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Classroom Diversityby Ellen (edt) Mcintyre
Synopses & Reviews
Visit the Center for Research on Education, Diversity & Excellence!
Why do we honor some students' background knowledge and ignore that of others? How can we build on the "gifts of diversity" in our classrooms? Classroom Diversity offers examples of teachers wrestling with these issues. It presents a new way to look at curriculum design and the learning that can result when we put students' funds of knowledge first.
Classroom Diversity takes a "sociocultural" approach to curriculum design, which provides minority and working-class students with the same privileges that middle-class students have always had: instruction that puts their knowledge and experiences at the heart of their learning. It presents both the theoretical framework for linking students' lives with curriculum and specific strategies from teachers who have done so successfully. Their stories show African American, Haitian American, Latino, Native American, and rural white students of Appalachian descent engaged in contextualized learning as they read and write and do mathematics and science across the grades. All of the classrooms described share one important characteristic: they use students' household-based funds of knowledge as resources for school-based funds of knowledge, building bridges in nontraditional ways.
Classroom Diversity takes a "sociocultural" approach to curriculum design, which provides minority and working-class students with the same privileges that middle-class students have always had.
About the Author
Norma Gonzalez is an Associate Research Professor in the Bureau of Applied Research in Anthropology at the University of Arizona. She teaches and does research in the area of anthropology and education, as well as in language socialization and borderland household analysis.Ellen McIntyre is an Associate Professor of Literacy Education at the University of Louisville, where she teaches literacy research and methods courses and studies children's literacy development in school and community contexts.Ann Rosebery is a senior researcher at TERC, where she collaborates with teachers to improve science education for students from linguistically and culturally diverse backgrounds.
Table of Contents
Connecting Students' Cultures to Instruction, A. Rosebery , E. McIntyre & N. Gonzalez
Connecting Cultural Traditions: Making Comparisons, S. Maher , G. Epaloose & R. Tharp
Ring My Bell: Contextualizing Home and School in an African American Community, M. Foster & T. Peele
Unearthing the Mathematics of a Classroom Garden, L. Kahn & M. Civil
The Sound of Drums, F. Conant , A. Rosebery , B. Warren & J. Hudicourt-Barnes
Preschool Science: Contextualizing Curriculum with Children's Questions and Family Stories, M. Callanan, , P. Coto , L. Miranda , A. Striffler , J. Allen , C. Crandall , & C. Murphy
Agricultural Field Day: Linking Rural Cultures to School Lessons, E. McIntyre , R. Sweazy & S. Greer
Teaching History: A Cultural Approach for Primary-Grade Children, E. McIntyre & J. Archie
Creating Learning Communities: The "Build Your Dream House" Unit, M. Ayers , J. Fonseca , R. Andrade & M. Civil
Creating Links Between Home and School Mathematics Practices, R. Andrade , C. Carson & N. Gonzalez
Seeing, Believing, and Taking Action, N. Gonzalez , E. McIntyre & A. Rosebery
What Our Readers Are Saying


Theory and Practice
There is often a split between the theories of art education and between
the actual practice of art education. There are many reasons to embrace
theory and there are good reasons to be wary of theory. Theory that
claims to have identified the best and only way of currently structuring
art education is not in sync with postmodern times in which a variety
of approaches and positions can be seen as equally valid, at least
as starting points. Planning a curriculum based on theoretical positions,
even interesting, up-to-date theories, can be dry and lifeless. "Authoring"
art projects is an art form and needs to begin in an aesthetic, not
only an intellectual impulse. Without the aesthetic impulse, that
combines thinking, perceiving, and making in fresh ways, curriculum
is a mere recitation of what has been, rather than an exploration
of what can be.
Yet, theory can spark an intellectual and aesthetic impulse. Such
thinking can transform and enliven an art education curriculum. It
can encourage incorporating contemporary thinking about art and culture
into the everyday life of the classroom. It can draw attention to
important, but hitherto for, unnoticed aspects of the content of the
curriculum. It can challenge us to step back from immersion in the
beauty and complexity of the visual and material world to re-think
why we do what we do.
The articles in this section are by teachers, artists, and professors
whose ideas have contributed to the Contemporary Community Curriculum
Initiative. Our goal is to present articles that will stimulate teachers
to look through different eyes at their K-12 (and college) art rooms.
It is by these shifts of perception causing sometimes a slight
and subtle change of emphasis or at other times a complete make-over
of some aspect of the curriculum that teachers continue to
re-invent the practice, outcomes, and theory of art education in our


Speaking more than one language boosts brain power as well as working memory, according to new research by the University of Granada and the University of York in Toronto.
The study, published in the Journal of Experimental Child Psychology, revealed that bilingual children are better able to retain, process, and learn new information — the hallmarks of working memory — than those who speak only one language.
Working memory is tied to intelligence and a wide range of mental activities, such as calculation and reading comprehension.
"Other studies have demonstrated that bilingual children are better at planning and cognitive control (i.e. tasks involving ignoring irrelevant information or requiring a dominant response)," said lead researcher Julia Morales Castillo, of the Department of Experimental Psychology at the University of Granada. "But, to date, there was no evidence on the influence of bilingualism on the working memory."
ALERT: 5 Signs You’ll Get Alzheimer’s Disease
To fill that gap, Morales Castillo and her colleagues performed a series of memory tests on bilingual children, between 5 and 7 years of age, and compared them to those who spoke only one language.
The results showed bilingual children performed better on working memory tasks and, in fact, the more complex the assignments the better their performance.
"The results of this study suggest that bilingualism does not only improve the working memory in an isolated way, but they affect the global development of executive functions, especially when they have to interact with each other," Morales Castillo said.
She explained that working memory generally develops in the first years of life, but it can be trained and improved with experience. It generally involves the storage and processing of information over short periods of time and is a key component of "executive functions" associated with planning and self-regulation of human behavior.
Morales Castillo noted other studies have found children who engage in other mental activities such as music education have better cognitive abilities.
"However, we cannot determine to what extent children perform these activities due to other factors such as talent or personal interest," she add. "[But] the children in our study were bilingual because of family reasons rather than because of an interest in languages."
© 2015 NewsmaxHealth. All rights reserved.


Learn Art: Be Unique and Let Your Creativity Flow
Art is an important facet of society, it allows us a constructive outlet for our emotions and energy. The ability to create artwork is very empowering and allows the artist to embrace and explore their talents; but before running for the pastels and paints, it is important to understand the different elements that go into a piece of art. Learning about the fundamental elements, principles, and theories of art and composition is important to one’s art education, the following is your guide to learning about art, and how different elements of art can be combined to create an artwork that is unique and special.
Elements of Art
- Art & Design Elements – Learn more about the elements of art and design and how they are incorporated into art.
- Elements of Art – Detailed information about the elements of art, including color shape, and texture.
- The 7 Formal Elements – Understand the seven traditional elements of design and why they are important to art as a whole.
- Element Examples – Gain a better understanding of the elements of art with these examples.
- Art and Design – Explore the elements of art through this easy to follow website.
- Formal Elements – An introduction to the formal elements of art is an important foundation for further art education.
Principles of Art
- ABCs of Art – Learn about the basics to better “read” a piece of art.
- Balance – Discover the importance of balance in art with this basic information and examples.
Other Art Concepts
- Art Glossary – Use this art glossary to familiarize yourself with art terminology.
- Analogous Colors – Basic information about analogous colors and how they can be incorporated into art.
- Symbolism of Colors – Learn the meaning behind different colors and what type of emotion each color sparks.
- Color Theory – Explore the use and importance of color in artwork.
- Color Wheel – Discover the color wheel and its many variations. The color wheel is an important tool of art.
- Printable Color Wheel – Information and examples of primary, secondary, and color schemes using the color wheel.
- Complimentary Colors – Examples of complimentary colors and how to identify complimentary colors on a color wheel.
- Color Principles – Detailed information about the use of hue, saturation, and value in art.
- Additive Primaries – Information about additive color and how it is used in art and graphic design; this also covers information about shade and tint.
- The Primary Colors – Basic information about additive and subtractive primary colors and how they can be combine to achieve new secondary colors.
- Primary & Secondary Colors – Elementary information about primary and secondary colors and how they work together to influence art.
- Emphasis – Information and insight into how to guide the focus and emphasis in an artwork.
- Perspective – A detailed explanation of perspective and how it is used in art to direct the viewer.
- Art Safety Guide – Learn how to use different media and the precautions that you should be aware of when using a particular media.
- Glazes – Information about different media and how they can be used on a surface.
- How to Make Paint – Homemade paint allows the artist total control of the color and the media they are working with.
- Painting Guide – Learn how to master the art of painting with this easy to follow guide.
- Oil Painting – Detailed information about oil painting and how it has evolved and been used throughout art.
- Painting – Information about the origins of painting and its impact on the art community.
- Tempera Painting – Learn about the tempera painting and what is needed for tempera work.
- Pastel Painting – Detailed information about what pastel painting is and how it is used.
- Basics of Pastel – Brief information about the use of pastel and famous artists who have used the media.
- Drawing – Student artwork and information about drawing with pen and pencil media.
- Abstract Art – Detailed information about abstract art and some of the artists who helped to make it famous.
- Baroque – Basic information about the Baroque style.
- The Baroque Style – Information about the history of the baroque style and those who made the style acceptable in the art community.
- Byzantine Art – Examples and information about the Byzantine style.
- Cubism – Learn about analytical cubism and how it influenced art of the 20th century.
- Greek & Roman Art – information and samples of Greek and Roman art, as well as subsections of both art genres.
- Impressionism – Basic information about impressionism and popular impressionist artists.
- Realism – Basic principles of realist art and insight from famous realist artists.
- Renaissance Art – Understand what renaissance art is and how it impacted art history.
- Romanesque Art – Detailed information about Romanesque art and its common characteristics.


How to Read Mathematics, by Shai Simonson and Fernando Gouvea. Excellent. I'll definitely be using this with my students. (There's one little problem. They say 'term', about half-way down, when they mean factor.)
Check this out, by Alison Blank: Math is not Linear. Her blog is great, too.
Cool graphic of a wave, made using Mathematica.
Detexify lets you draw online. You draw one symbol, and it'll tell you what you drew. If you'd like to start using LaTeX online, this will find symbols for you. You can also use a site called sitmo. Maria explains that here. A few people have raved about Detexify. I'm not sure why. Is it just too cool that it does character recognition? Or is it more powerful than sitmo?
Video: Bobby McFerrin on the Pentatonic scale. I looked up pentatonic on Wikipedia, and the business about hemitonic or anhemitonic was beyond me. But I liked seeing the connection with the Orff method in kid’s music education.
Off the math topic, but on the I'm-writing-a-book topic: Uncertain Principles pointed me to this post about settling in to write.


Journal Issue: Literacy Challenges for the Twenty-First Century Volume 22 Number 2 Fall 2012
Almost fifteen years have passed since the publication of the National Research Council's seminal report Preventing Reading Difficulties in Young Children, which provided research-based recommendations on what could be done to better position students in pre-kindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades—vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge—are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising.
The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when Preventing Reading Difficulties was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform.
Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and instructional reform that perpetuates a focus on the easier-to-learn reading skills at the expense of vocabulary, conceptual and content knowledge, and reading comprehension strategies. The second is a lack of expertise among many educators in how to effectively teach these harder-to-master reading skills, and the third is the limited time available in the school day and year to meet unprecedented expectations for children's learning. Policy makers, the education community, and parents must attend to these three challenges if they wish to see meaningful improvements in the reading skills of American children.


Researching and Writing Nonfiction, 3-8
Mary C. McMackin and Barbara S. Siegel
Revitalize research reports! Combining research with compelling writing is challenging for The authors demystify the research process and provide tools students need to shape their research into substantive, well-written products that communicate with readers and reflect passion that each brings to a subject she or he loves.
- Author: Mary C. McMackin and Barbara S. Siegel
- ISBN: 978-157110-340-6
- Media: 176 pp/paper
- Grade Range: 3-8
- Item No: WEB-0340
When you assign a research report, do you hear groans of dismay? Audible groans from the students and your own internal groan, because you know that most of what you read, and have to grade, will be a lifeless string of facts, as devoid of the writer's voice as an encyclopedia entry?
It doesn't have to be that way. Combining research with compelling writing is challenging for upper elementary and middle school students, but when done well reports embody the passion that every student brings to the subject she or he loves.
Mary McMackin and Barbara Siegel sought a way to help students bring real vitality to this crucial assignment, to tap into their true interests, energies, and imagination, and to help students unlock the complex, nonlinear process of researching and reporting. To do this Mary and Barbara each chose a research topic and worked alongside Barbara's fifth graders at each stage of the research and writing process.
In Knowing How, they demystify the research process and provide tools students need to shape their research into substantive, well-written products that communicate with readers. This practical guide for current and preservice teachers is divided into two parts:
Part I focuses on the research process—formulating a substantive research question or thesis statement, and collecting and organizing relevant data before writing a first draft.
Part II focuses on reporting and assessment—composing a first draft using the organized information; revising the paper so it has an engaging lead, effective transitions, and a strong conclusion; and assessing nonfiction writing, aligning assessment criteria and tools with those used to assess state standardized writing performances.
The authors share examples of almost fifty exemplary leads, transitions, and conclusions used by professional authors as well as their own students. In each case, they provide a close analysis of how authors craft these elements so students can use the same strategies in their nonfiction writing. Each chapter also includes Teacher to Teacher tips that offer practical suggestions for applying these lessons in the classroom.
Completing this resource are letters to parents, a sample time line for the project (calendar), tips for working with other professionals, and appendixes that include a list of age-appropriate nonfiction picture books that model each of the strategies introduced, suggestions for using technology to enhance researching, and sample student reports.
Table of ContentsPreview this book online!
Part One: Researching
1. Getting There from Here
2. Journeying from Topic to Research Question
3. Transforming Their Ideas into My Ideas
Part Two: Revising and Assessing
4. What's the Connection? Transitions and Organizational Structures
5. It Started How? Leads
6. Is It Done Yet? Conclusions
7. Did We Succeed? Assessment
Appendix A: Using Nonfiction Picture Books to Model Expository Writing Strategies
Appendix B: Using Technology to Enhance Researching
Appendix C: Student Reports>
Appendix D: List of Strategies for Transitions, Leads, Conclusions
About the Authors
Mary C. McMackin is an associate professor and program director for the Graduate Elementary Education programs at Lesley University, Cambridge, Massachusetts, where she also teaches literacy courses. >more


Mahatma Gandhi is the father of the modern India. According to him Truth is God and God is Truth. His life was an experiment with truth and he had strong faith in peace, truth and non-violence. Basic education was his brainchild and its principles were based on his philosophy of life. He was born on 2nd October, 1869 at Porebandar, Kathiabad, Gujurat and breathed his last on 30th January, 1948.
Principles and Objective of Gandhian Education
Although Gandhiji was never a teacher nor he established any school, he is regarded as one of the greatest teachers of mankind. His thoughts on education are quite relevant to the life, needs and aspirations of the society.
According to him, education means "an all-round drawing out of the best in the child and man-body, mind and spirit". He viewed education as a means of promoting truth and non-violence.
Gandhiji laid stress on economic activities in education. Self- efficiency was the acid test of success of his educational system. He was therefore in favour of introducing crafts as a source of income and as a means of vocational training.
Gandhiji aimed at education as an agency of character development. Spiritual development was an important aim of his education. Self-realization was the main objective of Gandhian education. Gandhi viewed well of the state as a means of well- being of individuals. He wanted that every school should be a community centre where all facilities are to be made available for development of the society as well as of all individuals.
Content and Methods of His Education
Gandhiji aimed at the development of the all-round Personality of children. That is, he sought to develop physical,mental, social and spiritual powers of the child through education. He also emphasized the education of 3H's - head, heart and hand in addition to 3R's. Thus, he insisted on the development of their mental, emotional and manual powers along with knowledge in arithmetic, writing and reading.
The contents of Gandhian education were as follows:
(i) A craft suiting to the local needs and conditions, (ii) Mother tongue, (iii) Arithmetic, (iv) Social studies, (v) General Science, (vi) Art work, (vii) Music, (viii) Domestic Science for Girls in place of General Science. All subjects were taught through a basic craft. Mother tongue occupied and important place as a subject of study and as the medium of instruction.
Gandhiji's method of teaching had some peculiar features. He did not like the traditional passive and verbal methods of teaching. He introduced craft as the centre of teaching-learning process and laid stress on close relation between the teacher and the taught. The methods of teaching were mostly activity centred and dynamic in nature. Mahatma Gandhi took craft as a means of production and as a source of recreation as well as character-building. He emphasized the principles of cooperative activity, planning, accuracy, initiative and individual responsibility in learning.
Gandhiji's Craft-centred education has a great similarity with the modern concept of work experience of Socially Useful Productive Work (SUPW). Universalization of elementary education and development of all-round personality of the child were the main objectives of the Gandhian Education.
Gandhiji was dreaming to set up Ramarajya a nonviolent and democratic social according to his own values and vision of life. Gandhiji's land of dreams was a Sarvodaya Samaj based on social justice, peace and nonviolence. Gandhi believed in the essential nature of goodness in man and learning by doing. He hoped that through his desired education the Ramarajya, the land of his dream can be established not only in this country, but also in the whole world.


Contemporary Perspectives on Literacy in Early Childhood Education
A volume in the series: Contemporary Perspectives in Early Childhood Education. Editor(s): Olivia Saracho, University of Maryland. Bernard Spodek, University of Illinois.
This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children’s literacy development. The volume reminisces on the reformation that has emerged in the language and literacy education of young children. Prior to the 1960's, few studies were available on pre?first?grade literacy. Then studies began to emerge in the 1960's focusing on the reading readiness paradigm and on the conventional assumption that literacy development was only introduce and when children experienced formal reading instruction in school (Sulzby & Teale, 1986). Fortunately, Durkin (1966) found that there were children reading before first grade and determined that the reading readiness paradigm was theoretically and pragmatically incongruous. Others followed Durkin’s footsteps. Sulzby and Teale (1986) identify the following concepts about young children’s acquisition of literacy learning:
1. Literacy development originates well before children are introduced to formal instruction.
2. The notion that reading precedes writing or that writing precedes reading is a fallacy.
3. Literacy blooms in "real?life" settings and by performing real?life activities that are used to "get things done."
4. The purposes of literacy for young children are as important in learning about writing and reading as are the dimensions of literacy.
5. Children’s cognitive development is important to their acquisition of literacy during the years from birth to six.
6. Children learn written language when they actively engage in their world.
Competent teachers throughout the United States suggest that prior to attending school, children have acquired a distinctive culture, collection of experiences, and group of abilities (Vacca & Vacca, 2000). Many prekindergarten children have been in a group setting for three and four years such as a child care setting where teachers and caregivers teach them reading and writing.
Introduction: Contemporary Theories of Literacy, Olivia N. Saracho & Bernard Spodek. Teachers' Roles in Promoting Literacy-Related Play, Olivia N. Saracho. Hypermediating Literacy Activity: How Learning Contexts Get Recognized, Kris Gutierrez and Lynda Stone. Creating Opportunities for Discourse: Language and Literacy Development for At-risk Children, Barbara Wasik, Mary Alice Bond, and Annemarie Hindman. Storybook Reading: What We Know and What We Should Consider, Jon Shapiro, Jim Anderson, and Ann Anderson. Bridging Home and School Literacy: In Search of Transformative Approaches to Curriculum, Trevor H. Cairney. Engaging Children in the Appropriation of Literacy: The Importance of Parental Beliefs and Practices, Susan Sonnenschein. Promising Perspectives and Practices in Family Literacy, Olivia N. Saracho. Recommendations for Research, Theory, and Practice for Literacy Programs in Early Childhood Education, Olivia N. Saracho & Bernard Spodek.
Web price: $39.09 (Reg. 45.99)
Web price: $73.09 (Reg. 85.99)
- Bernard Spodek Early Childhood Education Scholar, Researcher, and Teacher
- Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education
- Contemporary Perspectives on Mathematics in Early Childhood Education
- Contemporary Perspectives on Research in Creativity in Early Childhood Education
- Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education
- Handbook of Research Methods in Early Childhood Education - Volume 2 Review of Research Methodologies
- Handbook of Research Methods in Early Childhood Education - Volume I Research Methodologies


The new edition makes it easier than ever for students to locate information and learn concepts, with:
- Remarkable “Big Picture” concept maps that help students synthesize information across chapters
- A complete answer key in the back of the book
- More concise discussions on selected topics with a clearer sub-heading structure for easier navigation
- A finely tuned art program with improved clarity and contrast among biology structures and an improved orientation for phylogenetic trees
An expanded BioSkills appendix at the end of the book helps students learn and practice foundational skills, which range from interpreting graphs to how to read a phylogenetic tree to common Latin and Greek word roots, and reading chemical structures.
CourseSmart textbooks do not include any media or print supplements that come packaged with the bound book.
Table of Contents
1. Biology and the Tree of Life
36. Plant Form and Function
37. Water and Sugar Transport in Plants
38. Plant Nutrition
39. Plant Sensory Systems, Signals, and Responses
40. Plant Reproduction
41. Animal Form and Function
42. Water and Electrolyte Balance in Animals
43. Animal Nutrition
44. Gas Exchange and Circulation
45. Electrical Signals in Animals
46. Animal Sensory Systems and Movement
47. Chemical Signals in Animals
48. Animal Reproduction
49. The Immune System in Animals
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Biological Science Volume 3, CourseSmart eTextbook, 4th Edition
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$29.99 | ISBN-13: 978-0-321-70395-8


Fine Arts: Music Standards
Teachers and students need explicit statements of the results expected from a music education, not only for pedagogical reasons, but to be able to allocate instructional resources and to provide a basis for assessing student achievement and progress. Individual standards should be understood as a statement of what students should know and be able to do. They may, of course, acquire the competency at any time within the specified period, but they will be expected to have acquired it before they move on.
Presented within each of the music standards are the specific competencies that DoDEA believes are essential for every student.
The division of the Standards into special competencies does not indicate that each is, or should be given the same weight, time, or emphasis at any point in the K-12 sequence, or over the student's entire school career. The mixture and balance will vary with grade level, by course, by instructional unit, and from school to school.
Two different types of Standards are used to guide student assessment in each of the competence areas:
- Content Standards specify what students should know and be able to do in the discipline.
- Achievement Standards specify the understandings and levels of achievement that students are expected to attain in the competencies.
In grades 9-12, two levels of achievement standards- "Proficient" and "Advanced" are offered for each of the music standards. Two or more standards may be offered in each of these two categories. In grades 9-12, the "Advanced" level of achievement is more likely to be attained by students who have elected specialized courses than by students who have not. All students, however, are expected to achieve at the "Proficient" level.
These standards are designed to reflect a national consensus concerning the highest priority skills and knowledge young people should have acquired upon exiting grades 4, 8, and 12. They apply to every student through grade 8 and to every student enrolled in music beyond grade 8. Although music instruction in school is important in the development of those students who are talented in music, its primary purpose is to improve the quality of life for all students by developing their capacities to participate fully in their musical culture.
Within each grade level, content standards identify the broad subject matter. Within each content standard, several achievement standards specify desired levels of attainment or state how students will demonstrate their attainment of the desired level.
Content Standards by Grade
Music: (PreK Standards updated 2006)
DoDEA Standards Referenced Posters
DoDEA Music Coordinator
4800 Mark Center Drive
Alexandria VA 22350-1400


Sign Language in Education: Theoretical Perspectives
This course will introduce signed language approaches to the education of students who are deaf or hard of hearing (D/HH), with a particular focus on the theory and practice of bilingual education.
- Semester 2 - 2015
1. Define the main forms of signed communication used in the education of D/HH students;
2. Describe the theory and practice of bilingualism and its applications to the education of D/HH students;
3. Describe the options for the delivery of sign bilingual education in a range of school settings;
4. Outline the programming implications for language and literacy development for deaf children who use signed language; and
5. Describe theoretical perspectives on the influence of signed language on the cognitive development of the deaf children.
Topics will include:
- Overview of the use of signed communication in educational approaches for D/HH students;
- Issues in first and second language acquisition of sign language;
- Defining bilingualism and models of bilingual education;
- Application of bilingualism theory and practice to sign-bilingual education;
- Implementation of sign bilingual education models in a range of educational program settings;
- Issues in cognitive development for deaf learners who use signed language;
- Literacy skill development for students whose first language is a sign language;
- Role of spoken language in the development of literacy by students who use signed language;
- Curriculum development and delivery in bilingual programs; and
- Roles of teachers and adjunct personnel (particularly interpreters) in various school settings.
This course is only available to students enrolled in the Graduate Certificate in Educational Studies 11008, Graduate Certificate in Educational Studies 12365 or the Master of Special Education 10936 or the Master of Special Education 12356.
- Auslan Intermediate or equivalent. - All core courses in MSpecEd (D/HH) or demonstrated equivalent.
Literature Review: Literature review and discussion facilitation
Case Study / Problem Based Learning: Case Study
In order to pass this course, each student must complete ALL of the following compulsory requirements:
General Course Requirements:
- Lecture: Attendance Requirement - Students must attend a minimum number of these sessions. - Attendance at the scheduled campus conference is compulsory.
- Lecture: Auslan Competency - Students must demonstrate the required competency. - Auslan Intermediate competency.
Face to Face On Campus 12 hour(s) per Term
Self-Directed 9 hour(s) per Week for 13 Weeks


Future Math Performance Depends on Preschool Counting Abilities
Earlier it was considered important and mandatory for kids to recite alphabets, numbers and days of the week. But the new study claims that just reciting numbers is not going to be beneficial.
According to the research from the University of Missouri, reciting numbers is not enough to prepare children for math success in elementary school. Rather counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.
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"Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set," said Louis Manfra, an assistant professor in MU's Department of Human Development and Family Studies. "When children are just reciting, they're basically repeating what seems like a memorized sentence. When they're counting, they're performing a more cognitive activity in which they're associating a one-to-one correspondence with the object and the number to represent a quantity."
For the study, Manfra had analyzed data from more than 3,000 children that belonged to the low income households in order to notice if the children's reciting and counting abilities in preschool affected their first-grade math scores.
He noticed that students could recite and count to 20 in preschool had the highest math scores in first grade. But however, they seen less than 10 percent of the children in the study could count and recite to 20.
"Counting gives children stronger foundations when they start school," Manfra said. "The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it's important that children start with as many skills as possible."
According to Manfra, there were previous studies that showed, in low-income families, parents often considered it as the teacher's responsibility to take care of the children's educations, while teachers expect parents to teach some essential skills at home.
"These low-income children aren't learning math skills anywhere because parents think the children are learning them at school, and teachers think they're learning them at home," Manfra said. "This is a problem because it gives parents and teachers the idea that it's not their responsibility to educate the children, when it's everyone's responsibility. This is problematic because, when the children enter kindergarten and are at lower math levels, they don't have the foundational skills needed to set them on paths for future success."
Manfra emphasizes that, parents and teachers should integrate counting into all aspects of children's daily activities so they can master the skill.
"You can learn anything anywhere, and this is very true for counting," Manfra said. "When adults read books with children, they can count the ducks on the page. They might count the leaves that fall to the ground outside or the number of carrots at lunchtime."


Maronites in Cyprus
The Maronites in Cyprus are members of the Maronite Church whose ancestors migrated from the Levant during the Middle Ages. They traditionally speak their own variety of Arabic in addition to Greek. As Eastern Catholics of the West Syrian Rite, they are in full communion with the Catholic Church of Rome.
As of 2013[update] the Archbishop of Cyprus was Youssef Soueif, born in Chekka, Lebanon on 14 July 1962. He was ordained Archbishop on 6 December 2008 at the Basilica of Our Lady of Lebanon-Harissa by the Patriarch Cardinal Nasrallah Boutros Sfeir. The Mass of Enthronement was held at the Maronite Cathedral of Our Lady of Graces in Nicosia – Cyprus on 21 December 2008. He succeeded the Emeritus Archbishop of Cyprus Boutros Gemayel, who lives in Lebanon.
Legally defined in the Constitution of Cyprus as a religious group within the Greek Cypriot community, which they chose to join by vote just before independence alongside their fellow Roman Catholics of the Latin Rite and the Armenians. While Maronites are part of the Greek Cypriot electoral register when voting for president and members of the house of representatives, they also vote for a special representative that is not an MP but corresponds to the now non functioning communal chambers of the Greek and Turkish communities.
In the 13th century there were about 50,000 Maronites in Cyprus, living in 60 villages, a number that dropped down to 33 before the Ottoman conquest in 1571. In the 1891 census, out of 209,286 Cypriots 1,131 were Maronites. In the 1960 census they were 2,752, in four villages all situated in the north of the island, occupied from 1974 by Turkey. Their present estimated population is about 6,000, of whom 150 live in the Turkish-occupied part. 75% of Maronites live in Nicosia, 15% in Limassol, and 5% in Larnaca. Until the Turkish invasion of 1974, the town of Kormakitis was known as a centre of Maronite culture, but according to United Nations estimates only 165 Maronites remained in Turkish-occupied northern Cyprus in 2001.
- Cypriot Maronite Arabic
- Lebanese Arabic
- Greek Cypriots
- Roman Catholicism in Cyprus
- Human rights in Northern Cyprus
- "Minority Languages in Education on Cyprus and Malta". Mercator-Education. Ljouwert/Leeuwarden: European Research Centre on Multilingualism and Language Learning. Retrieved 11 February 2010.
- Mirbagheri, Farid (2010). Historical dictionary of Cyprus. Scarecrow Press. ISBN 9780810855267.
- Spinthourakis, Julia-Athena; et al. (November 2008). "Education Policies to Address Social Inequalities: Cyprus Country Report". Department of Elementary Education. University of Patras. p. 4. Retrieved 11 February 2010.
- A Reading in the History of the Maronites of Cyprus From the Eighth Century to the Beginning of British Rule
|This Cyprus-related article is a stub. You can help Wikipedia by expanding it.|
|This Eastern Catholicism–related article is a stub. You can help Wikipedia by expanding it.|


SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.
Issue link: http://www.schoolartsdigital.com/i/141598
AdvocAcy First Steps Eldon Katter A s our nation struggles with an unsettling economy, we, as art teachers, need to put our best foot forward and promote what we know to be true: The success of our nation is dependent on all children having a comprehensive education. The following two questions are posed to help us think about our first steps as we put our best foot forward: "How does art education relate to the world of work?" and "How does art education relate to other disciplines?" How does Art education relate to the world of work? Creative collaboration in the artroom is a fundamental first step towards preparing Inquiry: Responsible art teaching children for the real world. encourages students to value curiosity and realize the importance of genHow does Art education relate individuals who create businesses and erating appropriate questions when jobs, it's probably safe to say that most to other disciplines? approaching art- and design-related Among other things, art education contemporary workplaces are depenproblems. Through art studio projects, involves the study of images and students refine and extend their inves- dent on group efforts and cooperation. ideas. Appreciation of art is depenDesigned products are most often the tigative skills by observing details, dent on making connections. Images result of creative comparing qualities, in art—and the ideas that inspire and collaborative analyzing perspecThe works of artists them—present human commonaliprocesses involvtives, predicting reveal a great deal about ties, themes, and concepts that cross ing mediation possibilities, and the human experience boundaries of cultural studies, interbetween individujudging outcomes. personal relations, science, mathematAs they find creative and help us to understand als participating in the human condition. ics, and language arts, as well as other a democratic work and aesthetically traditional areas of study. Skillfully environment. Realpleasing solutions to crafted objects and images confront us izing this, good art teachers cultivate problems, students gain confidence in with multiple perspectives and world their students' sensitivities to work their ability to become successful in views about freedom, responsibility, effectively in groups. the world of work. justice, loyalty, respect, governance, Creativity: Because of the malleOrganization: Even though it is and, of course, beauty. ability of most art materials and the generally believed that art is one of The works of artists reveal a great flexibility of techniques, repeated the few subjects in which application studio practice develops students' abil- deal about the human experience of rules does not always lead to the and help us to understand the human most successful and satisfying results, ities to respond quickly to the unexgood art teachers know that an orderly pected, to deal constructively with the condition. Life-enhancing concepts and skills are as likely to be found element of surprise, and to recognize and safe work environment can by crossing disciplinary boundaries and pursue goals that depart from improve the efficiency and quality of through the meaningful study of art their original intentions and predicted work. With guidance, students learn as by teaching to standardized tests. to take responsibility for the use, care, outcomes. Reflection: As students develop and conservation of tools and matericonfidence in their abilities to adjust als; for respecting safety rules; and for Eldon Katter is co-author of Explorations and refine their goals, they realize the organizing their own systems, spaces, in Art (Davis Publications) and former importance of continuous reflection and ways for working efficiently. editor of SchoolArts. firstname.lastname@example.org on their progress and the quality of Collaboration: Despite the polititheir performance. cal debate over whether or not it is 12 March 2013 SchoolArts


Teaching Tips are a service of the Westminster Center for Critical Pedagogy. These tips will provide insight to the world of Critical Pedagogy. Each Teaching Tip will give teachers new ideas and tools to integrate into their classrooms. A new Teaching Tip will be added each month; to be alerted when a new Teaching Tip is posted please join the Westminster Center for Critical Pedagogy listserv.
- Critical Pedagogy and Music Theater (pdf)
Critical pedagogy is a particular perspective that views teaching and learning as a conversation among students and their teachers. Advocates of critical pedagogy, and particularly Critical Pedagogy for Music Education, believe that students learn best when they take ownership for their own learning. Teachers who embrace the tenets of Critical Pedagogy for Music Education acknowledge that students come to the music classroom, applied lesson, or rehearsal with knowledge and experience gleaned from their own interactions with the outside world. Critical pedagogues use that as the anchor to ground new learning.
- Critical Pedagogy for Music Education and the Choral Rehearsal
Many have asked how one applies the principles of Critical Pedagogy for Music Education to the choral rehearsal. While it is easier to write a general music lesson using a plan that focuses your thinking to problematize, prescribe, personalize and perform, many do not see how that might carry over into the choir. While the lesson plan model for classroom music does not transfer easily, the strategies and global precepts of critical pedagogy and Critical Pedagogy for Music Education do.
- World Series and Critical Pedagogy
It is World Series time, and I am thinking about ways I might connect the World Series to my music lessons. The World Series embodies broad concepts of loyalty, spirit, community, and motivation; any of these concepts could provide the umbrella for a variety of Critical Pedagogy music lessons.


Cloze Passages For 5th Grade
Sample Cloze Passage Directions: Read the following passage. As you read, ask yourself if you need a synonym for good, nice, or bad to fill in each blank.
Creating Cloze Exercises Easily and Effectively Kenji Kitao* and Kenichi Kamiya** *Faculty of Culture and Information Science Doshisha University, ... To get the file, Cloze Generator makes cloze exercises from English @passages you provide, which can then be used @for a test or an exercise.
First, what are the correlations between maze scores obtained from reading-level-controlled passages and literature-based passages in a sample of fifth grade students?
For example, the word grado is a cognate of the word grade when speaking of the school year (such as 7th grade), ... Sample Cloze Passages: Questions, Answers, and Explanations Below are two sample Cloze Passages.
and above the third grade according to the new National English Curriculum Standard. ... - Received detailed explanations with instruction of reading comprehension strategies of the cloze passages. 8.
© 2005 esl-lounge.com Premium Open Cloze. Worksheet 1 For each question, fill the space with one word. 1. She lived _____ the money inherited from an aunt.
The students who attend the lab are reading at varying levels, anywhere from a Primer to 5th grade reading level. ... I then model by reading several short passages showing how I would read without blinders by using the other words and sentences in the passage to help in decoding the unknown word.
The readability of the test is affected by the readability of the stimulus text passages and by the related test questions. ... (5th ed., pp. 1520-1531). NY: The Free Press. 2 Stenne, A. J. ... (based on testing examinees using a cloze technique) ...
Other sites you could try:
Find videos related to Cloze Passages For 5th Grade


Making Music Helps Preschoolers Learn To Read
Preschool music activities can foster the development of reading and writing skills in children, according to a press release from the University of Buffalo Graduate School of Education:
“The two-year study examined the impact of ‘musically trained’ early childhood teachers on the music and emergent reading and writing achievements of preschool children.
In the study, 165 preschoolers participated in music activities taught by 11 teachers who had received intensive training in musicianship skill and teaching strategies for guiding young children’s music development.
The results showed that music instruction significantly increased children’s oral vocabulary and grammatic understanding, after controlling for students’ age and prior knowledge, and was especially effective for children who began with lower literacy skills.
‘First, we found that the musicianship of the early childhood teachers improved as did their ability to guide music activities in ways that enhanced student music development,’ said study co-author Maria Runfola, UB associate professor of learning and instruction. ‘In addition, the researchers found statistically significant links with two tests of early literacy development: oral vocabulary and grammatical understanding.’
The researchers say the results provide the first link between music and literacy when music instruction is provided by ‘generalists’—regular classroom teachers [who have received special training].
‘Music is one way that children can learn rhythm and rhyme of text, be exposed to new vocabulary and learn to discriminate a variety of sounds,’ says Runfola. This new study clearly shows the association between music and traits that can make it easier for preschoolers to learn language skills, she said.
Parents should take note of these results and encourage their preschoolers to listen to a variety of music from recordings and especially in live venues, according to Runfola. Moreover, parents should interact with children musically, in the same way they interact with them using spoken language. At a minimum, they should chant nursery rhymes and dance with them to music on radio, TV and recordings.” (Read more here.)
Interesting! But I don’t like all those “shoulds” in the last paragraph. Singing, dancing, and making music is fun! Let’s keep it that way. If children are learning (and of course they always are), all the better.
That’s my first reaction, but I wonder if I’m discounting the importance of music. I would certainly say that parents “should” read to their children, for example . . . What do you think?


Incorporating movement with fluency instruction: A motivation for struggling readers
- Making the Most of Assessments to Inform Instruction. Risko, Victoria J.; Walker-Dalhouse, Doris // Reading Teacher;Feb2010, Vol. 63 Issue 5, p420
This article describes how students' performance assessments, especially reading performance assessments, can be utilized to provide teachers with a basis for making informed instructional and curriculum decisions. Assessments can help define students' strengths, needs, and instructional...
- Developing Comprehension. Manning, Maryann // Teaching Pre K-8;Apr2007, Vol. 37 Issue 7, p58
The article presents the authors recommendations for reading comprehension strategies that should be discontinued. She cautions teachers not to fall into the belief that their original content cannot be as good as what is published, but rather to find a way to use both. She reminds readers of...
- Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf. Schirmer, Barbara R. // Journal of Deaf Studies & Deaf Education;2003, Vol. 8 Issue 2, p157
The purpose of this study was to identify the reading strategies used by students who are deaf by investigating their self-reported thinking during reading. The participants were 10 elementary students attending a residential state school for the deaf. After each page of reading a short story,...
- Using Read-Aloud Time Wisely. Walther, Maria P.; Fuhler, Carol J. // Book Links;Jan2008, Vol. 17 Issue 3, p8
The article offers tips on how to maximize the read-aloud experiences. It cites that teaching students on how to read the illustrations is essential by sharing wordless picture books. It is believed that comparing and contrasting favorite folktales could build higher-level thinking skills as...
- Focus reading to learn faster. // Communication Briefings;Jan2013, Vol. 32 Issue 3, p8
The article offers several guidelines to effective reading and better comprehension, adapted from the book "Extreme Productivity," by Robert C. Pozen.
- Tips for getting an accurate reading level score. // Patient Education Management;Jan2009, Vol. 16 Issue 1, p3
The article focuses on the readability formulas which offers various suggestions to assess the reading grade level of documents and materials.
- Extra Dose of 9th Grade Reading Said to Help. Viadero, Debra // Education Week;12/10/2008, Vol. 28 Issue 15, p5
The article discusses the Enhanced Reading Opportunities Study, a federal program that tests school curricula. A report entitled "The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation" reveals that giving extra literacy classes to 9th grade readers increases...
- La escuela puede enseï¿½ar estrategias de lectura y promover su regular empleo. // Revista Mexicana de Investigaciï¿½n Educativa;ene-abr2003, Vol. 8 Issue 17, p129
No abstract available.
- ï¿½Por quï¿½ las personas no comprenden lo que leen?(2004). Le�n, Jos� A. // Revista Nebrija de Lingï¿½ï¿½stica Aplicada a la Enseï¿½anza de ;2010, Issue 7, p1
The current conception about literacy and reading comprehension has been changed extraordinarily in the last decades. Today its study is more closed to lifespan conception than a reading adquisition period only. In this work the reading comprehension and literacy are analyzed based on in this...


Framework for Early Literacy
Opportunities, Recognition, Interaction and Models (2011–2012)
The project A Framework for Early Literacy Development with Parents: Opportunities, Recognition, Interaction and Models ran from April 2011 to March 2012 and was funded by a Knowledge Exchange grant from the Economic and Social Research Council. It sought to build on the Sheffield REAL (Raising Early Achievement in Literacy) project by exploring how a
new generation of early years practitioners could make meaningful use of the ORIM Framework to support their work with parents to promote early literacy development. The project was directed by Professor Cathy Nutbrown of the University of Sheffield.
Aims and Objectives
The project aimed to draw on the experiences and findings of the REAL project work with a new generation of practitioners and to identify key strengths of the ORIM framework which would enhance their work with families in a range of early childhood settings. We wanted to facilitate the adaptation and use of the ORIM Framework into current family literacy practices and new curriculum areas, and for use with families and a range of practitioners nationwide.
A further aim of the project was to encourage the use of, and contribution to, the Sheffield REAL project website, in partnership with the Early Childhood Unit of the National Children’s Bureau, so that the project outcomes, combined with existing resources for the REAL project, would create an internationally available resource.
An important dimension to the project was to create an ongoing discussion, through joint working, group discussions and innovations of practitioners and researchers, in order to establish a democratic and two-way process of knowledge exchange. The three project residentials provided a space to appraise, with practitioners, the ways in which they had used and adapted the ORIM Framework for work with children and families on literacy and other curriculum areas. The collaboration between the University of Sheffield and the practitioners has resulted in a series of articles on The Strands of Literacy, published in Teach Nursery (2013).
The project began in May 2011 with a national conference on Early Literacy Work with Families at the University of Sheffield. Following this, a group of twenty early years practitioners were identified, from a range of local authorities and types of setting and background experience. The practitioners attended three 24-hour residential workshops where they discussed the ORIM Framework and its application to current practice, shared ideas and developed new materials which portrayed their own use of the ORIM Framework with families. Their stories and resources are available here. The project culminated in a second conference in March 2012 at which the project practitioners shared their experience of working with the ORIM Framework, including new developments.
By the end of the project, the twenty practitioners who took part had shared the ORIM Framework with some 300 other practitioners and 6000 families. In May 2013, the project’s director, Professor Cathy Nutbrown, was the winner of an ESRC Celebrating Impact Prize in recognition of the project’s achievements in research with an outstanding impact on society.
Watch the ESRC video: Outstanding Impact in Society: Professor Cathy Nutbrown
Since the end of the project, the practitioners have continued to use the ORIM Framework to develop their practice. An example of this work is ORIM in WF13: Working with Bilingual Children and Families.


“UN Declaration of Human Rights Article 26 guarantees the right of every child to free elementary education. Today, nearly 90 percent of children are enrolled in primary school, but enrollment is only the first step. Pritchett’s insightful analysis and rigorous evidence point to the next step in realizing every child’s right to education: the need for governments and donors to move from a focus on enrollment to a focus on learning.”
—S. E. M. Vuk Jeremić, president of the 67th Session of the United Nations General Assembly
“A timely call to build on the success of expanding schooling to now focus the same dedication, energy, resources, and creativity on learning. Innovation in close partnership with our developing-country colleagues, whose voices must be heard on the systemic challenges, will be critical to the success of this next phase.”
—Alice Albright, CEO of the Global Partnership for Education
Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning; without greater focus on learning goals and fundamental changes to school systems, no amount of schooling will provide students in the developing world with what they need.
With abundant data, sound analysis, and first-hand experience, Lant Pritchett shows that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Schools systems need to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.
“With abundant data, experience, and clear thinking, Pritchett makes a compelling case for why more of the same won’t cut it anymore, how we need to think deeply about how change happens and who can drive it, and why we need to be suspicious of experts and blueprints.”
— Rakesh Rajani, founder and head of Twaweza
“Lant Pritchett’s recommendations will disappoint both orthodox economists and orthodox educators since they do not reinforce any of the standard recipes. But those willing to be convinced by Pritchett’s logic and the particular blend of caring and impishness that characterizes his writing will be justifiably alarmed, then enlightened, and finally filled with hope. I urge all my colleagues to read it immediately. ”
— Luis Crouch, chief technical officer, International Development Group, RTI International
“With his unique voice, full of data and analogies (after all, what book on education reform also mentions snakes, spiders and elephants?), Lant Pritchett will make people rethink what they know (or think they know) about education, schooling, and learning.”
— Elizabeth King, director of education, World Bank
“Lant Pritchett's pathbreaking and courageous work exposes the scandal of education policy which contents itself with achieving quantitative targets on student enrollment even when no real education is happening. Pritchett documents convincingly the problem of missing education, while offering constructive alternatives to the unacceptable complacency of the status quo. Nobody reading this book will ever think about education the same way again.”
—William Easterly, professor of economics, New York University


Submit your links! If you feel we’ve missed a good resource for music education please contact us!
Resources on Programs that We Currently Offer
- Music for Little Mozarts – Read up on this award-winning popular method for young piano students
- Time Invested In Practicing Pays Off For Young Musicians, Research Shows – Find out what gives children who take music lessons the edge in education. Read this extensive Harvard-based study from 2008.
- Review of Alfred’s Classroom Music for Little Mozarts- Parent’s Choice Review of Alfred’s Classroom Music for Little Mozarts
Resources on Current Trends in Group Teaching and Digital Piano Technology
- Pianonet Resouces – A comprehensive guide to everything about pianos
- The Impact of Group Piano and Technology – Massive document (in Adobe Acrobat, download free reader here) from our friends at Roland U.S. on group teaching
- Roland KR-105 – Information about the pianos that we use in our academy
- Resources for Group Teaching- Bibliography on group-teaching ideas, methods, technologies and concepts
- MTNA (Music Teachers Nat’l Assoc.)- The MTNA is a national association dedicated to the advancement of music education. Our academy takes part in their events and uses many of their resources.
Organizations Committed to Music Edication in Young Children
- The Mozart Effect Resource Center
- American Music Conference
- Music-For-All Foundation
- National Association for Music Education
- Nat’l Assoc for the Education of Young Children
- Early Childhood Resources
- Music in Schools Today


Multiplication to Music
Classical Math to Classical Music
from Sing n Learn
We are proud to offer your children Classical Math to Classical Music. Experience classical math education and classical music education--all in one program!
Every well-educated child should know something about the greatest music ever written -- Classical Music. They should know about the people who wrote the music--names like Bach, Beethoven, Bizet, Chopin, Handel, Haydn, Mozart, Rossini, Schubert, Schumann and Strauss.
These songs put the multiplication tables to music--not just any music--but the timeless melodies of the great classical composers. Learn the 2ís to the strains of one of Mozartís best-known symphonies. Learn the 5ís to a theme from Beethovenís famous Pastoral Symphony. Learn the 11ís to a melodious work of Handel. And, while you are at it, why not learn something about the composer, too!
Not only will you hear and appreciate their music, you will learn about the composers themselves! Then, you will reinforce that learning with clever crossword puzzles about those composers.
Learn the multiplication tables
from 2 x 2 through
12 x 12 to great classical music.
See the times tables written out in both vertical and horizontal format.
Read about the lives of eleven great composers.
Work clever crossword puzzles about the composers.
The CD presents each song four times. The first three times, your children will hear the answers. The fourth time through, your children will "sing in" the answers. This method of learning utilizes the time-tested method of "repetition, repetition, repetition." It builds confidence, enabling your kids to remember these facts for a lifetime. Get ready to journey into the timeless world of classical music with Classical Math to Classical Music.
Twos - Mozartís Symphony #40
Click to Hear Sample of 2 x
Threes - Bachís Anna Magdalena, Notebook #7
Fours - Bizetís Toreador Song from Carmen
Fives - Beethovenís Pastoral Symphony #6
Sixes - Rossiniís William Tell Overture
Click to Hear Sample of 6 x
Sevens - Schumannís Melody
Eights - Haydnís Surprise Symphony
Nines - Straussí On the Beautiful Blue Danube
Tens - Chopinís Waltz #18
Elevens - Handelís Harmonious Blacksmith
Click to Hear Sample of 11 x
Twelves - Schubertís March Militaire
You and your students will treasure the experience always.
Set includes 24pp workbook and CD, $15.95
Extra workbooks, $5.00 each


Teach a Child with Autism Math and Numeracy with an Apple ipad and a Number Line
Teaching maths to a child with Autism Spectrum Disorders or special needs can be a difficult task, however if you can find a way to teach them that is fun for the child and yourself then it can be much easier.
There are certainly many methods and teaching aids to teach an Autistic child basic adding and subtraction. One method we have used in the therapy room is using small coloured discs as digits so the child can add them or subtract them accordingly, this also works for basic multiplication and division by grouping the discs.
Another fun way for children to learn addition and subtraction is with a number line. See the video for a demo of a number line.
We recently purchased an Apple ipad for Isy, as an educational tool and teaching aid as well as for entertainment. We were recommended the Apple ipad and some Apps by her speech and occupational therapist, as well as having one in her classroom at her special education school, so we took the plunge and never looked back.
One App in particular which Isy has taken a liking to and I must admit we enjoy as well is called – Math Bingo, it is available through the Apple iTunes store for $1.19 and it’s worth every cent.
The object of the game is to select the correct answer for the sum and try and get the answers into a continuous row a soon as possible to score bingo (just like real bingo). The game has some cute looking bugs called “bingo bugs” they are animated with entertaining sounds which the kids love. You can select addition, subtraction, multiplication and division or a mixture of all four.
Once bingo is scored they can select to play again or play one round of “bingo bug bungee” where they launch a bug into some disks to score points. The bingo bug bungee also teaches them the basics of geometry and is great fun for (young and old). See the video for a demo.
This is just one method we have found of teaching a child with or without special needs some basic math and numeracy skills. The Apple ipad has many great Apps that can be used as teaching aids and educational sources for children with Autism Spectrum Disorders, special needs or no special needs. There is even a Special Education section in the Apple iTunes store, with literally heaps of Apps covering all aspects of education and social skills building, as well as particular Apps for persons with Autism Spectrum Disorders, check it out!
© 2011, IsyB Family. All rights reserved.


Math 5 emphasizes the understanding of subtraction, multiplication, and division of fractions through the use of manipulatives. Students gain confidence as they develop reasoning and judgment skills through a variety of estimating and problem-solving activities. An optional pre-algebra chapter explores adding, subtracting, comparing, and ordering positive and negative numbers.
Mrs. Melissa Seeling teaches this course.
Recommended Viewing Schedule: five 30-minute lessons a week for a full year; 165 lessons per year
>> Click the Resources tab to learn more about the instructor for this course.
|363119||DL MATH 5 DVD MOD 09|
Melissa graduated with a bachelor's degree in Elementary Education 2008 and a master's degree in Elementary Education in 2010. Shortly after finishing graduate school, she married Hans Seeling. About a year later, she began teaching here at Press Distance Learning. “I am thankful for the opportunities that the Lord has given me, and my desire is that He will use me to impact the lives of my students. Thank you so much for giving me the opportunity to teach your child and to have a small part in your child's education. ”
Math 5 DVD Only375253


Last Updated: July 22, 2013
When choosing a major, in addition to considering what you like to do and what you’re good at, you may want to think about what you’d like your future career to be. It’s not as far away as you think! While there are majors such as elementary education that essentially spell out your career, other majors such as psychology, chemistry, sociology, history, leadership, and countless others don’t have a specific job title linked to it, so choosing a career path after graduation can be complicated and frustrating. Check out these tips that will help you create a plan so you can adequately prepare yourself for the job you want!
What Does Your Career Mean to You?
Before you start looking at majors and career options, you may benefit from defining what your career will be to you. Will you eat and breathe your job, making it your life’s work? Will your career be a passion that brings happiness to you everyday? Do you want to be home nights, weekends, and holidays? Is your job nothing more than a way to make money? Is your goal to make lots of money? What’s going to be the most important thing about your job? This will give you an idea as to what direction you need to be heading.
Choose a Career
Many will find it helpful to work backwards when it comes to picking a major. Instead of majoring in something you enjoy and then deciding what to do with it later, think about your potential job first. What do you need to get you to that job? Is there a minor, or another major you could get that would give you an advantage in the job market?
Choose a Degree
While you may not think there’s a big difference between biology, chemistry, and biochemistry, there is. A bachelor of arts, a bachelor of fine arts, and a bachelor of science may all mean the same thing to you now, but it can be the difference between being qualified for a job and not being qualified. Do your research. Make sure you’re getting a degree that will prepare you for the career you want.
What Else Will You Need?
Sometimes a bachelor’s degree won’t be enough to get you the job you want. Those who wish to be psychiatrists, for example, will find that a bachelor’s in psych won’t cut it. Those who want to pursue publication may find that, despite their degree, they’ll have to take a six week workshop in another city just to be qualified for an editing job. There may be certification tests, training, and unpaid internships even after graduation. Before you begin your coursework in a major, be aware of everything it will take to get you to the end destination. For many students, knowing all of the steps to reach the end goal is exciting! For others, it’s just too much work to bother. Know what you’re going to be in for before choosing a major.
Not sure what colleges have your major? Cappex can help you search for colleges!
Original Post Date: July 12th, 2012


"Toddlers learn from toys that let them problem solve, construct, sequence and create," says pediatrician and author Ari Brown, MD, a contributor to MommyMDGuides.com. "It doesn't have to high tech. Look for toys that let your child use his brain." Here are a few that will give your toddler a chance to learn while having a blast:
These fun tables offer visual stimulation and motor skill development while playing a catchy tune. Some offer ample opportunity to learn about letters, numbers and colors as kids bounce to the beat of learning.
Toys that teach him about letters and letter sounds will keep him ahead of the curve. Bonus: Toys that attach to the fridge keep your tot entertained while you're making a meal.
These soft singing and flashing toys are sure to be your little one's new pals. In a variety of animals and features, many offer entertainment through songs coupled with exposure to shapes and colors.
Wooden, plastic, foam or paper, blocks will expand your toddler's imagination and help him develop his motor skills.
Stackable, interlocking bricks -- perfectly sized for a toddler's hands -- can open the floodgates of your child's imagination. Whether soft and flexible or plastic, building toys will help develop his motor skills while he has tons of fun.
Wooden puzzles can help develop your toddler's concentration, fine motor, problem solving, hand-eye coordination and abstract thinking skills as she figures out which shapes fit where.
What toddler doesn't like to fill things up and dump them out? This fun learning toy comes in a broad variety of shapes, sizes and features, teaching your little one about shapes, sorting and colors.
Whether in the tub or on dry land, nesting toys such as stacking cups are great for teaching your kiddo about counting and object permanence while developing basic motor skills.
Your little tyke will step up the learning and fun when he interacts with classic refrigerator magnet letters. Work together to optimize learning and to ensure letters don't become a choking hazard.
These colorful rings will stimulate your tot's senses, help develop his motor skills, and advance his cognitive abilities, just as they did when you were a kid yourself!
Toys can help toddlers learn as they play, but the way you interact with your child is just as important as the toy with which he's playing. So, remember to get down and play with your youngster; you may be surprised to see what you learn!
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What are the typical developmental patterns for the first eight months of a baby's life?
1 Answer | Add Yours
Month one of a baby’s life is preoccupied with survival, in effect, the needs for food and sleep. As that first month progresses, he will be increasingly interested in communicating and interacting. Entering the second month, emotions other than crying will begin to appear, including smiling at those he recognizes as providers of comfort. He is also developing motor skills by discovering the use of his hands and fingers. He is definitely by this stage interested in discovering the world outside the womb. Personality is taking shape. Physical strength is increasing, evident in a growing ability to control head movements. He is developing an interest in play.
At three months, there is increasing awareness of his surroundings and physical strength, increasing movements of the head and limbs, usually accompanied by visible efforts at independent movement. There is better control of hands, which are used more in attempts at play and self-feeding. His digestive system is developing to the point where increased intake of formula or milk becomes the norm. Sleep patterns sometimes begin to change during this phase of the baby’s life, with longer periods of sleep during the night, and the baby becomes more aware of his senses.
By month four, he is increasingly alert and anxious to interact with his surroundings, and is more expressive of happiness. His weight should have, by now, reached twice what it was at birth, and his motor skills will have continued to develop to the point of using both hands interchangeably. The desire to taste items increases and he will be able to control his upper body better, including his head. He will sit upright if enabled and may have begun to roll over on his own.
Finally, the four-month-old baby is beginning to develop more normal eyesight, including color recognition and distance.
At five-months, he is making greater efforts at speech, and may begin to make efforts at propelling his body across the floor. Upper body strength continues to develop, and he should be capable of rolling over. Routine becomes important. Eyesight continues to improve, as does ability to distinguish colors. Speech will show more noticeable improvement and he will begin to understand sounds.
At six months, a baby’s rate of growth will slow relative to the first five months. He can now sit upright by himself, and should be propelling himself across the floor. Diet will now begin its biggest transition, with solid food introduced. Personality will continue its development, as will physical characteristics like eye color and speech. Most noticeably will be the increased recognition of family.
Month seven will reflect noticeable changes in the baby’s independence with more visible signs of personality. Mobility will have continued to improve, and he may begin to pull himself to a standing position while holding on to furniture. Teeth will begin to appear, which is accompanied by irritability, and diet continues its evolution toward greater emphasis on solids.
At eight months, he could be crawling. Motor skill development involves advancements, with toys becoming more important in terms of his ability to understand their purpose. The baby should now be familiar and comfortable with his surroundings and routines. He is beginning to formulate the most basic of words. Mobility continues to develop and he should be more actively pulling himself up and remain standing while supported by furniture.
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This is the nation’s first public school district to give every kindergartener an iPad. And the implementation was done very carefully, with the research component built in from the start, not added as an after-thought.
This fall, the district randomly selected 8 of its 16 kindergarten classes to receive iPads. There’s been ongoing professional development to help the teachers incorporate the devices into literacy instruction.
In December, iPads were rolled out to the rest of the classes. Assessments of all students’ literacy were made at the beginning of the year and again in December. The initial assessments and research has focused on literacy skills, but the researchers are also looking at how iPads might affect numeracy skills as well.
Of the assessments that were made, the results all trended positive, with students in the group that received iPads at the beginning of the school year performing better on average than students in the comparison group. However, the differences between these two groups were not statistically significant, except in one area. That is, students with the iPads exhibited a substantial increase in their scores on the Hearing and Recording Sounds in Words (HWSIW) test, a test of a student’s phonetical awareness, assessing their ability to make the sound and letter connection.
via Hack Education


The UNESCO Institute for Statistics (UIS) aims to:
• Gather a wide range of quality statistical information to help Member States analyze the efficiency and effectiveness of their programmes and to inform their policy decisions;
• Interpret and report on the global situation with regard to education, science and technology, culture, and communication;
• Develop new indicators to better reflect emerging policy issues, especially in developing countries;
• Set and apply standards so that data are cross-nationally comparable;
• Reinforce national capacities enabling Member States to improve the quality, analysis and use of national and international data.
The Institute's current programme includes:
• Improve the quality of education data collected through annual surveys, in co-ordination with OECD and Eurostat through the shared UOE (UNESCO-OECD-Eurostat) methodology in order to obtain a core set of quality education data, covering all levels of formal education from pre-primary to tertiary, as well as literacy and educational attainment data.
• Develop benchmarks and monitoring international goals, especially the Millennium Development Goals (see 3.3.5) and the objectives of Education for All (EFA).
• Develop and maintain key measurement frameworks and classifications (e.g., ISCED) and developing new indicator methodologies.
• Work with Member States to reinforce national capacities in the production and use of education statistics, particularly in Africa and Asia.
• Analyze and interpret education data - i.e. turning data into information.
• Produce international report on results from countries participating in the Literacy Assessment and Monitoring Programme (LAMP).
Data dissemination and analysis
• The UIS releases education data three times a year (January, May, and October) through its on-line Data Centre (www.uis.unesco.org). It also contributes education data to all major international reports such as the World Bank's World Development Indicators, Education for All Global Monitoring Report, UNDP Human Development Report, UNICEF's State of the World's Children, the Millennium Development Goals report and others. The UIS also collaborates with regional organizations. The annual UIS flagship publication for education statistics is the Global Education Digest.
• Other publications are available in print or CD-ROM formats and for consultation via the UIS website (www.uis.unesco.org), including:
• statistical profiles and fact sheets (country and issues-based);
• thematic research and analysis;
• education electronic atlases.
• Work with Member States to map education systems to the newly revised International Standard Classification of Education (ISCED 2011).
• Improve indicator methodologies to monitor progress towards education goals and take part in elaboration of indicators to monitor post-2015 targets.
• Improve transparency and use of international education indicators.
• Undertake projections of literacy and educational attainment indicators.
• Redesign data collection instruments; implement regional modules.
• Analyseindicators on secondary and higher education, education financing and children out of school.
• Directly assess reading and numeracy skills among youth and adults in countries participating in LAMP.
Priority objectives beyond 2013
• Benchmark and improve data quality.
• Monitor education progress beyond 2015.
• Reinforce statistics on human development (e.g. gender equality, education outcomes as well as science, technology and innovation).
• Produce more policy-relevant indicators.
• Promote greater access to and use of UIS data.
New work to be undertaken in 2013
• Analyse indicators for sub-Saharan Africa and Latin America regional modules.
• Develop global modules on teachers.
• Improve education finance statistics.
• Implement new ISCED fields of education classification.
• Strengthen quality of educational attainment data.
• Implement education survey redesign.
• Improve data visualization and presentation on UIS website.
• Implement catalogue of student achievement assessments and examinations.
Meetings to be organized in 2013
• Measuring educational attainment expert meeting.
• Regional and global workshops on children out of school.
• Regional and cluster education statistics workshops (in Central and West Africa, Latin America and the Caribbean, Central Asia and the Arab States).
• National data plan workshops.
• National workshops in selected countries to reinforce capacities to compile, report and use education finance data for policymaking.


New results from the state of Florida show kindergartners are making improvements in reading literacy. Gadsden County is one of those school districts where children are excelling in the classrooms.
Dorothy Roberts is a 30-year veteran teacher at Havana Elementary School who's busy helping these kindergarten students make academic strides.
Florida has implemented the Dibels program, a standardized test that measures literacy development. Through the program teachers monitor the kids' progress and work with some of them on a one-on-one basis, ensuring students are proficient in all areas.
Dorothy Roberts said, "I've seen so much improvement. These kids are able to carry the skills on to greater levels form the first Dibels test to the end of the Dibels testing.
The program is one of several tools used in classrooms. Volunteers play a pivotal role in helping these young children write their way to academic improvements, Administrators say the results of community and teacher involvement are showing up on the FCAT.
Elizabeth Turner added, "Our teachers look at those Dibels test results and they individualize based on that, and we've found out once the kids get to the third grade, those that have done well on Dibels, they do well on the FCAT, so we can see a correlation."
In fact, Florida's education commissioner released results of the Dibels test which shows the Gadsden school district is seeing an 11 percent increase in improvements, encouraging results for a district that is taking all the necessary steps to help its students pull together to make academic success.
The Dibels test is given three times a year, allowing teachers to assess student progress year round.
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The best tables game! All Suduko lovers like this game!
We all know that learning multiplication is an essential part of our child’s elementary education.Kids who have mastered multiplication gain a solid foundation in mathematics that will help them throughout middle school, high school
Just like learning to walk before you can run, learning multiplication and memorizing the times tables are building blocks for other math topics taught in school – higher learning such as division, long multiplication, fractions and algebra.
Kids who have not mastered their tables will very often fall behind in math (and other subjects that use math) and begin to loose confidence.
Knowing that multiplication facts is helpful not only in academics; we frequently use multiplication in our daily lives.
The Build-A-Table will help them practice tables and you will be able to keep track as how your kid is doing.With this game, you will love your kids playing on iPhone/iPod touch/iPad.
There are 3 levels,
Easy: 2 to 10 Tables
Medium: 11 to 20 Tables
Hard: 21 to 30 Tables
As player taps on number and it’s adjacent number(vertical or horizontal). The numbers will be swapped.
Out of 4 tables you have to identify a table number, finish each table in cube.Each cube is show in different color.
There are 4 tables and 4 cubes.
* Great User Interface
* Every game is different and challenging.
* Can listen to iPod music while playing.
* Game gets saved when application exits , interruptions like phone calls are managed.


The federal government approves Oregon for a waiver from "No Child Left Behind." This means that the one size fits all legislation approved back in 2007, that increasingly punishes struggling schools, doesn't have to be followed.
Instead, individual states granted this waiver can come up with their own plans with federal approval to improve education in their states.
Ben Cannon, Education Advisor for Governor Kitzhaber believes this waiver will result in positive changes in the state. “These priority or focused schools will see changes in the way the instruction is delivered, time used. There will be changes in leadership of school and changes in supports that are provided for students and families.” Without the waiver, 250 schools in Oregon were slated to be labeled failing and would face punitive fines.
Meanwhile, Bend La Pine School leaders have anticipated approval of the "No Child Left Behind" waiver for awhile.
The "one size fits all" was problematic for many states including Oregon. Lora Nordquist, the Assistant Superintendent of Elementary Education in the Bend La Pine School District says NCLB was hurting many school districts. “It's not just the label failing, but school labeled that faced sanctions. And these penalties increased with AYP scores. We think sanctions hurt the schools instead of support the school district; it just punishes them with a harder hammer so to speak.” Oregon's waiver is the product of months of work of more than 120 education and community leaders in Oregon.


Maths at the Mill
Site: Armley Mills
Numeracy, Enterprise Education, Literacy, PSHE
This workshop is led by museums staff.
Benjamin Gott built Armley Mills. His enterprising initiatives led him to become a millionaire. Could you be the next Mr Gott?
During the workshop pupils become young entrepreneurs to apply their decision making and numeracy skills to form a business. Activities include counting, multiplying, shapes, area and problem solving. Who’s business can make the most profit? Pupils will also find out about some of the processes needed to make woollen clothing in the past.
This workshop is ideal for enhancing team building and for promoting citizenship and enterprise.
Pupils will be split up into 4 groups, which we encourage teachers to do beforehand and have at least one adult with each group.
For more information or to make a booking, contact the Learning & Access Officer or on 0113 2637861.
Maths: MA2 Number, MA4 Handling data
PSHE: Taking an active role as citizens
Cost: £55 per class
Maximum numbers: Class of 30


A molecule is a group of two or more atoms that stick together. Molecules (MOLL-uh-cyools) are so small that nobody can see them, except with an electron microscope. Pretty much everything on Earth and other planets is made of molecules, and so is some of the dust in space.
The first molecules formed about 300,000 years after the Big Bang, or just under 15 billion years ago. They were the smallest kind of molecule - two hydrogen atoms joined together. As time went on, and supernovas from exploding stars shot out different kinds of atoms, different kinds of molecules formed and floated around in space. Because most of the atoms in space were hydrogen atoms, many of these molecules combined hydrogen with another kind of atom. So hydrogen combined with oxygen to make water molecules. Hydrogen combined with carbon to make hydrocarbons (what living things are built out of). Even before there were any planets, water and hydrocarbons were floating around in space on their own. Other molecules were made of heavier atoms, like silicon or gold. Still out in space, some hydrocarbons got together and formed bigger molecules called amino acids.
When the planets did form, the ones that were further away from stars, like Jupiter and Neptune, were made mostly of lighter molecules like water and hydrocarbons. Earth, which formed about 4.5 billion years ago, was closer to the Sun, and made mostly of heavier molecules like iron. A lot of silicon and other minerals also got to Earth, where they make up the rocks of the Earth's crust.
We're not sure how or when the water, hydrocarbons, and amino acids got to Earth. But once they were on Earth, the amino acids got together to make more and more complicated molecules - maybe first ribonucleic acids, then proteins. The biggest organic molecule today is DNA. Each molecule of DNA has more than two billion carbon atoms in it (plus a lot of other kinds of atoms too).
All molecules need some way to hold their atoms together. The two main ways that atoms hold together are
- covalent bonding (a stronger kind, like in carbon dioxide and water)
- ionic bonding (a weaker kind, like in most rocks)
Today people can make new kinds of molecules in laboratories and factories. Some of the biggest molecules that people make are plastics, like what plastic garbage bags or plastic Legos are made of. Plastics are also hydro-carbon molecules. People also make new molecules for medicines.
To find out more about molecules, check out these books from Amazon.com or from your library:
Chemistry for Kids
Science for Kids home page
Kidipede home page


Early Childhood (18 months–Pre-K)
The Early Childhood Center at Temple Beth Am Day School provides children with developmentally appropriate experiences that foster an understanding of basic concepts while utilizing the young child’s natural ways of learning.
Our belief is that play is the most significant vehicle for accessing and promoting learning. Based on this belief, we use play as the primary modality to foster physical, emotional, cognitive, social and spiritual growth. Since children are naturally curious and learn best through experience, we provide them with the opportunities to stimulate their minds, bodies, imaginations and interests within our safe and nurturing environment.
|Click Here to Download Early Childhood Center Choices|
The Early Childhood Center adheres to guidelines established by the National Association for the Education of Young Children (NAEYC). This prestigious national organization in the area of early childhood learning provides information that links educational practices to current educational research. Having achieved NAEYC accreditation and the Florida Gold Seal of Excellence, our curriculum and classrooms reflect these developmentally appropriate guidelines. Florida Department of Children and Families: C11MD0555
Our play-based program utilizes a hierarchical sequence of activities to teach skills and concepts in the following areas: language arts, math readiness, science, general and Judaic history, art, music and physical education. The daily schedule incorporates both active and passive time for participating in imaginary play, developing communication skills both with adults and peers, exploring the world in which we live and celebrations of American and Jewish life. Jewish values, customs, history and holiday observances are integrated throughout our curriculum. The environment is rich in experiences, materials and challenges that stimulate each child’s desire to think and explore. Each day’s learning contributes to the growth and development of a happy and healthy child.
Temple Beth Am Day School creates an extended family environment in which children learn and grow. This family framework fosters healthy separation and the development of confidence and self-expression. Caring teachers create a learning environment where children can comfortably explore and establish a foundation for future self-reliance and positive sense of self.


Building Explorers After-School Club
The Building Explorers is a weekly after school club that takes place on site at Sir John Soane’s Museum. Every school year twenty children from three local schools; Christopher Hatton Primary, St Clement Dane’s CE Primary School, and St George the Martyr CE Primary School - attend the club, for the whole school year.
We focus on architecture and the built environment, covering subjects such as megastructures, the orders of classical architecture and mapping our city as well as other topics that the children suggest themselves. Each session employs a practical arts-based approach to learning, making concepts such as gothic revival architecture and scale drawing accessible for the children. Additionally, every term we take a trip to an exciting architectural landmark such as the Royal Courts of Justice, Tower Bridge and Crossrail.
At the club we aim to encourage the children to acquire skills for life, such as a vocational interest in architecture as well as improved design, literacy and numeracy skills. The children get the opportunity to make new friends and create their own works of art using media such as clay, cardboard and minibricks; with the club giving them the chance to hone their artistic skills in a creative and supportive environment.
Now heading into our fifth academic year we've really enjoyed building relationships with local schools and encouraging a new younger audience to visit the museum regularly.


(Photo: Geraldine Wilson)
Children learn from birth and there is growing recognition that their earliest experiences of learning and education are formative and influential throughout their lives. Following a round table discussion involving Irish early childhood arts and education practitioners in October 2012, the Arts Council identified some fundamental steps to be taken at a research level in order to inform policy and provision in the rapidly growing area of early childhood arts. These were: a mapping of the early childhood landscape in terms of public policy and provision in order to aid orientation within the field, especially in terms of where and how the arts might 'fit'; a scoping and audit of current Irish practice in this domain; securing an expert international perspective highlighting the key issues and the rationale for the importance of this work, and setting out the evidence for why this is an area that requires the attention of public policy makers.
To that end, the Arts Council commissioned a research report, Early Childhood Arts: Three Perspectives, comprising
- an overview of Early Childhood Education and Care (ECEC) policy and provision in Ireland;
- a background paper on the role of the arts in early childhood learning and development;
- and an international perspective on best practice in Early Childhood Arts.
Eight early childhood arts projects were documented during the research.
Early Childhood Arts: Three Perspectives (PDF, 1.08 MB).