonemic awareness, letter-sound correspondences, initial sounds, initial blends, and concepts of print.
Every shared reading book in JillE Literacy also features built-in opportunities for social-emotional learning, with storylines that help children recognize and build key social and emotional competencies.
Comprehension and social-emotional learning are authentically embedded in the text, helping children build higher-order thinking skills through rich, text-based discussions.
Baboonâs Nest is part of the Grade K Whole-Class Resources kit but can be enjoyed by children and teachers of all ages!
To see this whole-class shared reading lesson in action, check out the video Jill Eggleton on Shared Reading.
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Request a quote today and see how we can help you.


Remember When You Go Into the World Art
Remember When You Go Into the World of Art
Art has always been a powerful form of expression and a way to connect with others on a deep emotional level. Whether you are an artist or an art enthusiast, stepping into the world of art can be a transformative experience. Here are some things to keep in mind as you embark on this creative journey.
1. Embrace your uniqueness: Art is all about expressing your individuality and perspective. Donât be afraid to let your personality shine through your work.
2. Experiment with different mediums: There are countless mediums to explore, from painting and drawing to sculpture and photography. Try different techniques to find what resonates with you the most.
3. Take inspiration from others: Surround yourself with art and seek inspiration from other artists. Visit museums, galleries, and exhibitions to broaden your horizons and learn from the masters.
4. Donât be afraid to make mistakes: Mistakes are an essential part of the learning process. Embrace them and use them as opportunities to grow and improve your skills.
5. Practice regularly: Like any other skill, art requires practice. Set aside dedicated time for creating art and make it a habit. Consistency is key to honing your craft.
6. Seek feedback and critique: Share your work with others and invite constructive criticism. This will help you gain valuable insights and perspectives that can push your art to new heights.
7. Develop your own style: While itâs important to learn from others, aim to develop your own unique style. Experiment with different techniques and mediums, and let your personal voice come through in your art.
8. Connect with fellow artists: Building a network of like-minded individuals can be immensely beneficial. Attend art workshops, join art communities, and engage with fellow artists to share ideas and experiences.
9. Stay open-minded: Art is constantly evolving, and trends come and go. Stay open to new ideas and be willing to adapt and grow as an artist.
10. Use art as a form of self-expression: Art has the power to communicate emotions and stories that may be difficult to express through words alone. Use your art to share your thoughts, experiences, and perspectives with the world.
11. Enjoy the process: Creating art should be a joyful and fulfilling experience. Remember to have fun and enjoy the journey, rather than solely focusing on the end result.
1. How do I overcome artistâs block?
Artistâs block is a common challenge. Try exploring new subjects, experimenting with different mediums, or taking a break and seeking inspiration from other art forms.
2. How do I find my artistic voice?
Finding your artistic voice takes time and experimentation. Keep creating, exploring different styles, and reflecting on what resonates with you the most.
3. How can I improve my drawing skills?
Practice regularly, study the fundamentals, and seek feedback from others. Joining art classes or workshops can also provide structured learning opportunities.
4. How do I know if my art is good enough?
Art is subjective, and what matters most is your personal satisfaction. Focus on growth and improvement rather than seeking validation from others.
5. Can I make a living as an artist?
While it can be challenging, many artists have successful careers. Consider diversifying your income streams, such as selling artworks, teaching, or freelancing.
6. How do I price my artwork?
Research the market, consider factors like size, medium, and complexity, and seek advice from experienced artists or galleries.
7. How important is formal art education?
Formal art education can provide a solid foundation, but it is not essential for success. Many artists are self-taught or have pursued alternative learning paths.
8. How do I find inspiration?
Inspiration can come from anywhere â nature, books, music, or personal experiences. Stay curious, explore different avenues, and keep a sketchbook to capture ideas.
9. How do I deal with criticism?
Remember that criticism is an opportunity for growth. Stay open-minded, separate constructive feedback from personal attacks, and use it to improve your craft.
10. What if I feel insecure about sharing my art?
Sharing your art can feel vulnerable, but remember that art is meant to be seen and experienced. Start by sharing with a supportive community or trusted friends and gradually expand your audience.
11. How do I balance creativity with commercial viability?
Finding a balance between creative expression and commercial viability is a personal journey. Experiment with different approaches and find what aligns with your artistic goals and values.


Phonological awareness is a vital piece of literacy development in young children. It occurs along a continuum on which skills develop in stages. This progression begins with skills like word and sentence awareness, then moves into more specific parts of words like syllables and rhyming. Eventually, phonemic awareness skills begin to develop, and words are broken into individual sounds. Understanding the importance of phonological awareness can greatly support childrenâs language acquisition and reading abilities.
It can seem like a daunting task, however, when you are beginning to teach phonological awareness in kindergarten. From the planning and pacing to the gathering of materials and activities, a lot of time can be spent prepping meaningful lessons. Thatâs why Iâve created a comprehensive resource that takes care of all of that for you. Read on to learn about four early phonological awareness skills you should teach, then see how I can help you get started!
Emergent Phonological Skills: Word Awareness
Word awareness refers to a childâs ability to recognize and manipulate whole words in spoken language. It forms the building block for vocabulary growth and comprehension. By engaging in activities that promote word awareness, such as repeating sentences and counting words in sentences, kindergarteners strengthen their understanding of the structure and meaning of words. This skill will not only aid in decoding unfamiliar words during reading but will also foster oral language fluency and expressive communication.
Breaking Down Words: Syllables
The ability to recognize and manipulate syllables is another crucial aspect of phonological awareness. Breaking words down into syllables helps children identify patterns and rhythm within language. Using specific activities that include segmenting and blending syllables, kindergarteners develop phonemic segmentation skills which can enhance their ability to decode and spell words accurately. Syllable awareness lays the foundation for word blending, allowing children to easily combine syllables to form words.
Breaking Down Words: Rhyming
Rhyming, the ability to identify and produce words that share similar ending sounds, plays a vital role in phonological awareness development. Kindergarteners who can recognize rhyming patterns demonstrate a heightened sensitivity to the sounds within words. Rhyming activities, such as identifying words that donât belong or creating new words with the same rime, can set children up for the next skill in the phonological awareness continuum: phonemic awareness. This skill bridges the gap between oral language and reading, promoting phonics skills and aiding in the recognition of word families.
Early Phonemic Awareness: Initial Sounds
The ability to identify and manipulate initial sounds in words is a fundamental phonological awareness skill. Recognizing the first sound of a word helps children understand the alphabetic principle and build phonemic awareness. Engaging in activities like sorting objects by their initial sounds encourages kindergarteners to focus on the distinct sounds within words. As they develop this skill, children gain the ability to manipulate initial sounds, enabling them to eventually blend and segment sounds in spoken and written language, which is essential for reading and writing.
Phonological awareness forms the foundation of early literacy skills in kindergarten. By nurturing word awareness, syllables, rhyming, and phonemic awareness, we can provide children with the tools to decode words, develop vocabulary, and comprehend written language which paves the way for successful reading and language development.
How to Teach Phonological Awareness with Ease
Small group instruction is a powerful way to provide targeted, differentiated support for your students. When teaching such a broad skill like phonological awareness in kindergarten, itâs helpful to break instruction into smaller chunks and to deliver it to smaller groups of children. Having a resource that combines all of these early phonological awareness skills with simple yet effective lessons, engaging activities, fun games, and assessments is key!
Iâve created this resource to give teachers back their time and to make teaching phonological awareness in kindergarten straight-forward and simple. Using my Phonological Awareness Small Group Lessons: Set 1, you can have everything you need prepped and ready to go as soon as youâre ready to start small groups. Some highlights of this resource include:
- 40 lessons that are clearly planned and engaging
- 160 skill cards to support the skills taught during the warm up
- 8 games to reinforce skills that can be played again and again
- 8 assessments to be given as pre- and post-data points with checklists
- An If/Then menu for even more targeted support
- Clear instructions and tips for teaching and organization
This resource is classroom-proven and has supported multiple kindergarten students with their phonological awareness skill growth! It has also been used for intervention in both first and second grades for students who need more support in these skills. I know it will make a difference in your studentsâ growth. Letâs take away the daunting nature of teaching phonological awareness in kindergarten and make it part of your instructional routine!
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The Importance of Well-Rounded Education: Reading, Writing, Arithmetic, and Drawing
Indian students have high demand in job industry abroad because their education compromises of 4 important things namely Reading, Writing, Arithmetic and Drawing. it is important to note that education systems and priorities may vary across different countries and cultures.
Reading: Reading is a fundamental skill that enhances knowledge, language proficiency, and critical thinking. It helps individuals explore different perspectives, develop empathy, and expand their horizons. While traditional book reading is still valuable, the digital age has brought new mediums for reading, such as e-books and online articles. The key is to encourage a habit of regular reading, regardless of the format, to foster continuous learning and intellectual growth.
Writing: Writing is an essential means of communication and self-expression. It enables individuals to articulate their thoughts, ideas, and emotions effectively. While typing on mobile devices has become prevalent due to its convenience, it is crucial to balance it with traditional writing skills. Practicing handwriting can improve fine motor skills and cognitive development. Additionally, writing helps develop creativity, critical thinking, and organizational abilities.
Arithmetic: Arithmetic, which encompasses basic mathematical operations, is essential for problem-solving, logical reasoning, and quantitative analysis. While calculators are widely available and often used for complex calculations, it is still important for students to develop a strong foundation in mental math and basic arithmetic. This helps in understanding mathematical concepts and promotes numeracy skills, which are valuable in various fields and everyday life.
Drawing: Drawing is a form of visual expression that promotes creativity, observation, and spatial understanding. It aids in developing fine motor skills, hand-eye coordination, and attention to detail. While not everyone may pursue art as a career, drawing can still be a valuable skill for various professions. Encouraging students to engage in regular drawing activities, be it sketching, doodling, or painting, can enhance their cognitive abilities and provide an outlet for self-expression.
Incorporating these activities into daily life, even for just five minutes a day, can indeed have positive impacts on an individual's overall well-being and personal development. However, it is important to recognize that education extends beyond these four activities. A holistic approach to education should also include subjects like science, social sciences, languages, physical education, and practical skills, among others.
Furthermore, education systems are evolving to incorporate digital literacy, critical thinking, problem-solving, collaboration, and adaptability to prepare students for the rapidly changing job market and technological advancements. Therefore, while emphasizing the importance of traditional skills, it is also necessary to equip students with the necessary skills to navigate the digital world and thrive in the modern workforce.


Phonics Hero at Early Learning Centres, Preschools and Nurseries
Every early years teacher knows the importance of a solid foundation in phonemic awareness and phonics. Phonics Hero gives educators fun and child-approved resources to support their phonics teaching and to make the transition into the primary school literacy curriculum all the easier!
How Phonics Hero Supports Early Learning:
- Supports Foundational Learning and aids in early intervention and detection of children who may struggle with literacy later on
- Helps others âget an early jumpâ into the primary school curriculum
- Enables a collaborative approach to literacy learning between centres and families, with reporting visible for both educators and parents
- Assists with programming
- Assists with transition to school as a part of a school readiness program
- Offers unlimited sessions
- Letters (graphemes) and sounds (phonemes) are introduced to children in a fun, play based environment, so children learn through interactive play.
What Phonics Hero Practises:
- Knowledge of all 44 phonemes
- Blending of simple words
- Spelling of these words
- Camera/tricky words
- Basic reading of sentences
Our games can be used by Educators for group based learning activities on the Interactive Whiteboard or individually on iPads, Android tablets or desktops.
With Phonics Hero, our educators have been able to help a child who has had some learning difficulties and seen great improvement in their letter recognition. So much so, he is now blending sounds and starting to read. It really is learning through play.
Mariella, Centre Director, Australia
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By Leah Bueso
Civic Engagement Research Group, University of California, Riverside
âDisability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.â
- Individuals with Disabilities Education Act of 2004
The first time I read Congressâs statement above, I couldnât help but wonder whether my vision for what it means to âparticipate in or contribute to societyâ was anywhere close to that of our legislature. At the time, I was a special education teacher in New York City and most of my job felt like a race to boost studentsâ standardized test scores in reading and math. In fact, my students were routinely pulled from ânonessential classesâ like social studies and science to receive their specialized and related services.
To be sure, it is essential that all students are provided with opportunities to learn to read, write, count, and compute. These are foundational skills necessary for the pursuit of further education, employment, and independent living. But students with disabilities also deserve to be prepared to participate in our democratic society. Indeed, any meaningful commitment to respecting students with disabilities as competent, contributing citizens requires preparing them to advocate for themselves and for others as fully as possible, which in turn requires high-quality civic learning opportunities in our schools.
Unfortunately, very little is known about the high-quality civic learning opportunities provided to students with disabilities. While numerous studies have documented the benefits of high-quality civic learning for youth in general, we know these benefits are not equally distributed among student groups. White students, economically advantaged students, and students in higher tracked classes are the most likely to participate in high-quality civic learning opportunities, whereas students with disabilities are largely absent from such research and policy discussions.
To address this gap, I conducted a study that explored the current landscape of civic education for students with disabilities by examining the extent to which they receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities. Drawing on more than 48,000 survey responses from high school students in Chicago Public Schools, this appears to be the first large-scale empirical study to examine these indicators for students with disabilities.
Based on a long history of marginalization in schools and a relative absence from the civic education literature, I would not have been surprised to find that students with disabilities were exposed to fewer civic learning opportunities and less likely to engage civically within their communities compared with students without disabilities across the board. But the results of this study turned out to be much more nuanced. On the one hand, students with disabilities were less likely to participate in discussions about controversial issues and the credibility of online information in their classes, but on the other hand they were more likely to participate in service projects and engage politically online. And, perhaps consequently, students with disabilities were found to be less interested in following local and national issues, but more likely to volunteer in their communities.
The clear distinction between students with disabilitiesâ exposure to discussion-versus service-based civic learning opportunities raised a number of red flags and took me straight back to my teaching days in New York City. Why is it that we better facilitate some learning opportunities for students with disabilities, but not others? Do we value the civic contributions of students with disabilities differently than students without disabilities? Do educators maintain deficit models of thinking about the abilities of students with disabilities to contribute in schools and society?
If we facilitate opportunities for students with disabilities to serve and volunteer, but not to discuss and deliberate, we are not developing full civic actors. Although community service is certainly a noble and worthwhile experience for anyone to take part in, it only represents one dimension of democratic activity. Inclusive class discussions, on the other hand, can provide all students, but especially students with disabilities, with critical opportunities to engage with issues, share their thoughts and ideas, and have their opinions matter. In this way, making the space for students with disabilities to become thoughtful actors in a democratic society, rather than just actors, better supports the true purpose of civic education.
As I continue my research in this area, I hope to expand our understanding of which students are included in civic education and in what ways because these efforts communicate important lessons about who is a valued member of âwe the peopleâ and the school community. Indeed, my vision for what it means for students with disabilities to âparticipate in or contribute to societyâ relies on it.
Read the full study, Civic Equity for Students with Disabilities, in Teachers College Record. (2022).


Teach Anything Extra Credit Project, Globalization and Art Education, U.F.
Since Akira Yoshizawa brought origami to the United States in the 1950's, the art form from Asia has become increasingly more creative and complex. Artists, scientists and engineers have have since used origami to explore and create. Origami principles are used in the aerospace and automotive industries among others. Origami relates to mathematics and many was as well. It is a transformative art form and not only in the paper used to create simple or elaborate models as origami offers the power of transformation in the way we as creators and appreciators see the world around us. I chose this art form in an effort to help the late Yoshizawa and his efforts in introducing others to the wonders of paper folding, young and old, near and far.


What coding is, how it can be playfully made a topic in elementary education and what learning opportunities it offers. It is almost like a Math class for teenagers now.
In kindergarten, of course, itâs not about teaching children how to program using programming language or source code. Instead, it is about the playful promotion of skills that are not only necessary in coding but also in everyday life:
Learning by doing
Orientation and structuring competence: systems of order are built up, ability to classify, seriation. Recording of spatial position, shapes and proportions are essential there.
- Understanding symbols develops as a prerequisite for writing and arithmetic
- Forward-looking and networked thinking
- Creative competence: own ideas are developed and tried out
- Problem-solving skills and finding your innovative solutions
- Media literacy: first experience with robots, handling computers
- Linguistic and communicative competence: getting to know new terms and acquiring language understanding
- Emotional competence: Conscious experience
- Social competence: the ability to work in a team, be considerate, ability to criticize
What is coding?
Coding or programming means giving commands to the computer or robot by entering a code and creating games, programs, or websites or controlling robots. Learning AP Calculus or Python will be important in these cases.
The code consists of characters and symbols that represent specific commands. The code can look and be entered very differently: from effortless typing of control keys (e.g. Bee-Bot) to complicated programming languages.
Children mostly know the computer or tablet as a device for playing digital games, programs and apps and surfing the Internet. The medium is primarily used for entertainment or information gathering. The content is only recorded, not created by the user. On the other hand, programming means becoming a creative designer of media products and thus also your environment. Those who can program become active themselves, can develop new things and implement their ideas. It is also becoming more and more important in everyday life because those who have at least a basic knowledge of coding not only have better opportunities in the job market later but can also move through our (media) world and actively shape it.


The motivations and objectives of ISNâs Art Program are as diverse as our clientele.
Art teachers and staff work together with individuals to create arts and crafts projects. These projects are a way of engaging the individuals in the expressive and physical exploration of themselves and their relationship with the world.
Each project takes into consideration the individualâs capabilities and skill levels, while at the same time asking them to extend themselves and to try new and challenging projects.
Goals, Benefits and Objectives:
- Increasing self esteem
- Motor skill development
- Analytical and problem solving skill development
- Peer interaction
- Increased community interest, support and involvement in individualâs lives
- Personal growth and opportunity for expression
- Financial independence
- Interpersonal skills
Arts and Crafts classes are taught at each of ISNâs day program sites.
Activities include painting, multi media art, book making, craftwork and field trips to museums and galleries.
The individuals are offered chances to exhibit and sell their work.
Annie Clark: Email: email@example.com Phone: (603) 644-3544 ext. 113


Investments in Quality Early Childhood Development within the âGrand Bargainâ Would Reduce Debt and Strengthen the Economy
First Five Years Fund Urges Lawmakers to Seize Investment Opportunity
At a time when Washington seeks solutions to the fiscal cliff, investing in quality early childhood development is the way to accomplish both goals of reducing the debt in a balanced way and strengthening the economy in the short and long term.
Data from economists, social scientists and medical experts conclusively show that comprehensive early childhood developmentâfrom birth to age fiveâparticularly for disadvantaged children and their families yields substantial returns in higher educational attainment, improved health outcomes and economic prosperity. This includes research conducted by Nobel Prize-winning University of Chicago Economics Professor James Heckman which shows that every dollar invested in early childhood development produces a 7-10 percent returnâper child, per yearâin reduced social spending and increased productivity.
Right now Congress has an opportunity to be smart about building a more prosperous future, said Kris Perry, executive director of the First Five Years Fund. âIf lawmakers are wise, we can both save and invest dollars for better returns. Protecting and investing in the critical infrastructure that programs such as Head Start and Child Care provide can facilitate parentsâ employment, save special education costs and improve educational outcomes, while building a more productive workforce and stronger economy.â
Today 25 percent of children under age 5 live in poverty, including 43 percent of black children and 36 percent of Latino children. These kids face a human cliff, a drop off in achievement caused by gaps in early childhood development. As a result, many children enter kindergarten with deficits in foundational skills and capabilities that hamper their ability to be successful in school and make later contributions to our economy and society.
As Congress works to negotiate the âGrand Bargain,â FFYF urges legislators to invest in quality early childhood development. More information about the return on investment in early childhood development can be found here.


Beautiful Multiplication By 6 Worksheets Photos
The best source for free multiplication worksheets. Kids completing this worksheet solve problems involving multiplication by the number 6;
Multiplying decimals using number lines. Multiplication worksheets and online activities. When multiplying fractions, simply multiply the numerator (top number) then multiply the denominator (bottom number) and reduce to its lowest term.
You can also use the worksheet generator to create your own multiplication facts worksheets which you can.
Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets. Help kids learn to multiply with this multiplication practice worksheet and the others on this page. Free interactive exercises to practice online or download as pdf to print. Our multiplication worksheets start with the basic multiplication facts and progress to multiplying large numbers in columns. Multiplying by 6 activities consist of multiple. Now we practice the worksheet on multiplication and division by 6 to see how they are related to each other. Want to help support the site and remove the ads? The best source for free multiplication worksheets. The title of each worksheet indicates the type of the fifteen multiplication worksheets below are based on the multiplication tables and can be used to help your child to practice and memorize multiplication facts. Then design your own worksheet. Students multiply numbers by 2 with included numberline for skip counting. One for the 'lots of' model ,and one section for the 'multiplied by' model. We emphasize mental multiplication exercises to improve numeracy skills. Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets. Children begin their study of fraction multiplication by learning how to multiply a fraction by a whole number (such as 5 Ã 2/3) â typically in 4th grade. 6 times table worksheets pdf is one of those that i love to work on, because it lures me to elaborate calculations. These sheets will give your child a good grounding in basic. Become a patron via patreon or donate through paypal. Multiplying by 6 activities are free multiplication sheets, which will help your child or student to revise or learn how to multiply by 6 efficiently. All items are dynamic (can regenerate unlimited problems) unless otherwise indicated. Multiplying decimals using number lines. Here you can find the worksheets for the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12 times tables. Multiplication practice worksheet six of six in this set. Multiplication by zero and one worksheet, 2. The best set of free multiplication worksheets on the web! You can also use the worksheet generator to create your own multiplication facts worksheets which you can. The following worksheets involve using the 3rd grade math. Multiplication by two with hundred chart worksheet. Listed from simplest to most difficult. Multiplication worksheets and online activities. A great addition to practicing your tables online is learning them with the assistance of worksheets.


Primary Education at Agora Andorra International School works with a set of habits which promotes the consolidation of plural values We promote independence, critical-thinking, proactivity and responsibility, as well as collective values such as cooperation, teamwork, respect and tolerance. We also focus on skills such as effective communication, conflict resolution and decision making.
Throughout Primary we build on the foundations established in Early Years to help our pupils to develop the following skills and values:
- Integrated development through critical reasoning: pupils become able to form their own opinions and take responsibility for their own learning.
- Positive relationship building: individual tutorials create a safe and open environment for pupils and maintain good communication with families.
- Good study habits and conflict resolution tools: students learn to solve everyday problems in the classroom and situations arising in everyday life.
- Fluency and confidence in three languages: English, Spanish and French. Catalan is introduced at the end of Early Years.
- Creative skills: art, music and drama projects provide excellent opportunities for students to connect with their creativity.
- Physical fitness and well-developed motor skills: our physical education programme and education in values take full advantage of the exceptional location and quality of our sports facilities.
At this stage, music, art and sport are fundamental pillars in the educational project, characterised by their excellence and co-curricular depth. Sport enables physical development while fostering values such as teamwork. Furthermore, through art and music education, pupils learn to express themselves, to have discipline, to be creative and to develop an artistic sensibility.


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For ages 4+ Youâre all packed for learning fun! Just grab your suitcase, itâs already filled with a variety of early literacy resources and activities. All-in-one set reinforces phonemic awareness, letter sounds, handwriting and alphabetical order. Uppercase and lowercase cards are color coded (vowels red, consonants blue).
Includes: â¢ Suitcase â¢ 52 die-cut alphabet and picture cards â¢ 15 write & wipe activity cards â¢ Activity guide Suitcase measures 7.25âL x 11âW x 2âH Grades PreK+ Common Core State Standards: Language, Reading Foundational Skills Learning Styles: Visual, Tactile Skill Development: Language- Provides support for early vocabulary development through pictures.Fine Motor- Write & wipe feature allows students to practice proper pencil grasp while strengthening hand muscles for school work.
Organization- Divided suitcase provides a designated place for organizing activity cards separately from the letter and picture tiles. Portable for on-the-go use!


Students learn to solve the division table of 6.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
The students learn to solve the division table of 6.
Students will be able to solve the division table of 6.
You ask students to volunteer to come up and calculate the jumps of 6 that the monkey takes on the board. You do this both forwards and backwards.
First you discuss the importance of calculating division problems. Next you explain that in a division problem you have a certain amount in each group and that in the division table of 6 you divide an amount by 6. For this you show an example with 18 cars, that you are going to divide evenly between 6 parking lots. From here you can use the bar on the bottom right to navigate through the lesson (visual, abstract, story) in and order that best suits your learning goals. Otherwise you continue with the pages in order and go on to problems with visual support. Here you explain how you solve a division problem by showing how a division problem works with images of cars that need to be divided between parking lots, next you practice by dividing a number of slices of bread between 6 cutting boards. After this you show images and the students must come up with the problem on their own that matches each image. Next you show an image and ask a student to volunteer to divide the cows between the farmers and the people between the houses. After this you have the students solve division problems on their own using an image. Next you discuss the abstract problems. First you show what the division table of 6 looks like when you divide the number 6 evenly. Then you show division problems with 6. Next the students practice with these insights. Then you walk through the steps to solving a story problem. The students can click on the speaker to listen to the story.
Check whether the students can solve problems from the division table of 6 by asking them the following questions:
- What does the problem 12 Ã· 6 mean? Can you name an example?
- Can you flip the numbers of a division problem?
The students test their understanding of solving the division table of 6 through ten exercises. In some exercises there is visual support for the division problems, others are abstract problems and other exercises are story problems.
You have the students solve another problem with visual support, then another abstract problem and one more story problem. To close you can play tag. A student says the name of another student and a problem from the division table of 6. They then count to three and then run after the student that they named to tag them. When the student gives the answer on time the person who was "it" has to ask another student another question, and if the second student fails to give the correct answer in time then they become "it".
You can have the students make division problems with concrete materials by making groups of 6 with them, or they can practice problems on a number line.
MAB blocks or another concrete material for each pair of students
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Reading / Phonics
Read Write Inc. (RWI)is the programme we use at Mossfield School to teach phonics (early reading) to our children. It is a highly successful scheme published by Oxford University Press. It has been fully validated and approved for use in UK schools by the Department for Education.
Read Write Inc is used by over a quarter of the UKâs primary schools. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. We believe it gives your child the best possible start with their literacy development. Rigorous assessment and tracking ensure progress for all.
RWI is mainly designed for children aged 4-7, however we begin to expose the children in our Nursery Class to skills that will help them access the taught programme in our Reception Class. We continue teaching the programme to children until they are secure with the scheme, as we use a stage, not age, approach. This means that we expect children to master each stage, before moving onto the next one, regardless of which age group they are in.
Through the Read Write Inc programme children are taught to recognise sounds and then to âsound-blendâ them into words for reading.
We begin our systematic approach in our Reception Class with daily sessions as a class and then in groups. The children are regularly assessed and continue to follow the programme into Key Stage 1 (Infants).
Children learn the sounds, which get more complex as they go on. They use the sounds to build and segment words to develop their reading and writing skills. Alongside this, they are taught words which cannot be blended (RWI 'red words') such as 'said' and 'was'.
Reading books are linked to the RWI stages so that children are
reading books which are matched to their ability.
Helping at Home
Your child will start to bring books home as they become confident readers, relating to their reading stage. The book will be a phonics based book, to support application, speed and fluency.
Please encourage your child to sound out the words, talk to them about the vocabulary and praise their effort.
You can also support the learning of the sounds with your child. We use pure sounds ( âmâ not âmuhâ, âsâ not âsuhâ, etc.) so that your child will be able to blend the sounds into words more easily.
Please view the video below for a guide to the Set 1-3 sounds and their pronunciation.


What is Orff Schulwerk?
Orff-Schulwerk is a dynamic and active approach to music and movement education created by composer Carl Orff and his colleague Gunild Keetman. The Orff approach builds on childrenâs innate musical abilities through things they do naturally: sing, speak, move and play. Through singing, rhythmic speech, body percussion and movement, children gain experience and develop instincts for making music in a joyful and accessible way. Orff-Schulwerk uses songs, rhymes, games and dances to explore traditional and original music in elemental style, introducing musical skills and concepts in a logical and integrated way. Music and movement are often accompanied by clapping, snapping and stamping, or with pitched and unpitched percussion as well as recorders.
Jackson State University Department of Music will host a 2-day workshop for Junior and Senior Music Education Majors and Music Teachers interested in learning about Orff-Schulwerk. This will be a great opportunity for us to further disseminate the Orff -Schulwerk approach to the teachers. The workshop will take place on October 24th and October 31st from 10:00 â 11:15 AM VIRTUALLY via Zoom and will be presented by Mrs. Kimberly Collins, AOSA Teacher. She is known nationally and internally for her work in multicultural and urban music education.
Click here to read more about the presenter for the workshop: https://www.jsums.edu/music/kimberly-collins/
To register for the Workshop please complete the JSU Fall 2020 Orff Application by October 20th. To register click here: https://www.cognitoforms.com/JacksonStateUniversity53/JacksonStateUniversityOrffWorkshop
This workshop is FREE for all students/teacher. Once you have registered you will be sent more information after the registration deadline. For more information please contact Dr. Ramon Jackson, Coordinator at 601-979-2584 or email@example.com.