By Andrea Parrish, Graduate Program Director for the Department of Special Education at Towson University
September 19, 2017
The proliferation of assistive technology (AT) and related forms of technologies holds exciting options for todayâs students, their families, and the educators who support them. If you are an educators or therapist looking to build your repertoire of practical AT solutions, check out the list below for helpful links and resources.
Did you know that electronic platforms can be inaccessible to some individuals with disabilities, similar to how a building with only stairs would be inaccessible to someone who uses a wheelchair? Check out this resource to learn more.
An online module, developed by the IRIS Center through Peabody College at Vanderbilt University, which provides an overview of using AT.
A fact sheet, developed by the American Physical Therapy Association, which discusses important linkages between AT and the IEP.
This YouTube channel follows real students with disabilities and documents the ways AT affects their life, both at school and in the community.
A glossary of terms associated with AT, developed by the Family Center on Technology and Disability.
A description of AAC, published by American Speech-Language Hearing Association (ASHA).
An online module, developed by the IRIS Center, which provides an overview of Bookshare, a project supported by the U.S. Department of Special Education and OSEP, in an effort to make books accessible to individuals with print disabilities through digitization.
This article describes strategies for including students with disabilities in after school programs and related activities, through the integration of AT.
This article, available through Reading Rockets, discusses how captioning supports studentsâ literacy development.
Developed by the Pacer Center, this article describes considerations for integrating various forms of multimedia with students who have disabilities.
MATN is a professional learning community of educators and families that share information around AT. Join the community to participate in discussions and events.
MDTAP has a library of free AT devices that are available to Marylanders with disabilities, their families, and professionals who work with people who have disabilities. Visit their website to find out how you may meet with an AT specialist for a technology demo or to borrow devices from their library.
Are you wondering about the different AT options available, based on the nature of your studentsâ needs? Use the AT mATch Up Tool, available at the Maryland Learning Links website, to preview different types of low tech, mid tech, and high-tech forms of AT.
What is the relationship between accessible educational materials (AEM) and AT? The National Center for Accessible Educational Materials explains how AEM used in combination with AT offers the greatest range of access to educational materials for students with disabilities.
This high-quality video, developed by OSEP grant at USDE, details how to utilize AT to support our youngest learners.
This article provides guidance in what to look for when selecting reading software for students with learning disabilities.
Free materials, publications, and associated resources for implementing AT with students with a wide range of disabilities.
We hope these resources help you feel confident in advocating for AT for your students. Should you find yourself needing to explain the need for AT, share this important quote;
âFor most of us, technology makes things easier. For a person with a disability, it makes this possible.â
â Judy Heumann, American Disability Rights Activist and Former Assistant Secretary, U.S. Department of Education, Office of Special Education Programs (OSEP)


Our goal and responsibility as kindergarten teachers is to help each child develop a passion for learning. We seek to create an environment for learning which welcomes students to share opportunities to grow as learners. We provide a creative and stimulating environment where every child is made to feel safe, secure, and important. We recognize that children learn at varying rates, and when given the opportunity, will thrive in a learning environment that is developmentally appropriate, individualized and challenging. We use a variety of hands-on strategies to help students achieve their goals and be the best learners that they can be!
As readers, students will develop the foundational skills of good readers, including alphabet knowledge, concepts of print, phonological awareness, phonics, high frequency words and retelling.
As writers, students will express their ideas and thoughts through pictures and words. They will explore ways to view themselves as writers as they transform their writing from simple labeling to writing sentences. Your child will understand and practice the routines of a Writerâs Workshop as they write personal narratives, nonfiction pieces and opinion writing. With support, writers will ask and answer questions about their own writing and participate in shared research and writing projects.
As mathematicians, students will engage in problem-based interactive learning. They will develop an understanding of mathematics and its processes. Students will explore the big ideas of mathematics and understand how these ideas relate to their world each day.
As scientists, students will explore the role of thinking like a scientist. They will learn how to investigate, explore, observe, and question through a multisensory, hands-on approach.
As community members, students will focus on self-awareness and the world around them. They will learn to develop an awareness about themselves, their families and their community. They will explore, understand and appreciate how people work together to create communities. To support the social and emotional development of our students we will utilize the 2nd Step program to teach skills for learning, empathy, emotion management, and problem solving.
Kindergarteners also participate in Library and Design and Technology learning experiences.


A nonfiction text features scavenger hunt is such a fun, hands on, and authentic activity for students to see text features in real texts or reading passages! Using nonfiction text features is such a an
This free cut and paste activity can help you as you teach theme to your 3rd grade, 4th grade, or 5th grade students. In this resource, upper elementary students read 6 short paragraphs and sort them based on the theme. This makes a great lesson as you begin to introduce how to find the theme of a story to your third grade, fourth grade, and fifth grade students.
Need reading centers ideas? These centers to use for every text are a great resource to use for 1st grade, 2nd grade, and even 3rd, 4th, and 5th grade! Click the pin to check out these engaging centers and all the activities included.
Okay teacher friend. Itâs finally here. And Iâm so excited! Iâve had this resource collecting dust on my computer for years now. Iâve been using this strategy in my classroom for the last few years, but havenât had the energy or time (teacher life + mom life is exhausting, am I right?) to put it all together so that itâs ready to go for busy teachers like you! Well, itâs finally finished and I finally get to unveil it to you! Did you know I have a FREE downloadable reading response menuâ¦
Reading Comprehension Strategies for Struggling Readers | Perfect for kids in kindergarten, 1st grade, 2nd grade, 3rd, grade, 4th grade, 5th grade, and all through middle school, these reading comprehension activities and ideas will appeal to even the mos
Reading Passages and comprehension questions with Built in Stop, Think and jot to get your studentst to stop and think about what they read. In both fiction and nonfiction for Grades 1-3 ð Please Comment, Like, or Re-Pin for later ðð easy way to write a thesis statement, how to write a good literary essay, teachers essays, theses online, picture essay writing
Get ready to start First Chapter Friday in your elementary or middle school classroom! Reading just the first chapter of a novel will get kids excited about their independent reading books. On the blog, there is a free printable book list for you to download! The blog post also provides tips and strategies on how to get started with First Chapter Friday and how to make it successful in your classroom. Motivate and inspire all your readers! (fourth grade fifth grade sixth grade seventhâ¦


A school is an organized educational establishment designed to offer learning spaces and educational environments to the education of students in the absence of adults. Generally, most developed countries have structured systems of public elementary education, which may be mandatory. In such systems, students advance from a limited number of primary schools to a number of secondary schools. In some countries, there are only one or two primary schools, while in others, there is a system of two or more parallel systems.
In countries where there is only a limited system of schooling, there are many options available to students interested in pursuing higher education. Secondary schooling allows students to further their studies and prepare themselves for tertiary education. The conditions under which secondary school education takes place largely depend on the social and economic conditions in the country. In countries with better social and economic conditions, children can continue their studies at lower costs, with good employment prospects, and with little influence from parents who are not economically well off. In countries with poor social conditions, secondary school education becomes almost impossible, since it requires large sums of money to start and further your education.
Some young children find it difficult to balance studies and family life. High school offers them a chance to become full-fledged citizens, responsible for their actions. They are able to complete their secondary and graduate from secondary school before entering the workforce. Most young people believe that they should continue their studies from kindergarten, so that they gain a thorough knowledge of the world and set out on their career in a fresh environment.
Parents, however, have a strong say in the choice of institutions for their young children. If possible, they should be encouraged to send their children to a school that is well established and where teachers and students respect their privacy. This is especially important when the child will be spending considerable amounts of time at a primary school building, away from parents and other schoolmates. Primary school buildings must be clean and well organized, and teachers and students must be allowed to make their own studying schedule. The school should also have a well-developed financial system, with a well-developed internal budgeting system.
There are many different types of secondary education systems that parents can choose from. These include the traditional classroom system, which entails a primary school teacher and an array of pupils; the Montessori method, in which students are encouraged to learn self-directed learning; and the career-oriented study system, in which students complete a primary education curriculum and then pursue specific liberal arts or sciences. Some parents are advocates of both traditional classroom schooling and career options. Their preference, however, is usually to send their children to private or independent schools, which they consider to be better equipped to give them a well-rounded education. They may also feel that they receive more personalized attention and guidance by local educators and administrators.
Many modern-day parents still adhere to a tradition of sending their young children to the local public or private school. In fact, there are different types of private schools that were established during the early American era. The founding fathers may very well have been instrumental in establishing the tradition of sending young children to school, because they themselves were schooled in the schools they established.


Ethnographic research methodologies were used to examine the training of elementary education majors in science in an attempt to gain insight on whether or not their training in science contributes to the apprehension elementary teachers have toward science. The field study consisted of 14 weeks of weekly observations in the elementary education majors science methods class. Interviews with the students and the instructors as well as survey instruments to assess students' preparation in science were used. Two different approaches to the study of science, one content oriented, the other process oriented, may contribute to the students' confusion, insecurity, and avoidance of science. The students' perception that science is learning content, an objective of introductory level science courses, and the science methods class's objectives of teaching science as a process sets up an âantagonistic dilemmaâ between the two. Such âantagonistic dilemmaâ may be manifest in the lack of instructional time accorded to science by elementary educators. The type of science experiences an individual encounters influences their perceptions. To offset student perceptions developed in science courses which stress principally content, the students need science experiences which truly represent science as inquiry. New strategies for the training of elementary education majors in science need to be examined.
All Science Journal Classification (ASJC) codes


Setting the Scene: 1899
The Spanish-American war ended. Aspirin was patented. Carnation made its first can of evaporated milk. The first motor-driven vacuum cleaner (gasoline powered!) was invented by J.S. Thurman. A United States patent is issued to Ferdinand von Zeppelin for his âNavigable Balloon.â The first known use of the word âautomobileâ appeared in The New York Times. And on September 18, 1899, Scott Joplin copyrighted âMaple Leaf Rag.â
The Cultural Importance of the Piano
Since automobiles were still a novelty, once a family had a home, very often their next biggest purchase was a piano. Having a piano at home was considered a status symbol, reflecting high standards and prosperity. Great value was also placed on music education. The music recording industry was still very young, so if you wanted to hear a song, you learned to play it yourself.
Most of pianos manufactured in America came from factories in New York City, Boston, Chicago or other major cities. [Related: a notable exception is the Lombard Piano, made in Galesburg, Illinois.] While some pianos were still hand-crafted, many were at least partially mass-produced. Combined, these factories employed many people, from general labor to skilled craftsmen. Mass production helped lower the cost of pianos making them more accessible to the average family. Retail music stores could have pianos built to their specifications and those pianos would carry the brand name of the local store. Having a local brand name added to the prestige of the store!
Learning to play an instrument was considered an important part of a complete education. Quality piano teachers were respected and in high demand. While most of the well-known composers of the day were men, most of the piano teachers were women.
Becoming a trained piano tuner or technician was a popular profession. It took a great number of technicians were to take care of the thousands of instruments.
Social times with family and friends frequently centered around the piano. People would take turns at the piano, play other instruments along with the piano, sing along, or simply sit back and enjoy the music. While piano practice is and was primarily a solitary endeavor, the enjoyment of the instrument was most definitely a group activity.
All of this together, of course, helped sell a lot of sheet music. It was a very common practice in music stores to have musicians playing songs available for sale from the store inventory. This allowed a perspective purchaser to hear âand hopefully purchaseâ a song they might not yet be able to play. Scott Joplin, like many songwriters of his time, visited the music stores that sold his music. He would sit and play his songs to attract purchasers to his compositions. It would have been a treat, indeed, to see Mr. Joplin performing his own music!
[Related: âThe Strenuous Life of Scott Joplin,â the story of Scott Joplinâs life told in graphic novel-style storyboards with links to online media, is now available. Read more about it and related printables here. The Maestro Heights Store is here.]
[Related: As a thank you for subscribing to the Maestro Heights newsletter, receive a BONUS unit about Scott Joplin. Subscribe here.]


After working with students in low socioeconomic schools for 16 years, I have found that the label âlow-SESâ is very misleading. This really doesnât tell us anything about the students. Here are the more helpful questions:
- What is their family background?
- What are living arrangements like?
- What language did they learn first?
These questions will help you to develop a better game plan for the students that you are working with. You cannot meet their needs based solely on the fact that they are labeled âlow-SESâ. You also cannot teach them like this one label defines who they are.
I have worked in very different versions of low-SES schools and they cannot be taught with one strategy. Even the disparity in the type of language needed to communicate with them can be very different.
One example of a low-SES school I have worked with had students with very low vocabulary skills. Some cases were because of English language learning, others simply a lack of exposure to a wide vocabulary at home. This didnât mean they couldnât be fantastic musicians.
However, it did mean that I had to spend a much greater amount of time doing the following:
-checking for understanding
-asking students to put it in âteen-speakâ (Their own words)
Checking for understanding was the most important. Knowing what the students believe the answer to be helps to determine how you readdress information. The worst thing you can do for these students is simply rote-teach (though some teachers will slip into this habit due to convenience.) When clinicians came I often had to paraphrase what they said to the students while they worked with a group, because I could see the students not understanding the higher-level vocabulary.
Another low-SES school had students with high language skills. The students could not only interpret and understand adults speaking, but could express themselves clearly. In this particular school, the barrier was not the vocabulary, but the dynamic level at which it was delivered to them.
The students were used to being yelled at if something was considered important. In walking around the building, I observed teachers and administrators addressing the students in a near scream.
I did not teach these students in a yell, but rather had to teach them how to listen when spoken to in what I view as an appropriate volume/tone. This was not a quick process. However, it did develop a level of mutual respect that led to students who worked harder in band than any other class.
Annette Mitchell is an active educator and clinician, who also likes to dabble in music education research. She is in her 16th year of teaching middle school band all 16 years of her career have been in Low SES schools. When she is not teaching fundamentals and encouraging students to reach beyond their own expectations, she is blessed work at her primary full-time job of being a wife and mommy to a toddler.
This is the second in a series of posts on Teaching in a low SES School by Annette Mitchell. Read the first post here.
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LatinaLista â Literacy. Itâs a word that gauges the future success of our children in school. Children who have an appreciation of reading and learn the basics of sounding out words go on to have success in school. Children who arenât exposed to books and donât grasp those early lessons are doomed to feel self-conscious, ashamed and, eventually, give up on school and themselves.
Every child has great literacy potential, if given the chance. Raising a Reader makes that happen.
Raising A Readerâs vision is that one day all children will enter kindergarten in love with the printed page and ready to learn to read.
The California-based nonprofit, begun in 1999, accomplishes its goal by working with parents when their children are still babies and helping them establish âbook cuddlingâ routines with their children until they reach the age of five.
Basing their techniques on early childhood learning research, Raising a Reader knows that âbook cuddlingâ not only contributes to a strong parent-child bonding but also fosters healthy brain development and establishes early literacy skills critical for success in school.
Since it was founded, the nonprofit has reached 811,000 children. Its long term goal is to extend its reach as a leader in early literacy family engagement and reach one million children.
The program works by circulating over 100 high-quality childrenâs books into childrenâs homes through an average rotation cycle. As a result, children and families develop, practice, and maintain the habit of sharing those books (âbook cuddlingâ).
Through initial training and ongoing support, parents and caregivers, even those with limited English proficiency or low literacy skills, learn how to engage their child by sharing a book. The program also includes a strong connection to the public library, establishing a foundation for lifetime access to books and love of reading. A dozen independent evaluations have confirmed the model works
Donations are always needed to keep the supply of books current to families in the program. Also, any community can start their own program and bring the love of reading to children who otherwise may not develop that interest until much later, if ever.
Migrant families in Santa Cruz County, Calif. are experiencing the joys of reading to their children thanks to Raising A Readerâs Pajaro Valley Unified School District affiliate. Over the past four years, the school district has served over 6,000 children, including migrant families who donât often have the resources to support their childrenâs early literacy development.
At one local Family Child Care Home, provider Ester Castillo has noticed a difference in the childrenâs behavior and interest in books. After just one migrant season with Raising A Reader, she is thrilled to report that âOne four-year-old was not interested in books, now wants two or three read to him whenever I sit down. Another three-year-old learned the books by memory.â


Who knows what the future holds?
As Winter turns to Spring, the question, âWhat next?â is on the lips and in the minds of many pupils in their final year of school. Even those who have firm plans are still about to take a step into the unknown and the next stage of their life looms large on the horizon.
When these pupils started school, there were no jobs in smartphone app design. There are now 14 million. On the other hand, professions such as accountancy, which had offered career certainty for their parentsâ generation, are increasingly threatened by new technology. Who knows what entirely new opportunities will pop up before they hit 30 or how unrecognisable traditional jobs will be?
In our fast-changing world, schools have a responsibility to look carefully at the skills and competencies students are being equipped with. It is not enough to score well in exams and think that our job is done anymore. Particularly when we hear government agencies advise that âWhen it comes to recruiting graduates, attitudes and aptitudes are often seen as more important than formal qualifications.â Good exam results will always remain important, but they are no longer the limit of what schools must provide. Schools of today must think deeper. And this where International School Aberdeen (ISA) excel.
Letâs consider analytical skills. Prized in the past, but today they are the most easily replaceable skills by computers. Nevertheless, it would be a mistake to dismiss such skills as they continue to be important, but in combination with others. New economy jobs require a blend of analytical and creative thinking. An App Designer is a perfect example. Successful apps meet human needs, they solve specific problems and are created by teams with different skills including coding and modern programming language, graphic design and agile methodologies. But as well as the technical skills, they must have the ability to access and analyse data quickly and once they have gathered the data, they must have the creativity to turn that data into an idea that will work for users. Of course, they could do none of this without a strong foundation of basic literacy and numeracy skills.
Traditionally the school curriculum has split these approaches - mathematics at one end of the spectrum, art at the other. ISA brings them together.
A recent project by a group of 13 and 14-year olds at the school highlights how we get creative with our curriculum to drive academic rigour and creative flexibility. In art, pupils were introduced to Bridget Rileyâs 3D graphic design work, analysing its appeal and aesthetic worth. In maths, those same pupils set about creating complex shapes that folded up from paper sheets into their own creative 3D designs.
To visualise a final design took creativity; working out how a flat sheet design folds up to a 3D object took a high degree of analysis. There were no answers in the back of the book. Every solution was unique and every pupil, no matter what their maths ability enjoyed making an original expression. The pupils used maths skills while going through a design process, incidentally, developing skills in geometric visualisation which will serve them well for higher level maths courses in their final two years of school.
For many 18-year olds, they are planning their next steps through the Universities Colleges and Admissions Service (UCAS). Every year, UCAS helps millions of students find the right course for the subsequent stage of their education, and to think about the abilities and aptitudes needed for long term success. Young people need a firm foundation of basic skills. What makes them stand out is being âadaptable and flexible, and to cope with change.â UCAS advises, that they must develop not just skills, but transferable skills in particular. These will enable students to âthink creatively, sort out problems and show leadership.â
The US Bureau of Labor Statistics (BLS) estimates that 2020 school graduates will have an average of 12 jobs in their lifetimes. This is the very reason UCAS emphasise the importance of transferable skills. ISAâs maths and art collaboration project isnât trying to produce the 3D designers of the future. Rather it is a demonstration to pupils of how subjects and ways of thinking can be used together to find innovative solutions. Creative use of transferable skills, rather than a right answer in the back of a book.
It is not just those about to leave school who are asking, âWhat next?â. In a rapidly changing world, we all wonder âWhat next?â. We can speculate of course, but we canât know; however, one thing is certain. We have to be more creative in our curriculum to prepare our children for a working life that wonât have a single answer.
Who knows what the future holds?


Naplan (National Evaluation Program â Literacy and Numeracy) is a national evaluation for children in Years 3, 5, 7, and 9. Every year in May, over three days, schools all around Australia administer Naplan tutoring to children. For Literacy, the test covers grammar, spelling, reading, and writing; for numeracy, the test covers mathematics. All schools must complete the tests. The results will be compared to national standards, and they are used to track a studentâs progress from one test to the next. This gives parents, teachers, government officials, and schools an understanding of assessing their childrenâs literacy and numeracy ability in a controlled environment. This programme assesses studentsâ reading and numeracy skills, which they have learned and developed through their schoolâs curriculum and daily interactions. It also gives the administration valuable information to identify flaws and capabilities in the educational plan and make necessary changes.
What is the purpose of Naplan?
Naplan tutoring is carried out for various reasons, including ensuring public responsibility for schools, instructors, and students. It is a national test that assesses a studentâs literacy and numeracy skills at the testing date. This examination provides the government with information on how each school compares to national standards and compares to international standards. Parents can teach their childâs performance to national standards and see if there are some areas where the youngster could improve. Naplanâs results reveal which learning topics students have difficulty with and where they could improve.
Who must take the examination?
Unless they have been exempted or their parents withdraw them from taking the test, all pupils in Years 9, 5, 7 and 3 are required to take it. However, because Naplan exam scores are included in certain schoolsâ student selection processes, it is essential to plan your child for it. This test, if aced, will provide your youngster with a commendable CV in the future.
What are the advantages of tutoring for your child?
The Naplan exam gauges a studentâs performance based on national criteria rather than passing or failing the test. Enlisting your kid for Naplan tuition as soon as possible assists you in identifying your childâs strengths and shortcomings, concentrating on specific trouble spots, and enhancing powers. Some children excel in language but suffer in maths, while others struggle in both areas. Your child will benefit from the personalised, tailored instruction he will receive in his private session. He wonât be bullied or disrupted when he canât answer a tricky question; instead, heâll be taught the complex subject until he understands it.
As his Naplan instructor is an ally, he would not be embarrassed to confess his challenges. Theyâll work together to overcome his literacy and arithmetic difficulties. Your kid will be prepared for his average class while studying for Naplan. As there is a chance that your child may learn ahead of time, this will motivate and build confidence in the child to engage in his class.
What is going to be tested?
This test assesses a childâs problem-solving, reasoning, comprehension, and fluency in mathematical abilities: all covered numbers and mathematics, measure and geometry, stats, and probability.
This test covers punctuation, grammar, and spelling. This demonstrates their comprehension of reading and writing.
To assess their understanding and control of written language, students are expected to create a continual text in three key areas â imaginative, informative, and argument.
Memorising facts and cramming are only effective for a short period. Long-term knowledge is long-term because a solid education is a process, much like your muscles need a long workout to improve. Itâs not something that can be hastened. It is best to begin Naplan for your child as soon as feasible.


This "Where to Begin" series is written to answer the most common question members ask me- "Where do I start?" This has especially been an issue as we have added so many new materials this last year. This mini-series is the first post to help you see a path among all the trees. Let's start at the beginning- something for preschoolers.
Materials especially for Preschoolers
When I first began creating music products, it was very young children I especially had in mind. It was while my oldest son was a toddler and I was reading everything I could get my hands on regarding early learning. They call it "first child syndrome"- that time when you FINALLY become a parent and become obsessed with making everything just right. Maybe you were able to escape this dreaded condition, but I didn't. And I wanted to get my child's music education off to the right start. As a result, my first product was "Rhythm for Preschoolers", which later was updated and expanded to become our number one best seller, "Beginning Rhythm". This is a great place to start!
Rhythm is a basic skill, but mastering this aspect of music early is essential to fostering overall musical growth. Too often a heavy focus on reading notes leaves rhythm in the cold, but in our home, this is where our musical journey begins. The oversized rhythm cards are especially engaging and attractive for little ones. There are plenty of activities and a suggested teaching sequence to help you get the most out of these materials.
Suggested Transition form Singing to Piano
Next, learning to sing in solfege is a very useful skill that will translate well to playing an instrument later on. "The Solfege Train", as well as some of our supplemental solfege activities will really help with that. Here is my recommended sequence with preschoolers in mind.
- Learn to a few nursery rhymes with traditional words. We have an entire section dedicated to nursery rhymes in the "Solfege Train", as well as a few others in our supplemental activities section. It's likely that they already know a few like "Twinkle". You can work with that!
2. Learn to sing the major scale in solfege and familiarize your children with the colors that we use. There are lots of solfege games in the supplemental activities to help. "Rainbow Castle" under "Board Games" is a popular choice.
3. Learn to sing the same nursery rhymes in solfege. "The Solfege Train" has these nursery rhymes written out in solfege to help you, and there are other songs in our "supplemental activities" that will help you.
4. After they are comfortable singing the nursery rhymes, introduce playing them on the piano. Use the color-coded piano insert. This can be as simple as an invitation to learning. It doesn't have to be formal lessons if you're not ready for that. Simply having the color-coded insert on the piano along with sheet music for songs they already know is a fantastic invitation for learning. Play them yourself with enthusiasm and celebrate if they decide to try it too. You can help them by going through the song as they play, pointing out the notes one at a time until they finish. Celebrate when they do!
5. When they have learned a few songs in a "for fun" setting, and if you feel they are ready for something more formal, go through "My First Piano Lessons". These songs have video lessons to help you know where to place the hands and know how each song should sound.
Other Preschool-Friendly Activities
This is such a fun age! I feel like the best approach to learning is to make it as fun and playful as possible. While this is true for any age, it is especially important for preschoolers.
Definitely check out "The Solfege Train". The "Solfege Circles" are my kids' favorite music activity- we put them on the floor and they sing while they hop around from one note to the next. We also put the solfege on the staircase and they sing the scale as they walk up and down the stairs. There are many videos and activities in our members area that are well-suited for preschoolers.
If you are looking for a structured approach, follow the sequence I've recommended. Teach rhythm first or better yet, along with solfege. There is a smaller, less complete version of our "Beginning Rhythm" program included with the Solfege Train materials. Otherwise, simply explore our site and find an activity and have fun with it. I think that consistently doing musical activities and keeping things fun is more important than a formal curriculum at this age. Make music part of the learning environment. This will really set the stage for accelerated learning when it comes time to begin more formal lessons.


R â When two of televisionâs most popular shows are called âThe Voiceâ and âAmericaâs Got Talentâ, we had better be doing something to keep music education on the front burner of being an academic subject. Thereâs nothing wrong with either show, but there is a cultural myth in this country that singing is about interest and/or talentâ¦ and thatâs about it. Name one other core school subject area where either matters, and yet somehow both are perceived as virtually essential to being enrolled in a music class. Worse yet, this view is shared by students, parents, administrators, guidance counselors and so on.
What are we doing about it?
6 and a half years ago Jarika did one of the bravest things Iâve ever seen a music teacher do when she began her first ever concert as a music educator by teaching the audience to read music. It was extraordinary on two fronts. First, it was a demonstration by a beginning teacher that it is okay to be professionally brave and take risks. I think we can all learn from that. Second, she demonstrated to the entire assembled audience that literacy and singing are academic skills. The audience left her concert that night buzzing about what a game changer it was. We have the technology, ability and opportunities to change our communityâs perception of what it is we do and why it is essential.
I have not been able to hold my concerts in a space with either a sound system or a projector/screen so I have done my best to replicate this with a small piece of sheet music placed inside each program. It actually worked pretty well but Iâve planning for the day I could finally do this in an auditorium as well and my first concerts in our new one allowed me to do so. I hold the same concert twice in a weekâs time so I can implement an evaluation and revision process with my kids between them. So I got to do the audience music reading twice. This video is of the second time: teaching the audience to read music.
The reaction from the audience was positive, but the details coming from the kids in the following days showed me that this has to be a regular part of all my concerts from now on. I had stories of kids telling me that when they got home their parents actually initiated conversations about reading music and showing them even more!
If a concert has the potential to cause our communities to discuss and think about music as a skill, why would we not be tripping over ourselves to make that happen? Letâs spend some time thinking about our public performances and what messages they send to our schools and communities. The best music education advocacy is a proactive one. Our concerts are largely untapped resources for providing this.


Download a PDF version of Every Childâs Guide to Write Away! (Volume 1) that is fillable. Teach your child how to type while expressing his or her creativity!
A delightful and unique guide for parents and teachers, introducing art activities that stimulate a childâs imagination and creative writing. The activities are organized into thematic chapters, beginning with warm-up exercises. Each âthemeâ is in some ways a mini-unit for working with children, culminating in a piece of original writing. Parents and teachers can follow the bookâs sequence or select activities to match their childâs interests. The art activities include visual, spatial, auditory, and tactile experiences â everything from working with clay to watching video clips to creating a comic strip â sure to engage a wide variety of children!
Reviews of the book:
To get children to write is always challenging as most of them find it tedious and boring. The activities in this book are structured in such a way as to boost confidence in writing in a fun and entertaining manner. The many innovative and creative ideas would easily engage a childâs imagination and curiosity and spur him/her to write with ease and clarity.
-Ms. R Dhillon (Former Head of Department and Senior Dean in Ministry of Education schools, Writer of English books)
Oftentimes, we pay lip service and short-circuit the creative thinking and writing process for children by feeding them ideas and words. What I like about this book is how the strategies seek to work the opposite; by getting children to own the thinking process, and ultimately their original piece of work, through the purposeful use of questions and activities that draws out each childâs thoughts, observations and reflections of themselves and the world around them
-Mrs. Wendy Goh (Parent, Current Educator in a Ministry of Education school)
This is an amazing guide for parents and educators who want to spark the flame in their childrenâs imagination. In a time where critics argue that various contexts can stifle childrenâs creativity, it does a great job of nurturing the innate qualities of curiosity, imagination and artistic expression in children. There is definitely something for everyone in this guide! Get ready to embark on a beautiful writing journey!
-Ms. Stacey-Ann Morris (M. Ed., Harvard University)


anne-marie morrissey has previously received funding from the international baccalaureate organisation, the foundation of graduates in early childhood studies and flemingâs nursery, to research play-based programs and outdoor play spaces. one approach gaining momentum in the early years of primary school curriculum is play-based learning. the teacher encourages childrenâs learning and inquiry through interactions that aim to stretch their thinking to higher levels. although this more structured teaching and learning style is the traditional approach to primary school programs, research is emerging that play-based learning is more effective in primary school programs.
as with traditional approaches, play-based early years programs are focused on teaching and learning. it also enables the child to engage in the flexible and higher-level thinking processes deemed essential for the 21st century learner. in this way, children acquire and practice important academic skills and learning in a playful context. for example, research indicates the increased complexity of language and learning processes used by children in play-based programs is linked to important literacy skills. they support the development of socially competent learners, able to face challenges and create solutions.
learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. play-based learning is an important way to develop active learning. active learning means using your brain in lots of ways. when children play, play-based learning helps engage elementary students in their education and has cognitive, physical, social, and emotional benefits. play is an important part of childrenâs learning and development. and strategies that we use to position play within a standards-based curriculum., play based learning examples, play based learning examples, play-based learning pdf, play-based learning theory, play-based learning benefits.
play-based learning is a type of early childhood education based on child-led and open-ended play. if youâre picturing preschoolers finger play-based learning is real learning. the assumption that play is a frivolous use of classroom time and in opposition to rigorous instruction demeans its value play-based learning continues to be critical, yet it is often neglected in favour of academic-focused education approaches. yet, in this period, active, play-, play-based learning philosophy, play-based learning theorists, play-based learning preschool, play-based learning kindergarten.
When you try to get related information on play based learning, you may look for related areas. play-based learning examples, play-based learning pdf, play-based learning theory, play-based learning benefits, play-based learning philosophy, play-based learning theorists, play-based learning preschool, play-based learning kindergarten.


Top tips to help your child make the transition to school
Making the move from early learning to school is a big step for both children and parents. Itâs exciting and itâs daunting. But with the right preparation, you can help ensure the experience is positive and fun for everyone.
But parents also have a big impact on early school success. Here are our top tips for things you can do at home to get your child - and yourself - ready for the transition.
Recognise the change
It is important to recognise and normalise your feelings and your childâs in the lead up to the transition. Itâs okay for children (and parents!) to feel nervous or unsure, but focus attention on the positives - like growing up, making new friends, and learning new things.
Support their developing social-emotional skills
Emotionally intelligent children can self-regulate and more easily build other important skills.
You can support your childâs emotional development by helping them recognise the emotions theyâre feeling, negotiate with other children, and self-regulate in socially acceptable ways.
Encourage exploration and play
Children learn through play, so encourage your child to explore the world around them by:
- playing outdoors and in natural environments
- suggesting playing dress ups and doing art
- asking them open-ended questions about what they are doing or what theyâve observed
- introducing new words or perspectives that relate to their play.
Build on early literacy and numeracy skills
Reading books to your child promotes literacy skills and a love of learning. Books are a fun and engaging way to develop vocabulary, knowledge, creativity, concentration, empathy and imagination.
Numeracy skills can be developed by counting, sorting items into larger or smaller, measuring ingredients during cooking, or dividing food into equal shares.
Establish familiarity with the concept of school
Consistency builds confidence. Children feel secure when they know what to expect, so use preschool years to gently introduce the idea of school and the environment, behaviours and routines theyâll encounter.
- Talking and reading about school
- Letting them dress up in their school uniform
- Arranging playdates with children whoâll be attending the same school
- Practicing the routine of getting ready and packing lunch
Preparing your child for their next learning step will reinforce what their preschool or kindergarten teacher is doing, and can really help them make a successful transition to school.


Whole class ensemble teaching (WCET) sees a music teacher from a hub or service spend time teaching music classes in schools. But how successful has this practice been? And what of the learning outcomes?
This research was funded by Arts Council England and commissioned by Music Mark. It was designed to investigate attitudes and beliefs about Whole Class Ensemble Teaching (WCET) from leaders of Music Education Hubs (MEHs) and Music Services (MS). The research includes data from 86 of the 121 music hubs which existed during 2015/16 when the data was collected.
This project was governed by a series of principal and subsidiary research questions. Principal research questions were: In the various modalities of WCET, what constitutes success? Are there articulated success criteria for these? Are they agreed, and what form do they take? Subsidiary research questions included investigations into WCET modalities, how progression is conceptualised and evaluated, the impact of WCET upon participants, and the learning outcomes of WCET for its stakeholders. Further research questions explored value for money, quality, pedagogical models, facilitating conditions and impact on understandings of national curriculum formulations in schools.
How was the research carried out?
The research was conducted in three phases: a nationwide on-line survey open to all leaders of MEHs; a series of semi-structured interviews with key MEH and MS leads; a series of elite interviews with experts in the field of WCET. Analysis made extensive use of a modified form of grounded theory analytical techniques which enabled codes for the data to arise from the data itself.
Findings on the conceptualisation of WCET
â¢ Music starts with the instrument (MSWI)
â¢ Music via the instrument (MVI)
Findings on the quality of WCET provision
This is dependent on which conceptualisation is uppermost and the report gives extensive details of these distinctions
Findings on the quality of teaching and learning
This was considered highly significant and realised in four main aspects:
- Quality of musical curriculum
- Quality of musical activities
- Quality of musical teaching
- Quality of musical learning
Findings on WCET impact
Done well, WCET makes a real difference to the lives of the children and young people involved. New horizons have opened for children and young people, schools, parents, and MEHs/MSs.
Findings on progress and progression
The report articulates the distinction as:
A) Progress - to make progress, to get better at something, to have greater depth of understanding or breadth of experience
B) Progression - to go from WCET to a school band (etc.), then to an area band, then a music centre band, and so on. In other words to make progress as in (A) above, and then avail oneself of progression routes available via the local hub
Findings on support from schools
Good support from host schools is the most significant feature. This is vital for WCET to take root and succeed.


K-3 Reading Success
Reading with your child at home daily is a proven way to promote early literacy and overall school achievement. Helping to make sure your child is reading on grade level by third grade is one of the most important things you can do to prepare him or her for the future. By reading with your child for 20 minutes per day, and making a few simple activities a part of your daily home routine, you can make a positive impact on your childâs success in school.
In 2016, the Michigan Legislature passed a law that requires schools to identify learners who are struggling with reading and writing and to provide additional help. Read more on the Michigan Department of Education Website.
The "Read by Grade 3" law inspired our district to examine our elementary English Language Arts curriculum and the supports and services we offer our students in Clarkston. First and foremost, we partner with families to foster a love of reading!
We provide Read-at-Home plans for K-3 students in our district, offer summer reading and writing camps, and develop Reading Growth Plans for young readers who require additional support. One of our innovative initiatives for students on Reading Growth Plans and all incoming kindergarteners is our âTips by Text,â weekly text messages to parents to help their children grow as readers.
We have literacy coaches at each elementary building. Our coaches collaborate with grade-level teams, special education teachers, and support staff to strengthen students' understanding of reading, writing, and word study. They also support teachers in designing and implementing targeted lessons to provide additional support or extension as needed.
Additionally, we have literacy interventionists in each building who work with our young readers who need extra support. They use assessment data to design, implement, and progress monitor literacy development.
Clarkston Community Schools embraced a "Whole Child" culture long ago, and we have made it our mission to put the well-being of our students, staff, and families first. As educators, we know that the stress of grade retention can negatively impact a child's mental and social development. Research also indicates that following grade retention, initial academic gains often prove to be temporary and the same struggles return. Our best thinking as a team of seasoned educators and administrators has led us to take a strong position against third grade retention on the basis of M-STEP performance.


Literacy & Numeracy Framework (LNF)
The Literacy and Numeracy Framework (LNF) has been designed by the Welsh Government (WG), so that our children develop excellent literacy and numeracy skills during their time at school. It provides all learners aged 5-14 years with clear annual expected outcomes for literacy and numeracy.
The LNF is designed to help teachers embed literacy and numeracy into all subjects.
The LNF sets the skills we expect learners to develop.
Within literacy we expect learners to become accomplished in:
- oracy across the curriculum
- reading across the curriculum
- writing across the curriculum.
Within numeracy we expect learners to become accomplished in:
- developing numerical reasoning
- using number skills
- using measuring skills
- using data skills.
Teachers use the LNF to:
- develop curriculum content to ensure that all learners have opportunities to develop and refine the skills set out in the LNF
- integrate literacy and numeracy into their teaching â whatever the subject matter
- inform discussions with parents/guardians, learners and other teachers about learner performance
- help learners with their own self-assessment activities and planning for learning
- monitor, assess and report on individual learner performance
- identify learners who may benefit from intervention or who are working beyond age-related expectations.


Music at Potowmack
What is music all about?Music is an integral part of a child's education. We follow the LCPS Music Curriculum and National Standards for Music Education by singing, playing a variety of instruments, listening to and analyzing music, reading and writing music, and performing. Our music room is equipped with many exciting instruments and materials! We use the online resource and curriculum, Quaver.
How often is music class?Students in grades K-5 receive 30 minutes of music twice a week.What other musical opportunities are available at Potowmack?
- 2nd and 5th Graders each perform a musical during the school year.
- 4th graders perform at Music and Arts Night.
- The PTA sponsors an after-school program which may sometimes include music classes.
Last Modified on August 23, 2022


LA 4.5 Input and Vocabulary Development
|Learning Outcome||Pedagogical Intent||Student Position|
Identify and analyze the role of input and inter-action patterns to promote language development.Develop instructional alternatives to build second language learnersâ compe-tence and performance in a variety of contexts.
Assessment: 25 pts.
TA: 20 Minutes
Teachers can help students to increase vocabulary knowledge, especially in collaboration with other teachers. They will share ideas and strategies with one another, especially in content areas.
Students have learned about input by reading, teaching eachother, and viewing video segments. They are prepared to discuss their understanding of some strategies for improving input and consider applications of those strategies.
- As a group, review your VS 5.1 Response Sheet for content on student work and teacher work relating to vocabulary development.
- Read the Vocabulary Fact sheet.
- Review and discuss the SPC-T levels for Standard 2, Language and Literacy Development.
- Examine and discuss the student work and teacher work columns on the Input row of the Second Language Acquisition Chart.
- Discuss connections between what you know about the principle of input and vocabulary development. How does vocabulary development relate to applications you have already recorded on the Input Summary worksheet?
- Record two applications for vocabulary learning on the worksheet.
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Table of contents:
- How does looking at art affect the brain?
- How does art develop critical thinking skills?
- What is a good career for a creative person?
- What type of designers make the most money?
- Is art a good career?
- How do you know if you're a creative person?
- What careers can you do with art?
- Is getting an art degree worth it?
- What is the best job for arts student?
How does looking at art affect the brain?
Each time you look at a piece of art, your brain is working to make sense of the visual information it's receiving. ... This placement occurs through a process known as embodied cognition, in which mirror neurons in the brain turn things like action, movement, and energy you see in art into actual emotions you can feel.
How does art develop critical thinking skills?
In particular, art education teaches students to observe the world more closely. ... This process of observation and study helps teach students to more closely observe and analyze the world around themâskills that make up the bedrock of critical thinking.
What is a good career for a creative person?
Best careers for creative people
- Advertising manager.
- Tattoo artist.
- Interior designer.
- Marketing manager.
- Makeup artist.
- Industrial designer.
What type of designers make the most money?
7 of the highest paid fields in the design industry
- UX design. UX design tops the list as the most lucrative field, with an average yearly salary of $96,505. ...
- Product design. ...
- UI design. ...
- Video game design. ...
- Multimedia art and animation. ...
- Web design. ...
- Exhibit design.
Is art a good career?
The research indicates that art majors are well equipped for our current dynamic job market, in which job and career hopping have become the norm. In truth, I believe that the ability to be creative in designing a career is one of the major benefits of majoring in the arts.
How do you know if you're a creative person?
"A creative person seems to have an ability to look at the world and say 'I don't care if there is lack of clarity and uncertainty, that allows me to think of lots of ideas,' whereas some people look at that as a bad thing and they try to shut down in the face of uncertainty."
What careers can you do with art?
Jobs directly related to your degree include:
- Advertising art director.
- Art therapist.
- Commercial art gallery manager.
- Community arts worker.
- Exhibition designer.
- Fine artist.
- Graphic designer.
Is getting an art degree worth it?
An art history degree is worth it if you know what kind of job you are going for. If you want to teach Art History then this is a good decision. History also opens the way for jobs doing research for companies. ... Getting a degree in Art History specifically could narrow your job opportunities.
What is the best job for arts student?
Highest Paying Jobs In India in Arts Field
- Fashion Designer. If you are interested in design and arts, then you might like a career in fashion design. ...
- Corporate Lawyer. After completing your degree in arts, you can pursue a career in law as well. ...
- Graphic Designer. ...
- Management Roles. ...
- Insurance Manager. ...
- Digital Marketing. ...
- Journalist. ...
- Product Manager.
- Do psychometric tests really work?
- How does social control theory explain crime?
- How do I make a free vision board online?
- How we can become a psychologist?
- How do you communicate in the workplace?
- How can a skinny teenage girl gain weight?
- What does vacillate mean?
- What is the death instinct theory?
- What is a pondering person?
- Which age is best for marriage?
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With Australia falling further in the latest Programme for International Student Assessment (PISA) rankings, new debates have emerged about why and who is to blame. Some have made links between the quality of teachers and student outcomes in the rankings.
In response to calls for teacher education reform, the government introduced the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) in 2016. It requires teacher education students to reach a certain level of literacy and numeracy before graduating.
The test is being implemented differently from university to university and there is currently no evidence to suggest this test will ensure Australian schools have high-quality teachers with strong literacy and numeracy skills.
With a world education expert calling the NAPLAN writing test âbizzareâ and âtesting all the wrong thingsâ, itâs timely to also discuss the LANTITEâs purpose and effectiveness as a measure of teacher quality.
Teacher tests for quality
The LANTITE, as a policy initiative, suggests that focusing on student selection into teacher education programs is the first step towards ensuring teacher quality. In contrast, others have argued that the problem is not with the selection of students, but with recruitment into the teaching profession.
In other words, there needs to be a focus on making teaching more attractive as a profession in order to attract high-quality students (such as more opportunities for development, career advancement, and higher wages) as opposed to using gate-keeping tests in the hope this will identify suitable teacher candidates.
This is particularly important given a report from the Australian Council for Education Research estimates 10-20% of students who graduate with an education degree never enter the profession.
The LANTITE is currently the only federally-funded national initiative of its type. However, itâs just one of several new gate-keeping measures that have been introduced by universities in the last two to three years.
In each case, the implementation of these screening processes has been left to individual universities. This allows universities to determine when students sit the test, as long as they pass it before graduation.Shutterstock
A review of entry criteria across Australian universities indicates no courses currently require students to have passed LANTITE as a condition for admission. Instead, enrolment is typically conditional and tied to a mid-course milestone, such as having passed, or demonstrating youâre taking steps to pass, the test within your first year at university.
In NSW, the teacher accreditation authority has mandated students have to successfully completed the test prior to their final practicum in a school.
Who pays for it?
Although universities require students to sit the test as a condition to graduate, they do not receive any of the revenue raised from the test. Currently, each attempt costs A$185, with each component (literacy/numeracy) being A$92.50. While usually paid for by the teaching student, some course providers, such as the University of Queensland, cover these fees.
With such fees, it can be assumed that the LANTITE is at the very least cost-neutral to operate. However, with 20,000 students graduating from teacher education annually, it has the potential to generate up to A$3.7 million in revenue each year for ACER.
There is an assumption that ACER will reinvest any surplus into further test research and development. However, the decision of how this money is spent is neither in the hands of those who pay for the test (in most cases, students) or those working in teacher education (universities).
Doubts about relevance
In addition to the concerns surrounding who pays for this policy, its relevance has also been called into question. The LANTITE is pitched at a year nine level of literacy and numeracy yet students have three chances to pass. They may have more attempts, if provided with a letter of support from their teacher education course provider.
So itâs not surprising almost 95% of applicants pass LANTITE. With multiple opportunities to re-sit the test and an onslaught of commercially produced books, tutoring and courses available, students have a stronger chance of passing the test. With such a high pass rate, some have questioned whether the whole process is ultimately pointless.
In a bid for quality assurance in schools, the LANTITE suggests universities are incapable of producing teachers with year nine literacy and numeracy skills without the help of a gate-keeper like LANTITE. As a result, education students who are entering into a profession with poor salaries are being asked to pay for a test most can pass.
Those advocating for LANTITE claim it provides an effective way to select and attract high-quality candidates to teacher education and into the profession. However, the relevance of the LANTITE needs to be further interrogated. Especially when the cost of this exam is placed primarily on the shoulders of those weâre attempting to recruit into teaching without any clear cost-benefit in return.


If you want to learn sound and light then you are at the right place as we will guide you through it all.
The sound is a type of energy that is produced when something vibrates. For example, when you put on songs on the stereo speaker, it creates sound and you hear the music you want to.
Light is basically made up of waves that travel from different light sources. What actually happens is that light goes to the objects first and then it bounces off towards our eyes which is when we start seeing things.
These are the basics you will learn in science for kids and you can even look upon science for kids videos on the internet for more examples and explanations about how light and sound works.
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This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3â14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is an effective method for improving Kâ8 studentsâ science academic achievement, including knowledge retention, conceptual development, and attitudes. Implications and limitations are discussed.
Kinach, B. M.
(2017). Problem-Based Learning in Kâ8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Available at: https://doi.org/10.7771/1541-5015.1674
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons


One of the more challenging skills to learn as far as fine motor skills are concerned is something most of us probably do daily. For children, learning how to use buttons, snaps, zippers, and buckles can be a huge learning curve. But that is where learning through play can be a huge help to them.
Learning How to Use Buttons, Snaps, Zippers, and Buckles Through Play
In the Montessori method that I also use with my children, these activities are often referred to as practical life skills. In Occupational Therapy we refer to them as Activities of Daily Living or ADLs. They really both mean the same thing.
There are so many great ways to encourage the skills needed for using buttons, snaps, zippers, and buckles in just everyday fun activities. It doesn't even need to be an activity that uses any of these items, as long as you are encouraging the use of specific skills children need in order to develop these important care of self skills.
So what skills does your child need in order to learn how to use buttons, snaps, zippers, or buckles?
- Bilateral Coordination (using both sides of the body, or in this case hands, together)
- Visual-Motor Skills (includes visual discrimination, eye-hand coordination, and tracking)
- Fine motor skills (specifically finger dexterity, pincer grasp,
- Motor Planning (being able to complete the activity from beginning to end in the correct sequence)
Any type of play activity that works with the skills above will help your child master these important activities of daily living (or practical life) skills.
Here are some fun ideas for each to get you started.
Play Activities to Work on Activities of Daily Living
These are some fun play or activity ideas that will help to improve all the skills needed for learning how to button, snap, zip, and buckle.
- Stringing beads (small, medium, or large beads depending on your child's age)
- Using scissors (holding the scissors with one hand, holding the paper with the other)
- Lacing cards
- Pealing Stickers
- Thread buttons
- Use clothes pins to pick up objects
- Use fine motor tweezers or tongs
- Use a hole punch to cut out designs
- Make a button snake (links to tutorials below)
There are also many fun products out there that can encourage your child to practice these ADLs. Some of them include:
- Basic Life Skills Learning to Dress Boards
- Nuts and Bolts Set
- Blast Off Zipper Trainer
- Mosaic Pegboards
- Basic Skills Board
- Egg and Spoon Game
Here are some fun activities from other bloggers:
- Zipper Activity from Sugar Aunts
- DIY Dressing Frames from Living Montessori Now
- Button Snake with Lots of Buttons from Therapy Fun Zone
- DIY Toddler Buckle Toy from Swoodson Says
- DIY Wooden Snap Blocks from I Can Teach My Child
Be sure to check out all the other blog posts in this month's Functional Skills for Kids series on buttons, snaps, zippers, and buckles.
Clothing Fasteners and Gross Motor Skill Development | Your Therapy Source Inc
How to Adapt Buttoning and Zipping for Your Child | Miss Jaime OT
Learning How To Use Buttons, Snaps, Zippers, and Buckles Through Play | Growing Hands-On Kids
Tips to Teach Kids to Zip and Button | The Inspired Treehouse
Clothing Fasteners and Sensory Processing | Sugar Aunts
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Here are Home Away From Home Academy, we value intelligence and our philosophy is that children can learn at all ages. We have put the âplay yearsâ to test and have been success at teaching and developing children even in their infant stage of life. It has been proven that 50% of all learning takes place between infancy and age 6 and we are committed to making that education experience valuable.
We educate child from three months to 7 years of age throughout Monmouth County. If youâre looking for a preschool for your infant or child there are a number of factors you should consider. Here are five important factors that an infant private school in Monmouth NJ should offer your child.
Social and Emotional Development
The earlier this process starts the better. Developing these skills early will help your child grow socially. We help the development of these skills by holding and talking to your child throughout the day. Through this the child learns to focus and respond to voices. They learn simple gestures such as to smile when someone else smiles. The begin the process of sharing by learning to hand objects to others as well as learning to point or call to receive a desired object.
Being able to communicate properly is a large skill gap that many people lack. Thatâs why we find it valuable to start this process in the infant stage. To start developing language skills, we talk to your baby throughout the day and encourage him/her to respond. Soon enough, your baby starts to respond by making and repeating sounds in an effort to communicate. They also start to laugh and learn social cues. Additionally, we read and sing to the child. They will be read age-appropriate books and be able to look and touch the pages as they are being read to.
Itâs never too early to start these skills. Your child will start to learn about and understand the concept of matching and sorting objects. Through this they will start to develop their hand-eye coordination skills. They will start to understand to look when they hear a sound and look for an object after it falls.
Motor skill development
Your baby will start to develop his or her muscles throughout various movements and activities. Large muscles will be developed as your baby learns to hold up both head and chest while lying on his/her stomach. He or she will also start to roll from back to side, and to start crawling on his/her stomach. Your baby will start pulling up and begin sitting on his/her own.
Smaller muscles are developed as your baby learns to hold objects such as a rattle in his/her hand. He or she will begin to follow a moving object from side to side, and pass an object from one hand to the other. Your baby will learn to use his/her index finger and thumb to pick up small items.
Through talking, reading, singing, music and other sounds, your baby will start to listen. They will learn to understand where a sound is coming from and to look in that direction when they hear something.
Infants thrive on attention, verbal stimulation, tactile stimulation, and overall positive encouragement each and every day. Make sure your child is in the hands of a professional that cares about his or her development throughout the early stages of life. Home Away From Home Academy has been a private preschool in New Jersey for 25 years. We provide advanced education to children from three months to seven years of age. Our goal is to advance and enhance the development of a positive self-esteem in each of our students. Weâre always looking to grow our family so give us a call and book a tour today!


Right Time and a Right Place
A good curriculum in basic education wisely chooses the skills and content to be taught that are appropriate for the background and age of school children. I recently came across an article, "A Day at an Elementary School with a Cognitive Psychologist" by Cedar Riener, assistant professor of Psychology at Randolph-Macon College. I really enjoyed reading this article and having a son who is currently in first grade made his observations quite easy to relate to.
|My son browsing through images of cheetah on the internet|
Finding images on a search engine is quite straightforward if one knows how to spell and type. What I would do at those times was to ask him what animals he was looking for (so he had to think of which animals had a name that started with the given letter). Then, I would type the name of the animal on the search engine. He could already recognize letters, but I did not want him to spend time on knowing how to spell the words correctly and finding the letters on the keyboard. Helping a child become familiar with the keyboard can use other exercises on the web that are far more interesting and engaging (My son liked "ABC's Zoo Learning Game", for example). He would print out the images that he found, cut them out, and paste them on a sheet of paper. He would write the name of the animal under each picture. Making the poster on cheetahs was really a culmination of these weekly exercises. One thing was clear, my son was aware of what he might be able to find out there on the web.
Riener started with optimism in his article, citing that elementary education in the United States has really gone a long way. There is a lot to be glad about how our children are being educated in schools these days. Riener stressed the importance of visiting elementary school classrooms and observing how children are taught to appreciate correctly what is going on in basic education. There are indeed good things, but, of course, there are still instances that leave room for improvement. The following are excerpts:
In one kindergarten classroom, I assisted at a station where the activity consisted of practicing logging in to the computer over and over again. They had to remember an order of operations, and what to do on each step. They had to begin by pressing ctrl-alt-del at the same time, then type in their login number and password (which were both written on a popsicle stick). In between fields, they had to remember to hit the tab key (and remember where the tab key was as well as the enter key). Then, once they logged in, an adult (me or another assistant) would log them out and the students would start all over again. Several kids I was helping were getting frustrated with thisâbecause they could not remember the steps, had a hard time pressing all the keys at once, or had some difficulty finding and recognizing all the letters and numbers in their login sequence and password.
Logging in to a computer is not something you need to, or can, practice. Knowing where the keys are? Yes, thatâs important. But there are so many better ways to practice that. Hitting ctl-alt-del is a dead simple thing to learn when you are eight years old, but tortuous when you are five years old, so why bother practicing it when you are five? This struck me as a classic example of practicing something that canât and shouldnât be practiced. It also struck me as something which is likely driven (albeit indirectly) by test-based accountability. This is a subject for another post, but even though most kindergardeners arenât included in standardized testing (yet), there is still pressure to familiarize them with testing routines. Eventually they will be using the computer by themselves to take these tests, so the schools and teachers are eager to get an early start on computer skills and familiarity with the computer. This could be applied to testing situations, but would also seem to apply to life in the 21st century. Everyone needs to know how to log in, right? But again, why practice something which later comes effortlessly?Riener also had a couple of cute photos that came along with the article. It is definitely a good read, click this link to read more: "A Day at an Elementary School with a Cognitive Psychologist".


Our music lessons are fun!
We not only want our students to learn how to play songs. We also want them to understand the concepts of music theory which make it easier to transfer to other instruments. Many of our students have started at the keyboard and then added other instruments like ukulele, guitar, recorder, flute and lap dulcimer to name a few.
In our Musicolor MethodÂ® curriculum, around the 3rd or 4th lesson, we introduce solfeggio, which was invented over 1000 years ago in Italy! How crazy amazing is that? Somehow, the French word SolfÃ©ge has become more widely used. Most people just know of it from the movie the Sound of Music where Julie Andrews teaches the children to sing using do â re â mi â fa â so, etc.
In our lessons we use the syllables, along with hand signs invented in the 1800âs by John Curwen along with the positions created by Zoltan Kodaly in the last century. If youâve never heard of them, it doesnât matter, but they are iconic figures in music education.
Each student begins to use the solfege along with the hand signs to learn every new song going forward. It helps to internalize the music through multiple modes: visual, aural and kinesthetic. Andâ¦itâs fun!
And they each go home with a fun poster to help them remember this along with some fun facts.
Hereâs Lilah learning the first phrase of the old folk song Lightly Row.


Many people encounter music from a very young age, be it thanks to music-making parents, relatives who take them to concerts and play them their old record collections, or preschool and school teachers who lead them in singing and making music as a group. Some people, however, arenât so lucky, with all this remaining inaccessible to themâsometimes an entire life long. But in no case should having the opportunity to take a playful (and above all joyful!) approach to music be left to chance or depend on the musical interest of parents and teachers.
And in this spirit, weâve devoted the following pages to the significance of music education in its infinitely many facetsâfrom initial contact at an early age to music class in school and on to music-making as a social factor all the way up to an advanced age. After all, music plays an important role in oneâs personal development. You can also read about how itâs not always about actually learning to play an instrument, as well as about steps that are essential if one seeks to awaken an individualâs enthusiasm for music during the earliest stages of childhood.
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Second grade learners grow like beanstalks! It is a year of discovery and promise! Students strengthen basic foundational skills in all areas as they are encouraged to become independent thinkers and problem solvers who are not afraid to take risks. They are becoming critical thinkers who analyze and evaluate the world around them, thinking carefully about what to do or what to believe, based on evidence and reason. Second grade learners are creative thinkers who learn to see problems as a chance to solve something in a new and different way and never give up!
Second grade readers develop essential reading skills while a love of reading is fostered. They are introduced to a variety of genres as they find "Just Right" books for independent practice. Through the Balanced Literacy approach of Reader's Workshop, students will learn and grow through teacher modeling, small group instruction, mini-lessons, book clubs, partnerships, and independent reading. Readers receive instruction using both fiction and non-fiction texts.
Second grade spellers engage in Donald Bearâs Words Their Way program which guides our spelling and phonics curriculum. Students are introduced weekly to a phonetic concept and work through various activities to reinforce spelling patterns. Weekly spelling sorts are differentiated.
Second grade writers use strategies to plan, develop, organize and revise a wide variety of writing pieces, both long and short. Mentor texts highlight elements of good writing, and teacher modeling demonstrates how thoughts get turned into words on paper. Students are offered opportunities to collaborate and reflect on their writing as they go through the writing process from brainstorming through publishing. They are constantly working to become independent, lifelong writers.
Second grade mathematicians expand their knowledge of operations and algebraic thinking as they represent and solve problems involving addition and subtraction through Big Ideas Math. Using IXL and XTRA math, they gain fluency in adding and subtracting within 20. They add-to, take-from, put- together, take-apart and compare numbers in many different situations. They measure, estimate, and interpret data. They work with time and money and geometric shapes. They learn to explain how they got their answer and to show answers in multiple ways.
Second grade scientists learn how to implement science and engineering practices. They will observe and inquire about the world around them. They will study Interdependent Relationships in Ecosystems, Structure and Properties of Matter and Earth Systems and Processes that Shape the Earth.
Second grade community members work to understand their place in the world starting with being a good citizen in their school community and gradually expanding to include global citizenship. Beyond Chatham, they will discover how people in the world are both similar and different and how their cultures are impacted by traditions, leadership, and even geography. Students will develop an awareness of and commitment to the rights and responsibilities of good citizenship through our character education program, Second Step.
Second Graders also participate in Library, Music, Art, Health, P.E. and Design and Technology classes.
Technology is integrated in various curricular areas in the classroom and in the tech lab.


Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid childrenâs needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure childrenâs skills are enhanced when
They will learn what is taught to them by their teachers. They enjoy challenges because they are learning and not competing. They see their teacher as a role model who gives them information. It is very important to keep young learns interested and motivated in whatever activity you have planned for them. If they enjoy the activity they will absorb it quickly.
A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who
â¢ It stresses the importance of using the classroom to help the students overcome negative attitudes. â¢ It forms positive skills. â¢ It educates students in emotional and personal development as well as intellectual areas of study. â¢ Too much focusing on attitudes can take away time from the content or academics. Morrish's "Real Discipline" â¢ It shows and demonstrates a clear understanding of human nature and how students will react.
They also can provide feedback for students on their strengths, allowing them to see for themselves where they need to make improvements. Teachers use rubrics to assess students, they make it much easier, more consistent, and objective. They also help teachers focus better on key concepts. By making a work model (rubric) for students to use students will be able to improve and increase knowledge students will acquire. Teacher can better justify student grades by using a rubric that clearly shows where the student rates according to the rubric.
Encouragement is also important during all aspects of school life such as during lessons, their work, forming friendships and finding new things because this will help the children to try new things and to progress and move forward with their development and education. Secondary Schools- During this period of time in a childâs life it is important we do not intimidate or talk down to the child as this can really knock a childâs confidence, self esteem and could affect their professional relationship with the teaching assistant. Boundaries should be in place so children should know what is expected
Techniques To Engage Students According to Catherine Sutton- Brady and Nicole Stegemann, when a student is actively learning within the classroom they become more engaged in lessons and will increase their logical thinking skills, as well as them understanding the course material deeper (237). When students became interested in a lesson teaching it is not difficult, there is more interaction within students and questions to be asked. There are more opinions being stated and effort being put into understanding the course. When we are actively participating in the learning experience, we are motivated to learn more. "... the passive student is the greatest challenge facing educators and finding ways to engage them is vital to teaching and learning success"(Cohen 1991).
Give students a sense of control. While guidance from an instructor is important to keeping students motivated, allowing students to have some choice and control over what happens in the classroom is actually one of the best ways to keep them engaged. For example, allowing students to choose the type of assignment they do or which problems to work on can give them a sense of control that may just motivate them to do more. 2. Define the objectives.
Class discussion regarding these topics promotes an application of prior knowledge and the formation of questions beyond classroom learning. The curriculum guidelines are prescriptive as to what elements must be covered as a result applying constructivist teaching theory may not seem easy to achieve. However through using initiative and purposely creating links to areas of interest students are more likely enthusiastically pursue an involvement in their own learning. The role of the
Proper application of praise is an important way to stimulate students' interest in learning and is also an indispensable teaching tool while educating them. In my opinion, praise is an important part of feedback and learning for students; student will determine their own behavior from othersâ feedback. âPraise, like gold and diamonds, owes its value only to its scarcity,â Samuel Johnson once said. Praise is valuable feedback about a studentâs action; however, it cannot be excessive. By receiving various forms of encouragement and praise, students will be able to develope an interactive, educational way to communicate.


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Through introducing three fundamental colors in the workshop, deeper recognition in different colors will be enhanced. By employing a different kind of drawing tools to simulate the painting brush, children learn the fundamental concept of creative connections.
This is an age of wild and wonderful. Children in this age group are full of curiosity and confidence. Children will build up their confidence and self-fulfillment through studying abundant themes.
Creativity can also be ignited during these workshops. Children will learn how to mix different colors and understand the great varieties of color combinations.
Children know more about the world and the stuff around. They need some channels to express their understanding. Let our workshop stimulate and sharpen their thinking ability and feeling by providing ingredients of multi-dimensional art expression.
Besides two dimensional drawing, the teacher will teach three-dimensional drawing to enrich the layer and angle of creation. By absorbing the master's technique, children will transform it into their own drawing style and discover their strength.
How to make your children think independently as well as express pro-actively? We understand it can be done by giving encouragement and support. We, act as an inducer, lead children to construct the picture layout and expression; and encourage them to try in different ways. Originality and individualism are what we expected from our students
Co-organized by the National Art Examinations Development Centre and Hong Kong Examinations and Assessment Authority, National Art Examination is a highly objective,impartial, independent and professional art examination. The examination has attracted increasing attention and acceptance in recent It achieves the popularity of art education
Oil Painting & Adult Painting
Mixing color? Adjusting color? Brushing colorful oil paint on different kind of materials and media is a wonderful experience. It's real, brushing on wood, steel board or even brick will let you feel the exciting effect.
Besides drawing brush, we also use a painter's paraphernalia to create the masterpiece.
Modern Chinese Art
A firm hand, acute sight, cannot stop after the first ink. We use simple line and plain color to express the artwork. Simple is the beauty. Learning Chinese art can train children's eye-hand coordination and patience. Moreover, we educate children to think in a clear way.
(All lessons will be conducted by the holder of the School of Continuing and Professional Studies, The Chinese University of Hong Kong Chinese Art Certificate)
Clay & Craft
Have you heard the story of God create Humans? God gifts us two hands with un-limit creativity power. Mixing high-quality Japanese, German Clay with other materials, children can create different size three-dimensional decoration stuff. Children can also develop its little hand muscle.
(All lessons will be conducted by holders of the Japanese Clay Certificate)
Comics is the most favorable reading for teens, they also want to draw it as well. In recent years, comics get the attention of the art field, and there even has comics subject available for candidates to enroll in public examinations.
ï¼Age 7 or aboveï¼
learning hand bench, fender, coiling and glazing basis ceramic technique, students can understand the whole pottery making process. Experience how to bring the arts into the life.
Wheel throwing class 7 years old or above


PSHE (including RSE)
At Garsington, we are proud to teach Jigsaw PSHE. Jigsaw is a mindful and child-centred approach to PSHE. It is an original and comprehensive scheme of learning which integrates personal, social, health and economic education with emphasis on emotional literacy, mental health and SMSC, especially spiritual development. Please click here to have a look at our PSHE policy
Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.
Jigsaw PSHE helps promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
Spiritual, moral, social and Cultural
Jigsaw PSHE actively promotes childrenâs spiritual, moral, social and cultural (SMSC) development. Click here for a visual reference and summary of where SMSC and Emotional Literacy development opportunities which exist within Jigsaw.
Statutory Relationships and Health Education
Jigsaw PSHE is fully compliant with the DfE Statutory Relationships and Health Education Guidance for 2020. Click here for a document mapping the guidance to Jigsaw by Year Group and Puzzle (unit of work) showing the depth and breadth of the curriculum coverage. For more information on this subject and to read our policy click here.


All You Need to Know About Early Childhood Education
Updated: Jun 27, 2022
For those of you who are drawn to the tiny humans, you may be interested in Early Childhood Education (ECE)! There are a lot of similarities between EL ED and ECE, but they are each unique in their own way.
There are so many amazing aspects to studying Early Childhood Education, but we will try to limit it to five fun facts:
#1 Age of Students
Most people wonder âwhat is the biggest difference between Elementary Education and Early Childhood Education?â That would be the age of the students they teach. ECE students learn to teach children from preschool to 3rd grade and earn a teaching license for grades PreK-3. ECE majors become experts in teaching young children in developmentally appropriate ways. You could think of ECE majors as the âspecialistsâ with focus on all aspects of a child's development: social, emotional, physical, and cognitive.
#2 On-Site Preschool and Kindergarten
The McKay School offers students the chance to gain experience right here on campus. There is a preschool and kindergarten located right next to the McKay (MCKB) building, the Child and Family Studies Laboratory, otherwise known as the Lab School. Students in the ECE program have the chance to observe students and teachers in these classrooms, as well as actually work in them later on in the program. As they say, the best way to learn is through experience.
#3 Become a Child Development Expert
The Early Childhood Education program includes a mix of child development classes! In addition to learning HOW to teach, you also get to study the developmental progressions of children as they grow physically, socially, emotionally, and cognitively. Becoming an expert in the stages of child development will allow you to teach more effectively and cater to the needs of young children. One of the required prerequisites, ECE 202, is a close reflection of what this program is like, so if you enjoy that class, this is the place for you! In addition, because you take quite a few development classes, you can easily take a few more classes to complete a family life minor.
#4 Professors Are Invested
The ECE professors really care, which helps you care. If you feel like you want to help children succeed now, just wait until you learn from the professors here at BYU; Theyâll inspire you even more! The ECE professors are constantly working with teachers in local schools and in the Lab School on campus so they keep current on the best teaching methods and understand the new challenges that young children face in a rapidly changing world.
#5 You Truly Are Making A Difference
You change lives. As a future educator you might hear that A LOT, but it's true! Teaching the younger grades allows you to help kids learn how to how to deal with emotions, write, read, and work in teams; this is basic knowledge that prepares them for future education. This will open doors to them in the future, allow them to be successful, and lead them to opportunities that only a strong foundational education can provide.
The following classes are prerequisite courses that need to be taken before you apply to the program. Check them out to see if you're interested in ECE!
SLF 210 Human Development
ECE 200 Introduction to Early Childhood Education
The Early Childhood Education major is seriously amazing. This is just a little bit of information about it, but if you have any questions about what it is like to be an Early Childhood Education major, contact us here!
For more information, visit: https://education.byu.edu/ted/early_childhood