Teaching programs for arts and athletics is an integral part of properly educating today’s youth. The importance of teaching art and athletics is often overlooked relative to core subjects such as English, math and science. Education in arts and athletics is critical in nourishing an individual’s intellectual, personal and social development.
Teaching programs and the arts are a critical part of every child’s education, this is why the No Child Left Behind Act (NCLB) places art as one of its core academic subjects. However, some schools, which are facing tight local budgets, have been forced to cut art programs due to lack of funds.
Similar to math, English, science and other core subjects, the arts (music dance, visual arts, theater etc.) can be extremely challenging subjects with rigorous achievement standards and content at the national and stated levels. The arts require highly educated teachers who can challenge all students, not just those students who are considered artistically talented, to create their own works, to perform works of art and respond to artwork and the ideas that they impart.
In addition to teaching programs teach students arts for their own sake, teaching students to make and experience art is extremely beneficial to a student’s personal, intellectual and social development. Art education can be particularly beneficial for those students who come form economically disadvantaged circumstances as well as those students who are at risk of being unsuccessful in school. Many studies provide evidence that there is a strong relationship between art education and fundamental cognitive skills and capacities used to master the other core subjects, including mathematics, science, reading and writing.
Teaching programs for athletics is equally important to a student’s nourishment. Athletic education is an integral part of a student’s curriculum for a number of reasons including educating students on good physical and mental health, the importance of fair play and sportsmanship as well as a number of other reasons.
Teaching students athletics allows them to develop and maintain good physical and mental health, which is a critical part of everyday life. It also teaches students the importance of competition, fair play and sportsmanship as well as the ability to deal with failure or loss in a respectable and responsible manner.
Teaching students athletics contributes directly to the various responsibilities that education has to society and to the individual. Athletic education provides real life situations in skilled performance in which students learn the importance of working under fire, respecting opponents or competitors, the acceptance of results that are determined by officials or are out of their control and participating fairly or playing the game according to its rules. Teaching students athletics also prepares them for the rugged competition, which is a critical part of our democracy.
Teaching programs for athletics can do so much for a student and our community. Athletic education assists in building human resources, preserving and extending democracy, acquiring a respect for our fellow human beings and developing physical and emotional stability.
Art and athletic education is often overlooked relative to the core subjects but is equally important in developing a well-rounded individual. Art and athletic education nourishes an individual intellectually, personally and socially and greater prepares them for the real world.


Parental involvement in early childhood care and education : promoting children's sustainable access to early schooling through social-emotional and literacy developmentSouthern African Review of Education
AbstractMost countries in Sub-Saharan Africa have predominantly rural populations living in low-resource settings, with their children frequently lacking sustainable access to early schooling. Sustainable access or the ability to access and progress through school without dropping out early, is a key factor in overcoming low socio-economic status and global Education for All goals underscore the importance of access to Early Childhood Care and Education (ECCE) by declaring that learning begins at birth. Learning outcomes - norms, values, knowledge, skills - of primary education are stronger when learning begins in the years preceding regular schooling, but for children from low-resource settings the transition from home to school is fraught with barriers, such as the absence of parental participation in children's early literacy development and limited contextually relevant learning materials. Utilizing a descriptive analytical methodology and using research experiences and case examples from Zimbabwe, Kenya and Uganda, this article calls for the creation of an ambient literacy-rich environment in the home as well as in preschool, and argues that parents require empowerment if they are to support their children's social-emotional development and self-regulation and thereby provide them with better chances of effective literacy development and sustainable access to schooling.
Citation InformationJacob Marriote Ngwaru. "Parental involvement in early childhood care and education : promoting children's sustainable access to early schooling through social-emotional and literacy development" Southern African Review of Education Vol. 18 Iss. 2 (2012) p. 25 - 40
Available at: http://works.bepress.com/marriote_ngwaru/11/


Bazhansky, Porfyrii [Бажанський, Порфирій; ; Bažans'kyj, Porfyrij], b 24 February 1836 in Beleluia, Sniatyn county, Galicia, d 29 December 1920 in Lviv. Self-taught composer, folklorist, music theorist, and Ukrainian Catholic priest. Bazhansky received his music education at the Greek Catholic Theological Seminary in Lviv. He collected folk songs, some of which he published or used in his compositions. Among his works are ‘folk’ melodramatic operas, church music (1869), music for mixed choirs, and two song collections: Halyts’ko-bukovyns’ki narodni melodiï (Galician-Bukovynian Folk Melodies, 1890–1906) and Rus’ko-halyts’ki narodni melodiï (Ruthenian-Galician Folk Melodies, 1905–12). He wrote articles on melodies and harmony and collected and arranged folk songs, in which he utilized Mykola Dyletsky’s unpublished writings.
[This article originally appeared in the Encyclopedia of Ukraine, vol. 1 (1984).]


The Role of Education in the 21st Century
Our world is changing, and in order to prepare our children for this new world we need to change the way we educate them. In the 21st century educators must create a curriculum that will help students connect with the world and understand the issues that our world faces.
Schools in the 21st century will become nerve centers, a place for teachers and students to connect with those around them and their community. Teachers in this new environment will become less instructors and more orchestrators of information, giving children the ability to turn knowledge into wisdom.
In order to educate in the 21st century, teachers and administrators need to cultivate and maintain the student's interest in the material by showing how this knowledge applies in the real world. They must also try to increase their student's curiosity, which will help them become lifelong learners. Next they should be flexible with how they teach and give learners the resources to continue learning outside of school.
There are many skills that children will need in order to be successful in the 21st century. Here are a few of the most important 21st century skills:
- Ability to collaborate, work in teams
- Critical thinking skills
- Oral presentation skills
- Written communication skills
- Ability to use technology
- Willingness to examine civic and global issues
- Ability to conduct research to learn about issues and concepts
- Chance to learn about new career opportunities
In the ideal 21st century classroom, kids are actually excited about going to school, and there are little or no discipline problems because everyone is eager to learn. In this type of classroom activities and lessons are related to the community, whether local or global. Students collaborate with people from different schools and different countries to learn about issues that affect us all, as well as how we can solve them today and in the future.
The curriculum in the classroom is designed to incorporate many skills and intelligence levels, and makes use of technology and multimedia. The lessons are not based on textbooks, instead they are project based. Skills and content are learned through their research and projects, and textbooks are provided as one of many possible resources.
A new addition to 21st century curriculum is the study of green education and environmental issues. Kids are taught awareness of their world and real experts such as scientist and politicians are brought in to answer student's questions.
New schools in the 21st century will be bright and spacious, and kids will have room for group projects and individual assignments. Walls will be hung with student work, and there will be places for students to put on performances for their parents and members of the community. Students have full access to technology and, if possible, every student will have a laptop.
Within the school there will be labs and learning centers, as well as studios for art, music, theatre, and so on. Each classroom will be equipped with a television so that all students can watch school productions and other school presentations.
While it may take some time before schools and teachers are equipped to properly educate in the 21st century once they are the results will be dramatic. Children will be engaged and eager to learn. In fact, they will carry on learning at home and over holidays, and they will have the resources they need to keep learning no matter where they are. This ability to foster a love of learning is truly the role of education in the 21st century.
- B.S. in Education / Elementary Education
- BS in Education / Elementary Teacher Education
- BS in Education / Elementary Education/Science
- And more...
If quality is what you want then McCann is where you want to be.
- Early Childhood Education - Associate in Specialized Business
Further your education and strengthen your skill set at Rasmussen College
- Early Childhood Education Certificate
- Early Childhood Education Associate's - English Language Learner
- Early Childhood Education Associates - Child Development
- And more...
Keiser University offers degrees in fields that are in demand and provides job placement assistance to all its students and alumni.
- Elementary Education, BS
Discover the power of ONE COURSE A MONTH® to fit education into your busy life.
- Associate of Applied Science in Early Childhood Education
- Associate of Science in Early Childhood Education


How Writing Develops
Young children move through a series of stages as they are learning to write. The stages reflect a child's growing knowledge of the conventions of literacy, including letters, sounds and spacing of words within sentences. Almost every interaction in a child's world is preparing them to become a reader and writer. The indicators of hallmarks within stages are described below.
It's important to remember that there will be variations in the way kids move through writing stages; it may not happen in the same way or at the same time and the lines between the stages can be blurry. Many models of writing development and word study label stages with their own terms using various descriptors. The descriptions below are designed to communicate common writing characteristics.
Most children begin their writing career by scribbling and drawing. Grasping the crayon or pencil with a full fist, a young scribbling child is exploring with space and form. He is creating a permanent record of his ideas and thoughts. These first scribbles can be proud accomplishments! Thick markers, crayons, and unlined paper are good writer's tools for this stage.
Letter-like forms and shapes
At this stage of writing development, children begin to display their understanding that writers use symbols to convey their meaning. Writing begins to include shapes (circles, squares) and other figures. A writer in this stage will often write something and ask, "What does this say?" There's little orientation of forms and shapes to space (i.e., they appear in random places within the writing or drawing). Tubs of markers, crayons, and paper remain good writer's tools.
As a child's writing continues to develop, she will begin to use random letters. Most children begin with consonants, especially those in the author's name. Pieces of writing are usually strings of upper-case consonants, without attention to spaces between words or directionality. At the beginning of this stage, there remains a lack of sound-to-symbol correspondence between the words they are trying to write and the letters they use. Later efforts may include letters for the salient sounds in words and include the author's own name. Different types of paper, including memo pads, envelopes, lined paper and some smaller pens and pencils are good writer's tools at this stage. Tubs of foam letters and letter magnets are also handy.
Letters and spaces
As beginning writers practice their craft, they are learning many concepts about print. When a child points to individual words on a page when reading, and works to match their speech to a printed word, a concept of word is developing. This awareness of the purpose and existence of spaces separating words and that spoken words match to printed words is known as a concept of word. Often called the watershed event of kindergarten, adults watch young writers insert these important spaces in their own work. Guided either by an index finger in-between each word or by lines drawn by the teacher, children demonstrate one-to-one correspondence with words.
At this stage, children write with beginning and ending sounds. They also may begin to spell some high frequency words correctly. Vowels may be inserted into words. As students transition to more conventional writers, they will begin to write words the way they sound. Punctuation begins as writers experiment with forming sentences.
Conventional writing and spelling
At this stage, children spell most words correctly, with a reliance on phonics knowledge to spell longer words. Writers use punctuation marks correctly and use capital and lower case letters in the correct places. Writing for different purposes becomes more important. First and second grade students often write signs for their bedroom doors or a letter to a friend. Storybook language, "Once upon a time," and "happily ever after," become a part of writing samples as the child joins the league of writers with a storytelling purpose. As students progress through the writing stages, various pieces become more automatic and fluent. Handwriting becomes easier, as does the spelling of a majority of words.
At all stages, it's important to honor the writing efforts of your young child. Find opportunities to have your child share his work with others. Display efforts on the wall or on the refrigerator. Ask your child to read his work at the dinner table or by sitting in a special author's chair.
Click the "References" link above to hide these references.
Bloodgood, J. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.
Clay, M. (1975). What did I write? Exeter, NH: Heinemann.
Gentry, J. R. (1982). An Analysis of Developmental Spelling in GNYS AT WRK. The Reading Teacher, 36, 192-200.
Morrow, L. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Boston: Allyn & Bacon.


Science for Kids: Exploring Ramps and Friction - awesome idea! Kids love everything with cars and they will love this experiment!
PEQUEfelicidad: MOTIVOS E IDEAS PARA EVITAR LA TELE EN NIÑOS
All of the printables that you will need to make this lapbook are listed here on this page. We used the book Alphabeep by Debora Pearson as the basis for our learning, but there are other great books that can be used also.
Math and a little science with race cars. Counting and measurement.
FREE! Transportation pattern practice page!
Which One is Different- Transportation Activities of all kinds at www.momonthemove35.com
vehicle worksheet for kids
FREE Counting Worksheet for kindergarten math stations or centers. Also works well as a bell wringer or early morning work.
Transportation Sort- air, water or land? Perfect for Preschool!


K12 Education Degrees
Since many teachers are beginning to retire and school enrollment sizes are growing at a high rate, individuals interested in becoming teachers will have penty of opportunity. Many teachers employed at elementary and secondary schools find their jobs very satisfying since they have an opportunity to teach young people who will be the leaders of the future. In addition, teaching jobs are usually quite stable. Most people have been positively influenced by a teacher during their school years and teachers are respected members of the community.
Most school districts will only hire teachers that have at least a bachelor's degrees and more and more schools are looking for candidates with a master's degree in education. Additionally, each state has varying teacher licensing requirements. Most states require aspiring teachers to pass a competency exam before being licensed, and certain states expect newly hired teachers to earn a master's degree in an education related field a few years after being hired.
Teachers who obtain graduate degrees enhance their knowledge, teaching ability and job opportunities. Additionally, they typically receive larger annual salaries.
Below you can explore elementary education and K-12 teaching degree programs offered by accredited colleges and universities. Programs are offered online and at various campus locations throughout the United States.
Elementary & K12 Education Degrees


We believe that Kindergarten is the model for lifelong learning. Kindergarten students make huge growth both academically and socially. This year students will learn the foundational skills that will be built upon in every grade level following. We use the program Letterland to introduce phonics skills in a fun and memorable way. We build on those phonics skills learned with further reading comprehension and decoding so that students can become independent readers. Writing is integrated throughout the Kindergarten curriculum in ways such as opinion writing using different types of weather, informational writing during our animal studies, and narrative writing by telling about small moments in their own lives. Although students enter Kindergarten with varying backgrounds and knowledge, we work as a team to ensure that they leave Kindergarten with a sense of independence, confidence, and value.


Ready to Climb
Bringing the Climbing Walls to the CFDRC
Want to view this video on an iPod or iPad? Download it from iTunes U.
This video is also available on our YouTube channel.
In 2013, Eastern's Child and Family Development Resource Center was able to acquire two climbing walls through the generous support of the ECSU Foundation. The climbing walls serve two important purposes: 1) support children's cognitive, social-emotional, creative, and physical development; and 2) provide critical experiential learning opportunities for Eastern students who hope to work with young children in their careers.
The indoor and outdoor climbing walls support children's development in a variety of ways.
- Physical development: Preschoolers are developing upper body strength, increasing their hand-eye coordination, and developing a better sense of how to move their bodies in a space.
- Social-emotional development: Children are learning how to work collaboratively and cooperatively, gaining a sense of accomplishment, and building self-confidence.
- Cognitive development: Children are developing spatial awareness, developing problem-solving skills as they make their way across the wall, expanding oral language, and developing literacy and numeracy skills through magnetic letters, numbers, and shapes on the wall.
- Creative development: Preschoolers are getting the opportunity to move their bodies in expressive ways and fostering pretend and imaginative play.
Experiential Learning for Eastern Students
The two walls are providing Eastern students with important opportunities to learn how best to support young children. Health and physical education students are learning how to develop and implement lesson plans to teach young children to use climbing walls, including individualizing for children's needs. Early childhood education students are gaining experience in both supporting children's physical development and in using physical activities to support children's growth in other developmental domains.
About the Video
Ready to Climb was produced entirely by Eastern Communication students in a Documentary Production class. Students gained hands-on experience in directing, field shooting, conducting interviews, editing, and other production skills. The video will be used for years to come to highlight to prospective families and students some of the experiences available to children and college students at the Child and Family Development Resource Center.
Credits for Ready to Climb
Student production team: Sarah Pierce, James Nixon, Dylan King, Attah Agyemang
Documentary production professor: Dr. Denise Matthews
Health and Physical Education (HPE) students appearing in video: Teresa Rozycki, Mattie Brett, Josh Tamosaitis
HPE Faculty Supervisor: Dr. Darren Robert
Featured teacher and administrator: Claudia Ahern, Niloufar Rezai
About the Child and Family Development Resource Center
Other video resources


New data from the Scottish Government has found that children’s numeracy standards in the country are dropping after just 40% of S2 students received scores of “well or very well” on tests.
In addition to over one-third of high school students not working at the level set for their age group, the data found a large gap existing between the performance of those from a wealthy background and those from a deprived background. That difference increased as the children grew older.
The data also found that one-third of elementary school students did not reach the highest level in their math courses. Meanwhile, only one-quarter of students from lower-income backgrounds reached the highest level of attainment.
Boys were found to typically score higher than girls at the S2 level.
Many politicians across the country have referred to the results as a “disgrace” and are using the findings in their push for additional help and resources to be placed in Scotland’s schools. Scottish Labour Education spokesman Iain Gray said:
“These figures are a disgrace, and show what happens when a government cuts education budgets by 10 per cent. Our children pay the price in poorer literacy and numeracy skills. We need to cut the gap between the richest and the rest to give our young people the skills they need to compete for the jobs of the future, but we can only do that by investing in our schools.”
Green MSP Ross Greer said that the results show the new Education Secretary needs to come to terms with the amount of work that will be involved to rid the country of perpetual inequality. He called the gaps of 21 to 28 points between the numeracy results of the most and least deprived students “deeply worrying,” adding that swift action needed to be taken both in and out of the school system, writes Jane Bradley for The Scotsman.
New education secretary John Swinney did say that much work was needed to be done in order to improve the education system across the country, reports Mark McLaughlin for The Daily Record.
Survey results note the number of P4 students who performed either well or very well dropped between 2011 and 2013, with another drop between 2013 and 2015.
While performance levels evened out by P7 between 2013 and 2015 after falling between 2011 and 2013, S2 students continued to perform along the same line throughout all of the years used for the survey.
First Minister Nicola Sturgeon took a pledge alongside Swinney, promising to make Scotland’s education system world-class, to close the achievement gap, and to increase access to higher and further education for students who come from deprived backgrounds.
As a step to improve education in Scotland, the International Council of Education Advisors has been created by the new Cabinet. The group will meet in order to suggest improvements and lessons that can be taken from other countries. Expected to be formed over the summer, the panel will be made up of experts in closing the achievement gap, gaining equity, and system reform.
Sturgeon is expected to make a statement to Parliament this week to discuss Scotland’s priorities over the next five years, reports Kieran Andrews for The Courier.
Despite these efforts, Sturgeon has come under fire as the number of poor students being admitted to universities was found to be dropping. While she maintains that the government has been working to improve access to higher education in the country, she suggested that ministers would be forced to require universities to admit more deprived students if the situation did not improve. Several of the universities argued that the main reason they have not been able to admit more from this group of students had to deal with the cap placed on the number of Scottish students put in place by the SNP, writes Simon Johnson for The Telegraph.


Infants, up to one year, are provided activities that are appropriate for their development. The curriculum for this age is children’s literature based. Activities are developed in coordination with a preselected book appropriate for infants. Each day a pre-planned activity is introduced to your child.
All classrooms beyond our infants will engage in the Read It Once Again curriculum. Read It Once Again is a comprehensive early childhood educational program that uses familiar children’s literature to provide a solid foundation of the basic skills necessary for children to be successful in kindergarten. It includes activities that provide explicit instruction on the most basic foundational skills in the common domains of speech/language, cognitive, gross motor, fine motor, daily living, and socialization skills.
6 Weeks – 12 Months
Every moment with a baby is precious and we take advantage of that. 6 weeks to 12 months are our youngest and most delicate age group, here we focus on the “firsts” of everything and to keep challenging them so they grow healthy and continue learning. We strive to provide unconditional love and comfort for these young ones, while helping and watching them grow and develop! We rock, talk, and play with your developing infant in an environment designed to make them feel safe, secure and happy.
1 Year – 2 Years
In this age group we encourage the children to explore. Activities are child initiated. Learning to run, talk, sing, dance and so much more are in our everyday lesson plans! At this young age, we focus on helping them become independent, grow their vocabulary, mobility, learning, and love! Our caregivers act as facilitators for the children as they give support and guidance. The activities offered for this age group are for manipulation and exploration. A stimulating environment is created to nurture curiosity and motivate each child.
2 Years – 3 Years
Two year old children love to play and explore, which provides the basis for age-appropriate learning activities. Our teachers listen to and converse with each child and anticipate their individual needs as they progress. This age group is our fastest growing, that is for sure! They love to eat, eat, and eat! They focus more on structure, potty training, learning colors, numbers, letters, shapes, and how to play and socialize with friends! We understand that teamwork is the key to success.
3 Years – 4 Years
Three year olds are inquisitive all the time. They begin to have more focused play that lasts longer and is more consistently cooperative. They are recognizing that words are symbols that are different and have meaning. They are able to tell you in complete sentences what they like and what they want. They love living life to the fullest! They are so eager to learn and be challenged! In this room we really focus on getting them ready for the pre-school room and strive to tackle lesson plans, group time, writing, math and much more!
4 Years – 5 Years
4-5 year olds are definitely the rulers of the Center!:) They are preparing for Kindergarten and go in depth in curriculum, follow a strict (but also lenient) daily schedule, learn to write their name, numbers, and really focus on how to get along with friends and peers. Relationships are very important at this age and how children interact with each other. We work a lot on what “right” and “wrong” situations and choices are and what our consequences may be. We feel good ethics stem from these young age groups and we strive to teach basic life lessons to prepare them for the real “school” world!
This age group is dedicated to developing creative, self-confident children who are transitioning into Kindegarten. The program that has been created is one which provides your child with the opportunities to grow academically, socially, emotionally and physically. Our program is designed to be an exciting readiness experience in which students have hands-on experiences to promote conceptual understanding, while learning to get along with others and thrive in a school environment.
2 For U understands that your family’s need for safe, supervised care extends into your child’s elementary school years. We provide an interesting, educational and fun recreation program, supervised by qualified adults. Students enjoy a balance of planned activities (arts and crafts, games, group projects) and time to unwind (indoor/outdoor play, reading, drawing). When your school ager attends for a full day, field trips and special events add to the fun.


But there are many forms of amusia, some of them acquired. Rhythm amusia or rhythm deafness is the inability to detect certain rhythm variations. People with Melody Amusia ( tune deafness or amelodia), "hear a sequence of notes but the sequence makes no musical sense". Melody Amusia is closely related to Pitch Amusia or the inability to distinguish between adjacent tones. "Without these basic elements there can be no sense of a tonal center or key, no sense of scale or melody or harmony".
Dysharmonia, another form of Amusia is the inability to integrate different voices and instruments harmonically. People with Timbre Amusia can not distinguish the quality of sounds produced by different instruments.
I propose the theory that most people born in the last 40 years had acquired some or all of these forms of amusia. I believe, a major factor for this acquired Amusia is the music a person grew up listening to. People ears get accostumed to certain sounds and music, and as a cosequence develop a false perception of what is good music.
Most people in the last 40 years grew up listening to sampling and later computerized rhythms, simplistic melodies, and an almost total lack of harmonization. The quality of popular music (R&B, Rap, Hiphop,reggaeton and even some Rock, Country, etc.) has been decreasing more and more through the years.
The consequences of this, is a whole generation of people with the inability to recognize, pitch, timbre, harmonies, complex rhythms or even the simplest of melodies, the inability to recognized and appreciate good music. If they listen to the beautiful melodies of a sonata, the orchestration of a symphony, the polyrhythms and improvisations of Jazz, they don't like it because their ears are not accostumed to such complexity and richness in music. It is too much for their mind to process.
Someone may ask, why is this important? Well, music, as any other art form should appeal not only to the emotions but also the intellect of people.
Some people saved themselves from developing these forms of amusia through music education. When a person learns how to play an instrument, learns melody, rhythm harmony, that learning experience allow them to get in contact with other forms of music usually not available in the media. This education provides the tools to differentiate between good and not so good music.
In 1990, Isabelle Peretz developed some tests for evaluating amusia, (melody and rhythm amusia). I'm using some of these tests with my students. And it was not a surprise to find out there is a higher failed percentage in people with a music diet of pop music and almost no musical education than with those with a more diverse music taste.


How can I best support my child’s literacy development? This is a question many parents contemplate. Studies show that children need to be immersed in a print rich environment and involved in a variety of meaningful and enjoyable literacy experiences. Reading researchers and early childhood experts agree that these experiences are essential in supporting children’s early reading development. Adult support also plays an important role. Ensuring that children enjoy some type of daily literacy experience is something everyone can do. Here are a few early reading building blocks parents can put into action at home.
Promote and support your child’s interest and love for reading by sharing a variety of great children’s literature. Read to them often and let them read to you even if they are pretending. Read with expression and encourage your child to read with emotion and expression too. Talk about the books you read together and make connections to your own experiences and feelings. Each experience is valuable supporting young children’s awareness and eventual mastery of important concepts of print, comprehension and book handling skills while also building vocabulary. Setting aside time each and everyday to enjoy a good book or two is a great way to spend time with your child and help them view reading as an entertaining and enjoyable activity.
Promote your child’s “Print Awareness.” Help them become familiar with and learn the letters of the alphabet. Read alphabet books pointing out letters as you go. Play with alphabet magnets and blocks identifying letters of the alphabet and words that begin with those letters. Help your child spell simple words. Check out Vtech’s electronic learning toys like Cogsley the Robot. Cogsley identifies letters and spells words providing young learners with exposure to all the letters of the alphabet.
Promote your child’s Phonological Awareness. Phonological awareness refers to knowing the sounds that letters make, identifying the letters that make the beginning sounds in words, rhyming words and knowledge of syllables that make up words. Rhyming is an excellent way to promote your child’s phonological awareness. VTech’s “Brilli the Imagination Ball” is the perfect pal for little hands. Engaging and interactive, Brilli loves rhyme time providing many examples of word pairs that rhyme. Have fun rhyming with Brilli and enjoy other interactive activities as well such as counting, following simple directions and playing Hot Potato.
Parents who set aside a little time each day to enjoy books, play and learn about the letters and sounds of the alphabet and the sounds that they make lay an important foundation supporting their children’s learning as their literacy skills grow and develop.


Teacher support for English
Hamilton has a range of additional reference and advice materials for English.
New Curriculum English Support
Hamilton Grammar Structured Scheme of Work
Older Spelling and Grammar Materials
Grammar for Writing
Support for Spelling
Homework support documents
Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Hamilton's Y6 English plans cover all of the statutory objectives of the National Curriculum for England for Upper Key Stage 2. The Coverage Chart lays out where these are met across a two-year rolling programme (Set A & Set B) one set to be taught in Year 5 and the other in Year 6. Medium and Long Term Plans summarise books used and grammar taught. Individual plans include an outcomes table.
Look at the genre of short stories using Short! by Kevin Crossley-Holland. Children investigate the use of adverbials to link sentences or paragraphs together. Children plan and write short spooky stories elaborating by use of descriptive words and further details.
Introduce children to Shakespeare using Marcia Williams' Mr William Shakespeare's Plays, Romeo and Juliet, and Macbeth. Investigate different ways of writing dialogue including playscript layout and the use of informal language. Children write a 60 second version of part of Macbeth.
Identify features of argument texts and discuss differences between facts and opinions. Find out how to present opinions as if they were facts. Study formal and informal speech. Research for and hold a class debate. Children then write and edit their own argument text.
Use Tuesday by David Wiesner to study report writing. Look at different ways of writing speech, playscripts, speech bubbles, direct and reported speech. Compare formal and informal writing including use of passive voice. Children write newspaper reports.
Children hear and respond to a range of poems from two well-known poets. Explore the use of language and how the writers imply deeper meanings and research the poets on the internet. Finally children write their own free-verse poems inspired by those they have read. The plan uses You Wait Till I'm Older Than You by Michael Rosen and Collected Poems by Roger McGough.
I don't know my password


FIRST, TAKE THE PSATs
The PSATs are given in October of each year. You should take them no later than the fall of your junior year in high school.
Get a booklet from your school counseling office and study it. The PSAT has fewer questions than the SAT I.
In our opinion: Unless you are determined to be a National Merit Scholar, don't spend money prepping for the PSAT. Save your money and your time for SAT or ACT prep. THEY are the tests that matter. IF you do take the PSAT, study for it as if you were preparing for the SAT.
Major reasons to take the test include: being freaked by tests, and feel the PSAT would help you get used to the test environment and prepare for the real SAT.
Shorter than the regular SAT, and not requiring an essay, the PSAT is still a wake up call about the SAT.
The Preliminary SAT®/National Merit Scholarship Qualifying Test is a co-sponsored program by the College Board and National Merit Scholarship Corporation (NMSC).
PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT Reasoning Test™. It also gives you a chance to enter National Merit Scholarship Corporation (NMSC) scholarship programs.
The PSAT/NMSQT measures:
- critical reading skills
- math problem-solving skills
- Identifying sentence errors
- Improving sentences and paragraphs
You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes.
The most common reasons for taking the PSAT/NMSQT are:


District kids and teens 18 and younger don't have to miss a meal while school is out of session. Find a summer meal site near you.
Phonics Phun! A Leadership Perspective
Participants will leave this session with an understanding of the vertical sequence of phonics instruction. Many young teachers today were students during the era of Whole Language and were never taught how to “break the code” of our language system. Understanding the alphabetic principle is the basis for decoding words. This session provides the basics of what teachers in Kindergarten – 2nd grade must know to prepare young children to “break the code” and become independent readers. This session will be presented from a leadership perspective, including the “Look Fors” that early learning leaders should see when supervising early learning classrooms.


Life Skills Instructor: Career and Salary Facts
Research what it takes to become a life skills instructor, which generally involves a special education background. Learn about job duties, education requirements, employment outlook and wages to find out if this is the career for you. Schools offering Emotional & Behavioral Disorders degrees can also be found in these popular choices.
Career Information At A Glance
Life skills instructors use their knowledge of psychology and their problem-solving skills to help students with learning or physical disabilities develop skills needed to perform basic daily tasks. For this reason, many life skills instructors are special education instructors. The following chart gives you an overview of what you need to know about entering the field.
|Degree Required||Bachelor's degree|
|Education Field of Study||Elementary Education, Special Education, Content Area with minor in Special Education|
|Key Skills||Communication and interpersonal skills; patience; resourcefulness|
|Job Growth (2012-2022)||6% for all special education teachers*|
|Median Salary (2013)||$53,910 for kindergarten and elementary special education teachers; $56,920 for secondary special education teachers*|
Source: *U.S. Bureau of Labor Statistics
What Do Life Skills Instructors Do?
Typical job responsibilities might include managing a classroom, keeping records of attendance, communicating with school administrative staff and preparing lessons. You could meet regularly with parents to discuss their child's progress and setbacks. Additional duties could include:
- Designing individualized learning plans (IEPs),
- Ensuring IEPs are legally defensible,
- Collecting and interpreting data on students,
- Helping students eat and keep clean, and
- Managing the physical needs of students.
What Should I Study?
The U.S. Bureau of Labor Statistics (BLS) notes that most aspiring special education teachers need to earn a bachelor's degree (www.bls.gov). In a Bachelor of Arts in Special Education program, you might explore topics like IEP development, behavior management and assessing children with disabilities. Most programs require completion of a teaching internship in order to earn a bachelor's degree.
Some states expect special education teachers to hold a master's degree. A Master of Education in Special Education program might train you in areas like common learning disorders, teaching methods and behavioral analysis. Typical courses could include trends in special education, research methodologies, behavior and learning environments, statistics in special education, educational assessment and diverse learning. You can usually earn a master's degree in 2-3 years.
Do I Need a License?
You need a license to teach special education in all 50 states. The BLS reports that most states require completion of at least a bachelor's program in special education as well as a student teaching experience in order to obtain licensure. Alternative licensing routes may be available as well. These programs are often designed to attract bachelor's degree-holders who have no prior experience in education.
What is the Job Outlook?
According to the BLS, the number of employed special education teachers was expected to increase by 6% between 2012 and 2022. This was slower growth than average.
How Much Might I Earn?
In 2013, the BLS reported that special education teachers at the kindergarten and elementary levels earned a median salary of $53,910. Meanwhile, those at the secondary level earned a median of $56,920. Special education teachers with master's degrees typically earn more competitive salaries.
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


- Art & Creative Materials Institute
The Art & Creative Materials Institute, helps you find safety information on art & craft materials
- Art Junction
A virtual art room for children & teachers to explore and learn
- Art Museum Image Consortium
Offers resources on museum education
- Cyber School Bus
A special division of the United Nation’s web site designed specifically for teaching Globalism & tolerance.
- Getty Museum’s Art Education Website
The Getty Museum’s Art Education site including lesson plans & teaching tools.
- Kids Yahoo
A child-friendly search engine
- National Art Education Association
The National Art Education Association offers information on awards, publications, & special programs.
- Sesame Street
Sesame Street’s official web site with fun & games for children & their families
The SMARTer Kids Foundation provides opportunities for students and teachers to learn new skills by placing technology, grants and programs at their service.
Welcome to Seussville, where you and your child can explore educational and fun activities inspired by Dr. Seuss.
- The Art Newspaper
Art related events, politics, & economics are covered in this on-line newspaper.
- The Gateway
An on-line database of lesson plans, curriculum units and other education resources on the Internet.
- The Kennedy Center
The Kennedy Center’s on-line resource for Art Education
- Creative Classroom
The on-line version of the professional magazine for elementary school teachers, this site contains tips & projects to use in your classroom.
- Davis Publications
Davis Publications, provides various forms of valuable art education material on-line
- Wellington City Gallery
Wellington, New Zealand


Twitter chats are a great way for educators to stay current in a specific content area, or about educational topics in general.
THE Journal was the first magazine to cover education technology. In September, Susan Bearden wrote an article called, 13 Great Twitter Chats Every Educator Should Check Out. If you are unfamiliar with Twitter and or Twitter chats, this is a great place to start.
Below are some direct links to Twitter Chats. You can use a tool like Twubs to filter a specific chat or hashtag like #edchat. You do NOT need to have a Twitter account to access the conversation. You do need an account if you wish to participate.
Education – EdChat
Math – MathChat
English – EngChat
Educational Technology – EdTechChat
Kindergarten/Early Childhood – KinderChat
Elementary Education – ElemChat


How do young children learn to write? What research has been done about early writing ability? The stages of emergent writing describe the what, when, why, and how of written literacy in preschool and kindergarten aged children.
Definition and History
Emergent writing stages can be defined as a theory of literacy development. It refers to the dynamic and overlapping stages of early writing ability that all children pass through, leading up to conventional writing. The theory evolved from the concept of "reading readiness" or the notion that before children can learn to read, they must possess a certain mental maturity. Maturationists such as G. Stanley Hall and Arnold Gesell influenced early theories of literacy development and educational practices until the mid 20th century.
Attitudes toward literacy development began to shift when critics of reading readiness such as famed teacher Pukulski began to point out the theory's conceptional and functional flaws. Specifically, educators began to realize that literacy is not a static ability that develops at one distinct point in a child's education, but rather an ongoing evolution of abilities and attitudes. This conceptualization of literacy as an emergent, or developing, skill led parents and teachers to rethink their approach to teaching children how to read and write.
Long before children learn to write, they use writing tools like markers and crayons to draw pictures. Drawing is the earliest stage in the emergent writing process. At this point in their development, children create pictures which represent things, not words. They can use writing utensils to create shapes on the page, but in the child's mind the shapes are representations of the world around them rather than symbols representing the names of those things. In other words, they are just pictures.
As children continue to develop and become familiar with the concepts of reading and writing, their intentions and abilities when drawing will change. Drawing continues but begins to contain scribbles of "mock handwriting" and can be horizontally oriented, like the words in a book. Most importantly, the child intends the scribbles as actual words and may even assign meaning to their work, such as "This says 'good morning'!" for a row of loopy squiggles.
A crucial point in a child's literacy development is the realization that words are groups of individual letters. At this point scribbles begin to take shape and letter-like patterns begin appearing in the child's drawings. Although they are still unable to write the letters of the alphabet, children's scribbles have gone from squiggles and loops to alphabetical representations that resemble real letters.
Letters and Letter Strings
As the child continues to experience the printed word in their daily life, their scribbles and mock letters will morph into actual letters with which the child is familiar. Children may not even be aware that they are drawing actual letters. Often, letters appear within drawings in a row as "letter strings." The first letters children write are often those in their own name or the names of family members.
This is one of the most pivotal stages of emergent writing. Children at this stage use letters to create words, but know little about conventional spelling or phonetics. As a result, they "invent" words by clustering letters together and assigning meaning to them. Children in this stage may ask "What did I write?" signalling that while they are comfortable writing letters in groups they still cannot "write" conventional words.
At this stage, children have begun to form mental associations between letters and sounds and are starting to create words using that knowledge. These early phonetic words are sometimes written in all capitals or mixed-case letters and often include more consonants than vowels. Also, children at this stage tend to focus on the beginning and ending sounds in words before they grasp the middle sounds.
Eventually, the child's approximated spelling turns into conventionally spelled words. At this stage, children are learning and remembering new words at rapid rates. The first words to appear during this stage are often the child's name, followed by words such as "mom", "dad", "cat" or "dog". As the child's written vocabulary grows and they move through emergent writing stages their knowledge and grasp of conventional spelling improves.


Friday, October 18, 2013
Rethinking Education for the Deaf
The World Federation of the Deaf met for a major conference in Sydney from Oct 16-18. The topic of the conference was education for deaf people, especially in underdeveloped areas is Nepal, China, and northern Uganda. Most deaf children don’t attend school at all or on a regular basis, and there is a preconceived notion in the classroom that deaf children have the incapacity to learn. As one teacher puts it, “Our disability only affects our hearing, not our minds. A deaf child’s mind is as good as a hearing child’s mind.” As written in the Universal Declaration of Human Rights, “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.”
The issue of education for all is less of an issue in developed countries due to advanced education infrastructure as well as a culture that prides itself in fostering the development of special education. Even though education is scarce in some underdeveloped countries, the culture still tends to be apathetic to those with special needs making it extra hard for those with special needs to obtain an education. However, whenever possible, education should be provided to everyone, and this means teachers need to be employed who are qualified in sign language so that deaf children can overcome the obstacles to learning and succeed in developing the skills that are necessary for communication.


Educational leader, historian, innovator, newsletter editor, collaborator, curriculum and grant writer, ecologist, mathematician, and philanthropist are only a few of the many vibrant fibers Elizabeth Willett, weaves into her fabric of everyday life in and outside of her career as professional art enthusiast at Oakhurst Elementary School in Lubbock, Texas.
In her eleventh year of teaching, Willett’s pedagogy is a reflection of those many strands, weaving the student’s minds through what would be deemed a discipline-based art education (DBAE) program at its finest. Leading by doing, her voice in the community and surrounding state of Texas carries a modest tone, but her firm stance, presence and partnership with vital arts organizations (district trainer and curriculum writer for Binney and Smith/Crayola Dream Makers Program and newsletter editor and treasurer-elect for the Texas Art Education Association to name a couple), convey that the arts play an essential role in the every day, that the spice of life comes from the experience, the expression, and not being afraid to question and dream.
A qualitative approach that very much mirrors the California Visual Arts Standards and that of the DBAE, Willett helps and allows her students to view, process the information, analyze it and respond to it with a language that they are familiar with, encouraging the Spanish speaking children to respond in their native tongue (CA Standard 1). She helps them to make connections to relevant mathematics and language, producing a visual connection to the world around them through discussion and visualization of the work of the artist and that of their own work, creating figurative examples similar, but related to their own lives (CA Standards 2, 4 and 5) while raising funds to create projects and plan trips that will allow her students to grow universally as well as culturally (CA Standards 3 and 6).
Holding with a formal structure of delivery paired with an underlying positive reinforcement at every moment of exchange, her classroom and the subject of study, discussion and implementation of the product of art produced, integrates many other disciplines into the threads of her fabric of leading. Tapping into her students’ multiple intelligences, modeling the way, and encouraging her students to think more deeply about community, world and self, that every discipline is interwoven and more easily understood if explored through the arts, helps to produce students with no discipline problems, only interested, excited participants.
The benefits of a program such as hers values the individual voice within the student while coupled with the views of others throughout history as well as those sitting directly to their left, that having a voice is acceptable. The drawbacks are few, given that her passion for the arts is evident and dyes the threads of the fabric that is designed into each extra curricular role that she takes on. Ringing true with the voice of Elliot Eisner, Willett’s art program exemplifies and champions that “arts are fundamental resources through which the world is viewed, meaning is created and the mind developed.”


America's school yards, playgrounds and ball fields are becoming increasingly barren as decision makers look to increase their student performance by squeezing out recess in favor of more desk time. In short, more and more American schools are willing to sacrifice children's "play time" for "academic time."
In a desperate attempt to increase academic achievement, many schools are abandoning, or reducing, time spent outdoors in hopes that it will lead to increased standardized test scores. They do this despite the growing body of evidence suggesting restricting time at play is in fact restricting student learning.
In a recent article in the Atlantic Monthly, Jack Shonkoff, the director of the Center on the Developing Child at Harvard University, makes the case for more play, not less. He states, "It's not taking a break from learning when we talk about play," while rattling off a litany of cognitive, physical, mental, and social-emotional benefits. "Play is one of the most important ways in which children learn."
In the mid-2000s, the federal No Child Left Behind education law, which emphasized test scores, prompted some schools to scale back recess (along with art and music) to spend more time on math and reading. Some schools went so far as to eliminate recess for the lowest academic performers, who, some would argue, need the physical break the most.
Yes, there are multiple studies which speak to the importance of "play." And there is NO substitute for recess. But I can't help but wonder that as student mature and recess is no longer an option, if the same benefits don't hold true for musical play. While I am not aware of any academic studies, I know that similar to recess, music reaches parts of the mind untouched by desk learning. In addition, the "soft skills" associated with personal and social interaction found in music ensembles can not be easily replicated while sitting in rows of desks.
To my way of thinking, playing music is play time! Music education is more than learning a language or training ones embouchure. It's more than notes on a page for pressing the right spot on a fret board. Music is about PLAYING an instrument. You can not participate in music without PLAYing an instrument. Beyond the play, music teaches the WHOLE CHILD in a comprehensive way not found anywhere else.
- Music is where the physical meets the intellectual.
- Music is where cerebral moments and emotional ones occur simultaneously.
- Music is where academic and aesthetic go hand in hand.
- Music is where every individual is challenged but done so in a group environment.
- Music is where learning through play is playing while you learn.
Music isn't a substitute for other coursework, nor is it an impediment. Music can and should stand side by side with any other course when it comes to academic weight and rigor. Music can reach children in a way that other curricula can't and reach places in children that would otherwise remain untouched. In short... music matters.
Yes, in music we play... And according to the latest studies, so should everyone else.
Just my thoughts, now stop reading and go play!


In our new book LOOK INSIDE, dedicated to cutaway infographics, there are only two examples (due to space constrains) of the work of one of the most prolific cutaway artists of all time, and perhaps the first to concentrate most of his efforts in this particular kind of explanation graphics: George Horace Davis. Regrettably, he is almost completely forgotten today, and we feel he deserves to be better known.
G.H. Davis was born in London in 1881. He received a formal art education and was already working as a freelance artist before World War I. He served on the Royal Air Force putting his talent to good use creating aerial diagrams for pilot training. After the war he continued his career as a freelance artist specialized on military subjects, and in 1923 he started his 40-year collaboration with the Illustrated London News. By his own estimate he created more than 2,500 pages of illustrations over a 40-year span, many of them consisting of very detailed technical cutaways of military planes, ships, submarines, and tanks.
Most of his illustrations for ILN are black and white paintings, occupying a full-page or a spread, and sometimes a four-page gatefold. During World War II he created hundreds of paintings revealing the inner workings of about every single plane, ship and tank used by both sides during the conflict.
Besides his work in ILN he collaborated with other British magazines such as Flight and Modern Wonders. In the U.S. Popular Mechanics published his work regularly. He died at age 82 in 1963, and many of his original pieces are preserved in the Imperial War Museum, in London.
There is not a lot of information about Davis online. There are good articles about him here and here. For those interested, It is still possible to find original copies of his illustrations for ILN in Ebay.


Art for Schools
Children's writer and illustrator Jackie Morris tells the story of how, in the late 1940s, one woman persuaded artists such as Picasso, Matisse and Lowry to donate prints to be distributed around British schools.
Determined to help widen access to art, Brenda Rawnsley established the School Prints scheme, at first commissioning British artists such as Lowry and Henry Moore, and then taking a portable printing press to France to persuade some of the most well-known artists in the world to take part. Jackie Morris tells the story of the scheme and the woman behind it, and considers how art education has been viewed in Britain since.
A White Pebble Media production for BBC Radio 4.


Can New App Help 'Lesson Study' Make Inroads in U.S. Schools?
As they grapple with new instructional expectations, a growing number of teachers are working to improve their practice through the "lesson study" approach to professional development, according to a KQED Mind Shift story.
The term lesson study is a translation of the Japanese phrase kenkyuu juygyou—literally,"research lessons." It is a highly developed practice of teaching and learning in Japan.
In lesson studies, teachers develop lessons to achieve a specific goal in collaboration with their colleagues, according to an OECD overview. During the lesson, participating teachers observe a colleague leading a lesson and are responsible for recording the lesson as well as compiling notes on instruction strategies and student behavior. The lesson is then followed up by a discussion in which the team examines the effective aspects, areas for improvement, and offer suggestions as well as insight.
"It gives you a chance to really think through all the details and address all the problems you are trying to address," Tom McDougal, executive director of Lesson Study Alliance in Chicago, told KQED. "And you do it with the moral and intellectual support of your colleagues and it's not evaluative."
According to the KQED story, lesson study has been used in Japan since the 1960s, when a teacher-centered elementary education took root. The Japanese education system advocates for the continuous improvement of teaching practice that is led by teachers.
To expand the use of the practice in the United States, McDougal and Akihiko Takahashi, a DePaul University math education professor, developed the Collaborative Lesson Research model, which offers a breakdown of the lesson-study process.
The Lesson Study Alliance has also developed an iPad app called Lesson Note that's designed to support the lesson studies.
The app gives teachers tools to take notes on each individual student through an online seating chart of the classroom. Observing teachers can also use a timer to gauge class time spent on student discussion and insert pictures within their time-stamped notes. Transitions between different stages of the lesson are also recordable, and users can upload student work.
In the U.S., interest in lesson study sparked in the late 1990s among U.S. teachers and policymakers, according to Dr. Catherine Lewis, the director of lesson-study research projects at Mills College in Oakland, Calif. The publication of The Teaching Gap, by James Stigler and James Hiebert, in 1999 included a chapter on "lesson study" and a video study of the practice in different countries.
However, time and space limitations—as well as questions about its impact on student performance—have curtailed its growth in U.S. schools.
McDougal hopes that more U.S. schools will make the shift to lesson study, suggesting that wider use of the practice could build instructional expertise.
He told KQED, "There's really only a handful of people in the U.S. who know lesson study and know content and know teaching, and are really good at analyzing the lesson and giving remarks at the end of the lesson."
Image: Collaborative Lesson Research, Lesson Study Alliance


Early literacy skills encompass far more than just learning how to read and write the alphabet. In fact, one of the most important skills to reinforce with your toddler is the art of telling a story. Storytelling helps children understand how to sequence events, how to set action in place and time, and organize a story around characters. Furthermore, storytelling helps build important social skills and develop awareness of emotions and cause and effect.
It is critical for parents and caregivers to model the skill of storytelling given that toddlers are still acquiring language and developing the means to effectively communicate their ideas. Understanding basic concepts such as beginning, middle, and end serve as the foundation for later literacy learning. You can scaffold your child's learning and understanding of story sequence with these simple activities:
Children often enjoy creating their own story. Help your toddler learn the basics of the publishing process with these simple project ideas:
1. Simple Homemade Picture Book. Use construction paper, family photos or magazines, scissors, glue, crayons/makers, a hole punch, and binder ring to create a simple picture book. Younger toddlers can dictate their story to an adult who transcribes or shadow writes (transcribes some or all words in yellow marker/highlighter for the child to trace independently), while older toddlers can use inventive spelling to create their own story.
2. Write You Own Version of the Story. Photocopy pictures from a favorite book to color and ask your toddler to write their own storyline. Characters might have different names and creative dialogue can be added to liven the story.
3. Publish a Hardback Book Using Pictures. Take advantage of websites, such as Shutterfly and Snapfish, to create a one of a kind homemade picture book. Use family photos as the illustrations or photograph your child's art to create images for the picture book. Younger toddler can dictate the text to an adult who transcribes and types the information, while older toddlers can work with an adult to write together on the computer.
Toddlers learn best when they can relate to the information and when they have a context (prior knowledge) to build upon. Utilizing the strategies outlined above, you can take advantage of everyday experiences, familiar stories, and special occasions to foster your child's early literacy development and overall language skills.
Have a favorite storytelling moment? Share your experiences and strategies to support other parents looking for ideas to utilize with their children!
ABOUT CHRISSY K
I am mom to three boys (one with several life-threatening food allergies) who will never own too many picture books or create Pinterest-worthy snacks. Simply Chrissy K is a place to find helpful tips on parenting that stem from my work with families and design ideas based on our adventures building a home from the ground up.
Three Q's to Consider Before Redshirting
The Art of Storytelling
How to Foster a Healthy
Making Story Time Meaningful
Can You Teach Creativity?
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Based on a work at http://www.strongtots.com


Performing Arts Workshop
When is art more than art?
Art education in schools helps children develop the critical thinking and expression skills that launch them into enriched and successful lives. But children at underfunded public schools aren’t always assured the chance to learn how to think like a poet, or release emotions through dance. Performing Arts Workshop brings qualified teachers to public schools and after-school programs. Those teaching artists do more than expose kids to art—they help children transfer artistic inspiration to academic learning and personal relationships. Mission Minded helped Performing Arts Workshop tell its story to important donors, allowing them to understand how their gifts provide this extraordinary learning experience to children.


Rating is available when the video has been rented.
This feature is not available right now. Please try again later.
Published on Jan 19, 2011
This is this child's 3rd Lesson at Stoneman Piano Studio in Seattle WA. Seth is a great student with parents that take an interest in his music education. Although this is only Seth's third Lesson, this is the 4th song that he has learned in two weeks! He's discovering and learning the song as he plays it, by ear! Jordan Stoneman the instructor is giving him leading tones and then the student fills in the blank! This is called the Mother-Tongue Approach, and is the most effective way for small children to learn piano. More information at the Suzuki Association website.


Infant Motor Skills Development - Newborn to Six Months
All new parents are nervous about their infant's motor skill development. They ask themselves, "Is it okay that my child isn't turning over yet?" or "Why did my neighbor's child already start crawling, and my son did not?" During the first six months especially, it is important to understand the various stages of motor development, as the stages are not as visible as they will become toward the end of the first year. Although the motor skill developments may be more difficult to see, there are several activities that you can do with your infant to encourage them, and it is important to know what to expect each step of the way.
One to Two Months
In the first month, the infant can lift her head, but only momentarily. When she is lying on her back, she can turn her head from side to side. She will exhibit a strong grasp reflex, and her hands will often be tightly clenched.
In the second month, your infant’s grasp reflex is probably lessening. She can now lift her head at a 45 degree angle when she is lying on her stomach. You should be able to hold her in a sitting position, although her head may bob forward.
During these months, you may be at a loss about how to encourage your infant's motor skills development. She doesn't seem to be moving much intentionally at all! That's why, at this stage, you can do the moving for her. Infant exercise is ideal at this stage - if your infant likes it. Cross her arms over her chest, and then open them again. Fold her knees into her stomach, and then stretch out her legs. Many infants enjoy being "exercised," and you'll be encouraging their motor development at the same time.
Three to Four Months
At three months, your infant has probably lost his grasp reflex completely. He can now hold objects if given to him, although he cannot yet reach for them on his own. When on his stomach, he can bear his own weight on his forearms, and can lift his head between 45 and 90 degrees off the ground. If you hold him in a standing position, you will feel him begin to put some effort into bearing his own weight with his legs.
At four months, your infant has finally developed stronger head control. You can start propping him in a sitting position, and he should be able to stay in the position for a period of time. At this point, he should be able to raise his head and chest about 90 degrees off the ground when on his stomach. Although he tries to reach for objects, his aim is not perfected yet. Once he grasps an object, he will explore it with his hands. He may roll from his back to his side at this point, but will probably not be able to turn all the way onto his stomach.
Tummy time is important during these months (although you should begin it as early as possible). Put your infant on his stomach - but don't just leave him there alone! Put a toy in front of him or to his side, and get down on your stomach too so you can play with him. If your child refuses tummy time, try putting him stomach-down on your stomach, and see if he likes that better.
Five to Six Months
By the fifth month, your infant will probably be able to hold her head up well when in a sitting position. She will probably be able to roll from her stomach to her back, but not yet from her back to her stomach.
When your infant is lying down, try to pull her hands to help her sit up. In the sixth month, you may see her lifting her own head in anticipation for sitting. When she is on her stomach, she will also be able to bear her entire weight on her hands and use them to lift up her upper body. At this point, she may even learn to flip from her back onto her stomach.
At this stage, you can help your infant learn to sit up by propping her with pillows. To make sitting more fun. help her sit on your knees while you bounce her up and down and sing a fun song. Hold on to her hands while you do this, and make sure that she is sitting securely!


I was really excited to see all the tools for differentiation that I didn’t know about before. I think it is a process that many people do not understand and can struggle with doing well in their classrooms. Differentiation is hard to do in some ways but easier in others. One of the best things a teacher can have to help with differentiation is collaboration with their teaching partner as well as any other resources personal in the school (literacy coach, reading specialist, math interventionist). Now to put a plan into action we must first have one.
For me, differentiation can mean to slow down the pace when needed, speed up the pace when needed, replace content when needed, and add activities when needed. Differentiation helps with intervention to plug holes in understanding and extension for those fast learners. All students have to be able to learn at their own speed and may need either extra practice or to move on to the next concept. Varying the processes that students go through to learn the content, teaching them a variety of ways of solving, and different strategies for understanding are all ways to differentiate. Instruction can be one on one, small group, partner work, large group and independent. There can be a mix of all of those or just a couple. Differentiation has to fit the subject and the students’ needs.
Using program such as ALEKS http://www.aleks.com/ in your school is one way to differentiate in math. The program can be used for intervention with students who are behind in their math understanding or as extension for those students who need to move at a faster pace. The students work at their own pace and can be assessed weekly to determine their level of understanding. Another program that is similar, but for reading is Lexia http://www.lexialearning.com/ . Lexia is a great program for students who need help in reading and phonics instruction. Both of these programs can be used on an independent level for students with quick small group mini lessons as needed with the students.


Books are an influential agent for helping children understand their homes, communities and the world. As a mother of three multiracial kids, I know how important it is to for children to see characters that resemble them in books. As a professional that works with children daily, I know it is also important for children to see people who do not look like them also. This helps them to develop an appreciation for the beauty of the cultures of others. I believe that it is important that books reflect the diversity that exists in today’s world.
Reasons to read culturally diverse books to your children are:
- They can improve a child’s cultural competence. This will help the child develop empathy towards others and facilitate acceptance of cultures different from one’s own. They can also inspire learning of other cultures and over-all cultural awareness.
- They can open up discussions about cultural roots between you and your children. They can also strengthen their individual cultural identity
- Bilingual books are a fun way to learn new languages. They also encourage multilingual and literacy development.
- I believe that it is important for immigrant, biracial and bicultural,multiracial and multicultural children to read about characters with similar experiences and emotions.
- I am always saying that books can take us anywhere we want to go. What better, not to mention cheaper way, to travel to a faraway place than in a multicultural story?
As a part of your child well-balanced reading régime please expose them to diverse cultures, people and places. I believe that this helps the child develop into a person that is culturally competent. Unfortunately, we live in a world where children are increasingly exposed to hatred and intolerance of cultural diversity; so remember to carefully choose and read your multicultural books before sharing them with your children to make sure that they are without misconceptions, stereotypes, ignorance and prejudices. There are many books that convey the beauty of the diverse cultures.
It is February, so let's celebrate Black History Month by reading children's books by Black American Authors. In honor of Black History Month, I thought I'd share a link of some book written by Black American Authors. Inside the Books Yes, I said Black American not African American but that is a post for another day.
Remember to read culturally diverse books regularly not just on cultural holidays. Now that I've said that let me shamelessly plug one of my books. You can find it on Amazon, B&N etc.


Uranus Planet Video for Kids
All about Uranus Planet
It is the seventh planet from the Sun. It is not visible to naked eye. It is the first planet discovered with the help of a telescope. It was discovered by Sir William Herschel on 13 March 1781. The name of this planet is given after the father of roman god Saturn.
Fast facts: –
- This planet is so large in size that it can contain 15 earths at a time.
- It has a total of 27 moons.
- This planet has 13 rings.
- Astronomer Johann Bode has suggested the name Uranus.
- One trip of this planet around sun takes 84 earth years.
- It is also called as ‘Ice Giant’.
- Uranus has the coldest atmosphere of any planet with a minimum temperature which is -224°C approximately.
- Only one spacecraft has flown by the Uranus and that spacecraft was Voyager 2.
- The largest moon of the planet is Titania.
- This Planet has an unusual tilt which is believed to be caused by a collision.
- Winds on this planet can reach up to a speed of 560 miles per hour.
- Firstly, this planet was named as ‘Georgium Sidus’. It is a Latin word which means Georgian Planet. This name was given by William Herschel.
- It is the second least dense planet.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun facts for kids about Uranus Planet ." Easy Science for Kids, Aug 2017. Web. 17 Aug 2017. < http://easyscienceforkids.com/uranus-planet-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2017). Fun facts for kids about Uranus Planet. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/uranus-planet-video-for-kids/
Sponsored Links :


How we help
Click the image to enlarge
Kids Like Me Learn - Colors
This chunky, sturdy book features children with Down syndrome and is perfect for youngsters who are ready to start learning their colors.
Kids Like Me...Learn Colors features adorable and diverse children with Down syndrome on every page, and many of their siblings too, this chunky, sturdy book is perfect for youngsters who are ready to start learning their colors. Learn Colors teaches primary colors, plus orange, green, purple, pink, brown, black, white, silver, gold, gray, and a multi-color rainbow. Every page features a child with Down syndrome wearing a shirt and playing with an object of the same color, photographed against a crisp, white background. Borders contain the word for English and Spanish. After all, it's never too early to start bilingual education!
NB: The library resources are available for ADSA library members to borrow. Unfortunately we do not sell direct to the general public.
You might also be interested in ...
See & Learn - Language & Reading - First Word Pictures
First step in the See and Learn Language and Reading programme - a series of activities specially developed to help children who have Down syndrome learn to talk and to read. (Lending Period - 10 weeks)
Turn The Page With Me
A DVD that helps parents and caregivers to support their child's language and literacy development from birth to school entry.
Spell to Write - Getting Started
Getting Started provides a step by step guide for Preschool/School personnel in developing and implementing a spell to write program for the emergent writer.
Survival Signing Course for Parents
This booklet has been developed to help parents along with their child learn to sign first words, through basic sentences and songs.
Proudly Supported by:
09 527 0060
Monday - Friday: 9.30am - 2.30pm
Level 3, 45 Mt Wellington Highway
Back to top
© 2011 ADSA. All rights reserved.


The goals of the French Program are:
French will be taught through the use of songs, games, books, work sheets, stories, poems, art, dance, and a modified version of ‘A.I.M. Language Learning’ (Accelerative Integrated Method) where children use gestures as a learning and memory aid. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children will be given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise. A French newsletter is sent home each month listing the themes, vocabulary, and songs that your child will be learning during their French lessons. Meet our french teacher.
Here at Children’s Garden Nursery School we use many tested and trusted teaching styles appropriate to the age of the children. The Orff and Kodaly methods are two such styles that integrate the use of voice, simple rhythms, and percussion in order to encourage a sense of fun and freedom with music. These philosophies teach the importance of helping the children feel uninhibited about expressing themselves. We have a wide range of professional quality percussion instruments, all designed and crafted for small hands. Our inventory is large enough so that each student has the opportunity to experience each instrument every week. Highlights of our school year is our annual “Holiday Concert” taking place at the end of December, and our annual “Spring Concert” before the end of the school year. Each year our students learn, practice, and perform a special concert for family and friends in the gymnasium of the school. Since music is a natural form of expression, especially in children, we strive to encourage singing and playing at all times. While having fun, the children are learning ‘Musical’ concepts such as, high/low, loud/soft and fast/slow. These are but a few of the wonderful tools that our early music education can provide. Please note that our Toddler children will have their own special ‘Holiday Concert’ performance in the comfort of their classroom. Their “Spring Concert” will be in the gym! Meet our music teacher.
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children. For more information about Sportball programs, please visit them at www.sportball.ca.
The drama program serves to introduce the students to dramatic story telling, puppetry, creative movement, imaginative play and music. At the commencement of every class, there is a vocal and movement warm up. Then, children will embark on an imaginary journey to a place and/or explore a theme-based story. Children will also play a bundle of new and exciting drama games. Our main goal with this program is to encourage dramatic play and creative movement through stories. We also hope to foster a fun and safe environment where children are able to explore their bodies, voices and feelings. Meet our drama teacher.


Educational Resource Program
Affirming and acknowledging that all students learn differently.
The Educational Resource Program (ERP) assists students in grades junior kindergarten through grade 12 with individualized learning needs and support. The program provides differentiated learning support, comprehensive academic resources, and extensive guidance for students, parents, and faculty. The focus is on helping students successfully navigate Country Day's curricular expectations and maximize academic potential.
In Lower School, our Educational Resource team applies their specialized training in learning differences to support students during their early learning. The ERP offers:
- Individualized one-to-one tutoring and small group multisensory instruction focused on literacy and math skills development. This framework is valuable in addressing potential gaps in understanding and mastery of basic learning skills in the early grades.
- Speech-language and occupational therapy screenings and individual therapy on campus, if needed. Speech-language and occupational therapists play an important role in literacy development. Services from outside professionals may be recommended to assist in providing a more comprehensive educational plan for students.
Middle SchoolAs students continue to grow as learners in the Middle School, our ERP team supports students who experience general academic difficulties due to challenges with work organization, time management, reading efficiency, problem-solving strategies, attention issues, and/or learning differences. Our tutors work closely with students to maximize their strengths and bolster self-advocacy and self-confidence. Tutors use their expertise and curricular knowledge to incorporate individualized learning strategies and skills into subject-specific instruction and reinforcement.
In the Upper School, our ERP tutors provide support and review to assist students with mastery of content area information as well as time management, organizational, and study skills strategies. We encourage increased independence and self-advocacy as students mature. For juniors and seniors, assistance with College Board and ACT documentation regarding requests for accommodations is provided.


The Mathematics and Statistics Department aims to give students the procedural and analytical skills needed to be confident in solving Mathematical problems in their chosen path. In each course we cover a range of topics that with the aim of forming a set of foundational skills that will help support the next phase, be it in the world of work or further study.
A continuation of the fundamentals covered in primary school. Topics include: Number (Whole Numbers, Fractions, Integers, Decimals, etc.), Measurement, Statistics, Geometry and Algebra.
Year 10 is viewed as a preparation year for NCEA Level 1. Topics covered include: Number, Measurement, Right Angled Triangles, Statistics, Geometry and Algebra.
Year 11 Achievement Standards:
Our Achievement Standards NCEA Level 1 course is targeted at students who will need Mathematics to continue various career paths. Successful completion of this course will lead to one of our Year 12 courses. Topics covered include: Numeric Reasoning, Right Angled Triangles, Statistics, Equations Table and Graphs, Probability and Algebra.
Year 11 Alternative:
Our Alternative Year 11 course is designed to help students to meet the NCEA Level 1 Numeracy requirements. Topics covered include: Numeric Reasoning, Measurement, Right Angled Triangles, and Statistics.
Year 12 Achievement Standards:
The Year 12 Achievement Standards course continues on for students who successfully complete the Year 11 Achievement Standards course and is designed for students who are considering tertiary study programme that has a Mathematical component. There is a heavy Algebra component in the course and use of a graphics calculator is essential as the focus of standards covered has shifted to interpretation rather than purely computational skills. Topics covered include: Trigonometry, Equations and Graphs, Statistics, Probability, Algebra and Calculus.
Year 12 Alternative:
Our Alternative Year 12 course is designed for students who successfully completed Year 11 Achievement Standards and are keen to continue studying Mathematics. Topics covered include: Trigonometry, Networks, Statistics, Coordinate Geometry and Systems of Equations.
Year 13 Statistics:
Year 13 Statistics is a course designed mainly for those students who plan to attend a university programme that will require statistics, which is an ever increasing range of subjects. An ever increasing focus on interpretation and analysis had led many students to make great use of their personal laptops to be able to work on standards both at school and at home. Topics covered include: Probability Distributions, Time Series, Linear Programming, Bivariate Data and Systems of Equations/ Simultaneous Equations.
Year 13 Calculus:
The Calculus course is designed mainly for those students who indent on undertaking a university programme (Engineering, Physics, Chemistry, Computer Science, etc.) that requires Calculus skills. Topics covered include: Trigonometry, Conic Sections, Systems of Equations, Differentiation and Integration.
Mr J Sibley (HOD)
Ms K Taiaroa (Assistant HOD)
Ms N Hasenbegovic
Mr M Hoegh


Raising Readers: The First Three Years
Just as children develop language skills long before being able to speak, they also develop literacy skills long before being able to read. What parents do, or don’t do, has a lasting impact on their child’s reading skills.
Children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent of their eventual adult weight. When parents talk, sing, and read to their child, links among the child’s brain cells are strengthened and new cells and links are formed.
Young children learn by playing. Parents can help stimulate language and literacy development by singing lullabies, dramatizing their child's favorite story, and engaging in other fun interactions.
Many pediatricians believe that a child who has never held a book or listened to a story is not a fully healthy child. Despite the considerable evidence of a relationship between reading regularly to a child and that child's later reading development, six in ten babies and five in ten toddlers are not read to regularly by parents or family members.
Reading aloud to young children is so critical that the American Academy of Pediatrics recommends that doctors prescribe reading activities along with other advice given to parents at regular check-ups.
Source: Fast Facts on Raising Readers: What Families Can Do. America Reads Challenge, U.S. Department of Education.


Second Language Acquisition
Second language acquisition is an essential part of teaching practice at SCS, as all of our students are learning in a second language (either English or Spanish). SCS invests heavily in second language acquisition training for all teaching faculty. This professional development equips teachers to implement classroom strategies that promote academic fluency in the four language domains of Listening, Speaking, Reading, and Writing. Our ELL (English language learner) students score in the average range in all subjects on the MAP assessment compared to their native English-speaking peer groups in the United States.
The Sheltered Instruction Observation Protocol (SIOP) model is a research-based approach used in all fifty states and throughout the world to help children develop second language proficiency, specifically in the English language. The SIOP model is an integral part of every SCS classroom. While the core curriculum is taught in English by native English speakers, students are introduced to literacy development skills in both English and Spanish in the early grades. While teachers work diligently to provide for all students' needs within the classroom, some students require additional reinforcement. The English as a Second Language (ESL) and Spanish as a Second Language (SSL) departments support students who are struggling in one or more of their core classes due to lack of proficiency in the target language.


Grade Level: 6-8 Art Education Lesson Plan
Art Elements: Color, Shape, Pattern
Art Skills: Drawing an animal, Cutting, Gluing.
Art History: Mola Textile Art
* Get more free lessons like this, on our Lessons Page
This is an excellent lesson to use for an art fundraiser such as Square 1 or Art to Remember. Students draw an animal, or symbol of their choice. They cut it out and layer multiple times. Once their center image is complete, they repeat the process for the background pattern. I have taught this lesson using various background sizes. I currently have my students use 8’x8’ square paper. Although it is possible to use larger paper, it’s more time consuming.
Accommodations: Allow a student to print off a clip art image to use for their center symbol instead of having them draw the symbol.This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Published on January 19th, 2016 | by Home and Family0
8 Signs That You’ve Found an Awesome Preschool for Your Child
Studies show that there are several benefits of preschool for children between the age of three and four. Preschool helps children develop social skills, independence, and the routine and structure of being in a classroom. Many studies even indicate that children who attended preschool go on to achieve better test scores in school and even have higher college graduate rates than their counterparts who did not go to preschool.
One of the most important factors and your child having an effective preschool experience is choosing the best preschool for them. Finding a good preschool can be overwhelming because there are so many preschools to choose from and their teaching philosophy varies so much. In most cases, both public and private schools who are kindergarten through eighth grade also offer a preschool. Sometimes public preschools are less expensive because they are subsidized by the government, and often private preschools have great reputations for providing good education. Almost all private preschools (more than 80%) have a religious affiliation, although the impact of that religious affiliation on the preschool’s curriculum varies from one private preschool to the next.
Although it might feel overwhelming to figure out which preschool is best for your child, one simple way to start is to look for a school that possesses the National Association of Education for Young Children’s (NAEYC) list of eight signs of an effective preschool:
- The preschool’s teaching philosophy is free-play based. Studies show that expecting preschool-age children to sit still for long periods of time to absorb knowledge is both ineffective and creates a negative perception of school.
- There is a wide range of learning material provided to suit the different interests and temperaments of each child. Look for art supplies, reading books, puzzles, “manipulables” such as building blocks, and counting objects. Children should be able to gravitate to what interests them, and not be forced into the same activity.
- The schedule should involve a lot of small group play and rotating centers. The teacher should not conduct the same activity for the entire group the entire time, where timid or distracted children will get less out of it.
- The foundational skills of education (reading, writing, arithmetic) should be conveyed through real life experiences. This includes observing nature and cooking experiments, rather than being expected to memorize the facts.
- The curriculum should involve very little structured schoolwork like worksheets, and primarily rely on learning through play. Testing should generally not be involved in a good preschool education.
- When the climate allows, playing outside is widely accepted as a great preschool building block.
- Story time should be conducted individually, in small groups, and sometimes as a whole group. Reading opportunities should not be restricted to the entire group at the same time, as some children struggle to pay attention in these situations.
- The most critical part of a great preschool education is that the child enjoys participating and does not dread going to school. Having a positive outlook on attending school will be an asset throughout their entire educational career.
Additional Tips for Choosing a Preschool
A few factors that may help you decide if a preschool is a good fit for your child include:
- Does the preschool have any formal accreditation or certification? The NAEYC offers an accreditation to both public and private preschools who meet certain criteria and pass a rigorous review. Having an official accreditation helps ensure the preschool’s practices follow the standards mentioned above.
- Does the preschool’s discipline policy follow your own parental practices? Let’s be honest, a room full of 3-year-old children will sometime lead to chaos. How does the school handle disciplinary issues and how does it align with your own way of handling it?
- Does the school’s security and safety practices make you feel comfortable with leaving your child for long periods of time?
- Is there a good communication channel between teachers and parents? Asking a question or communicating a concern at pick-up and drop-offs is difficult while a bunch of small children run and scream.
Did you have trouble looking for a preschool for your child? What were the most important attributes that you looked for? Please share your experience with us in the comment section below.