How phonics can help your preschooler develop reading fluency
As a parent, one of the greatest gifts you can give your child is a love of reading. Reading lets us explore faraway or fictional worlds from the comforts of our home. It increases our brain power and even helps us live longer!
Giving the gift of reading begins with early childhood education. Your child’s preschool years are an ideal time to lay the foundation for reading fluency. By providing your child with phonics instruction tools in their first five years, you can empower them to become readers for life.
First, let’s consider the #1 skill a person needs in order for reading to be fun: reading fluency.
What is reading fluency and why is it important?
Reading fluency refers to the ability to recognize words with very little thought and read text aloud naturally. A fluent reader is able to automatically identify, or decode, the words on the page. Because decoding is effortless for the reader, they are able to spend their energy on comprehension. To put it simply, fluency is what makes reading fun.
Before a child can fluently read sentences, though, they must first be able to process the letters in words. For this reason, phonics is a central component of early childhood education. Phonics instruction helps pre-readers connect print words to their existing oral vocabulary by linking sounds and their spellings.
How do phonics help a child develop reading fluency
When children learn how to sound out words they’ve spoken before, they develop the same skill set that will allow them to decode unfamiliar words, or even complete sentences and paragraphs. According to Scholastic, 84% of English words are phonetically regular. This means that children who have an understanding of phonics will be able to read the vast majority of words, many of which are not in their existing vocabulary. Phonics provide the building blocks for reading fluency by creating the framework for processing written information.
Given what we know about the importance of reading fluency and the value of phonics instructions, what are some ways parents can make pre-reading lessons fun for their children?
What are some activities that teach your preschooler phonics?
Today’s parents have many options when it comes to phonics instruction. There are a number of educational products on the market, from Hooked on Phonics’ classic kits to Osmo’s brand-new hands-on learning game Little Genius ABCs, in which children build letters from differently shaped play pieces. Included in the Little Genius Starter Kit, Osmo Little Genius ABCs game promotes letter recognition, vocabulary, construction, and phonics by connecting the letter shape with sounds and words spoken by Mo the Monster.
For the analog parent, reading a few favorite books with your children regularly is an excellent way to teach the basics of phonics. As your children learn the stories by heart, they will be able to match the written words with the sounds they know. Writing and performing scripts, meanwhile, is a way to encourage reading fluency in more advanced learners. All of these activities have the benefit of being enjoyable for parents and children alike.
Learning to read opens up a world of adventure. Parents can help their children become readers by exposing them to phonics and establishing the groundwork for future reading fluency. Playing hands-on learning games, reading plays and staging scripted performances are three ways to introduce your preschooler to phonics. To learn more about Osmo’s games for kids, visit https://www.playosmo.com/en/little-genius-sk/.


Source: Contemporary Issues in Technology and Teacher Education, 10(3), 294-308.
(Reviewed by the Portal Team)
The current article describes the experiences of elementary education majors during their social studies methods course.
The authors used digital primary sources to teach historical perspective and to model historical inquiry teaching strategies for use in elementary classrooms.
The goals of this study were
(a) to examine students’ impressions regarding their use of digital primary sources in social studies methods courses,
(b) to better understand how these impressions related to understanding of content,
and (c) to determine implications for K-6 classroom instruction.
The 90 participants in this study were elementary education majors at two large metropolitan universities. 87% of the participants were female.
62% were Caucasian. 16% were African American. 14% were Hispanic, and 8% were other.
Data included observation field notes, students’ work with comments, and responses to prompted questions.
Many of the students indicated that they had never heard the term or had the opportunity to work with primary source materials.
Additionally, some of the technologies used were new to the preservice teachers. Several of the students had limited experience in using Web browsers and downloading resources found on the Web. The authors found that computer technology connected the methods students with resources outside of the classroom that were new to nearly all of the students.
Once these initial barriers were addressed, the students embraced digital resources.
The students indicated that their experiences were positive and that digital resources had great potential for elementary classroom use.
In addition, the students indicated that the use of primary sources made history real to them, helped them challenge assumptions, helped them understand content, and helped see perspective. Additionally, the data illustrated that inquiry was fostered.
The authors believe that these results can be quite useful for elementary methods course instructors when developing curriculum with the intention of beginning the process of moving their students from a novice to an expert level of understanding.
Furthermore, university faculty should correctly model the use of digital primary sources and historical inquiry-based assignments in their elementary methods courses, as this might be the only place that elementary majors have the opportunity to witness these firsthand.


Nowadays, arts education is becoming more and more popular with children as a favorite pastime or a prospective career path. For us, art is the creation of visual, auditory, or performing artifacts that express the artist's unique imaginative skill intended to be appreciated for their beauty or emotional power. Drawing and painting are two of the most common options for children's art education. As art teachers, we believe that drawing is not just a technical skill and that children should not be limited by just two forms, of media. We would like to show children that there are numerous forms of art including calligraphy, sculpture, architecture, literature, music, photography, dance, installations, performance, and language. Therefore, instead of applying our idea of creative representation onto the student, we encourage and in spire them to create their own ideas of a masterpiece and develop their own unique style. Through this, we also hope to foster their patience and perseverance. In our classroom, we would like to create a comfortable and creative atmosphere for the students. We aim to guide students to slowly fall in love with art as they find their own methods of creative expression. We are restricted to eight students in each class and teachers are alternative every other week. Our educational background allows us to create a balance of Chinese and Western educational combination of perseverance and freedom for creative exploration. Both Charis and Phillip started drawing and painting within a Chinese educational background around four years old. Teachers and parents constantly forced us to practice for competitions and exams. Neither of us enjoyed this type of atmosphere as it made us think of learning art a chore rather than a hobby. Thanks for the continuing studies experience in Canada, we loved the teaching environment and our passion for art grew even stronger. We wouldn't say we are artists or educational experts either. We would proudly consider us art lovers. During our previous experience as teachers, we discovered that we loved to work with kids and always received positive feedback from parents. Teaching connects our love for creating art with working with children. We hope every class is an enjoyable and challenging journey for our students.


Young FIVEs is designed for children who:
Will turn 5 years old between September 1 and December 1
Will turn 5 years old by September 1 and are developmentally young
Guided growth provided by professional educators experienced in early childhood development
Classroom instruction with frequent movement, learning through play, with a focus on social development
A learning environment tailored to meet developing academic and/or social needs
Early exposure to kindergarten curriculum
Full day program
Familiarity with school routine to help build confidence
An opportunity to start school with same age children
Early literacy skills
Early numeracy skills
Ongoing registration is available at all elementary schools or the Administration Building
Frequently Asked Questions -- Young Fives
How is Young Fives different from preschool?
The standards, curriculum, and teaching requirements in Young Fives is different from preschool. Young Fives is based on the Michigan Department of Education kindergarten standards. The program builds on the skills children may have learned in preschool to ensure they will be able to begin kindergarten with confidence.
How is Young Fives different from traditional kindergarten?
The Young Fives curriculum is based on kindergarten standards modified to meet the academic, social, and emotional needs of younger children. The Young Fives environment includes more opportunities for social, emotional, language development, and communication though dramatic play, small group instruction and intentional teaching through hands-on activities.
What is the length of the Young Fives school day?
Young Fives is a full-day program that follows the regular school calendar.
Where is Young Fives located?
Young Fives will be located at one or more of our elementary buildings, depending on need and available space.
Is Young Fives mandatory for children with birthdays between September 1 and December 1?
We strongly recommend that eligible children take advantage of our Young Fives program, however enrollment is voluntary.
Does Young Fives support children who do not speak English?
English learners in Young Fives have the same level of services as those in kindergarten.
Is there a charge to attend Young Fives?
Young Fives is free and open to all age-eligible children residing in the Roseville Community Schools district or families in Macomb County who qualify for school of choice.
What kinds of qualifications do Young Fives teachers have?
Young Fives teachers are required to have a professional teaching certificate, just like kindergarten teachers.
What grade will children go into after Young Fives?
Young Fives is the first year of a two-year kindergarten experience. Children will go to kindergarten after completing Young Fives.


For young children of pre school, kindergarten and early school age, fine motor skill development is extremely important . Fine motor skills start to develop when a child uses the smaller muscles in their hands, wrists, fingers, feet and toes. It is the co – ordination of the child’s brain between the action and what they are seeing . These skills are useful in doing everyday activities like buttoning up a shirt, tying shoelaces, eat some break fast , zip up pants, brushing teeth, combing hair , pulling socks and cutting with scissors and writings. Parents at home and teachers in kindergarten encourage and help kids to improve their fine motor skills with simple fun activities like Play- dough, puzzles, drawing, colouring in and painting, using kitchen tongs or tweezers , cutting with scissors, bath time play, sand play, threading and lacing , learning to brush teeth activity etc. Through these activities a young child is able to do every day tasks effectively and will able to develop self confidence, self – care , independence skills and also their academic performance.
By Sushma Dewasar
Mother Teacher of Kalika ‘B’


VISUAL ARTS AT TAC
“A nation without arts has lost one of its lifelines” Mustafa Kemal ATATURK
At TAC, we offer Visual Arts and Music electives for two hours for grade 9 and 10, one hour for grade 11 per week. The purpose of these courses is to improve student background knowledge about art and music terminologies, and to teach them how to create genuine, new products.
Application of knowledge and practice play an important role in the art teacher’s guidance of students towards self-discovery and improvement. Students also develop an understanding and knowledge about art history.
The historical progression of arts throughout various periods including antic age, medieval age, renaissance, baroque, rococo, modern and post-modern is studied with the help of presentations. Links are drawn between the social structure of each period and its artistic production in order to convey the importance of arts on societies throughout time. According to the levels, the topics of study include interdisciplinary activities, charcoal drawing, chromatics, pattern-composition with acrylic, stained glass coloring, water color techniques, Mandala philosophy and training. The exhibitions opened each semester which take certain artistic periods as themes reinforce student learning.
Our main objective is to help students find their talent areas in arts, to improve their understanding of the basic arts terminology, to be able to converse about, share and extend to others their appreciation of the arts.
Outside of the scheduled course periods, there are special workshops for those students who have discovered their personal areas of strength in arts. These students are encouraged to share their artwork through personal exhibitions where they can demonstrate their personal development in arts to the school community.
Interested students do extended work under the arts club of TAC, TAC ART, where they are further encouraged to improve their artistic skills.
I think that every artistic feeling in life should be accompanied by music...”
Goethe (German poet)
TAC’s music program aims to develop students who have gained an informed knowledge of music and who, at the same time, have enjoyed learning about it. Music is a unique language for social and universal communication and young people, channelling their inner energies through music, will deal better with the turbulences of adolescent years.
Music program aims to cultivate the following skills:
Cooperative, disciplined and well-organized work habits through individual or group music practice.
Building synthesis between knowledge through music education and other fields of art.
Raising intellectual, spiritual and emotional awareness through desired outcomes of the music program.
Using technology to reach information sources; understand the changing language of music.
Finding out about the cultural background of music; taking a sincere interest and appreciation towards the music of different cultures.
Acknowledging the value placed by Atatürk on national and universal music.
Music is an elective course in high school. The course studies rhytmic reading, musical history, music culture, instrument knowledge and musical performance.
The aims of the music related activities are to encourage students to create their own music and to provide opportunities to display their musical talents. They include performances for special days and weeks, end of year concert of TAC ECHO music band, individual musical performance of students, and forming new ECHO bands.


In modern society, contact with the outdoors is often limited for our children, and with that, vital developmental skills and respect for nature can fade. Forest School is one of the ways that we can attempt to correct this balance and give our children the chance to live and learn freely with nature.
Stonebury Learning is happy to arrange a bespoke programme of Forest School Sessions for pre-schools, primary schools and secondary schools. We can create a block of sessions that link to the curriculum or that stand alone as an independent activity. Many schools are now choosing to use regular Forest School Sessions as a way of providing PPA time for classroom teachers.
Schools who have given their pupils the chance to participate in regular Forest School sessions have seen: increases in concentration and focus during classroom time, improved behaviour from previously challenging pupils, increased energy and enthusiasm during classroom time and an improved sense of community spirit – as well as decreases in incidents of bullying.
As well as having an opportunity to participate in the planning of sessions, schools are given regular feedback from Forest School sessions and are given evaluations of sessions and pupil progress on a termly basis which can be used in school reports. If desired, Stonebury Learning can work with the school to link Forest School activities to NC targets.
Children who attend regular weekly Forest School Sessions learn about the necessity of independent preparation for the sessions (having the right clothes – and being able to dress and undress on their own), environmental awareness, safe tool use, respect for the natural and living environment, fine and gross motor skill development as well as problem solving and teamwork. We provide all of the necessary equipment – all schools have to do is take the leap of faith that their children really stand to benefit from regular exposure to their own natural, local environment.
Forest School is different to traditional outdoor learning programmes because it has several features intrinsic to it:
* Forest School is delivered in a woodland setting framed by strict safety routines and established boundaries which allow the flexibility and freedom for child-initiated learning.
* Forest School learning can link to the National Curriculum whilst setting those objectives in a different context. It is especially important for those who find it difficult to assimilate knowledge in a traditional classroom environment.
* Forest School encourages children to use all of their senses while engaging in creative, diverse and imaginative play. The focus is on the ‘whole child’ and the development of soft-skills such as teamwork, confidence, problem-solving and creativity.
* Forest School programmes that allow the children regular interaction with the environment throughout the year and in all weathers allow children to become familiar and confident to explore and notice the changes taking place around them.
At Stonebury, we aim to give children not only fun and inspiring opportunities to play and learn within the woodland, but also to help develop the skills that will allow them to feel confident in many other areas of their lives.
Regular attendance at Forest School builds children’s:
Confidence – Social Skills – Language and Communication Skills – Motivation – Concentration – Physical Stamina – Knowledge and Understanding of the Natural World.
Telephone 0781 235 7206
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e development of our human capital is one of the most important goals of any administration.
Transforming the System
Unfortunately, our current education system is not fully meeting its objective to prepare students for the demands of a 21st Century information-driven, hyper-connected world. The majority of students who go through secondary level education emerge without the minimum requirement of five subject passes, which is considered as the baseline indicator of achievement.
Therefore, of paramount importance should be the comprehensive reform of the education sector so that it inculcates in its students, at all levels, the values, skills, aptitudes and competences required of globally competitive and nationally conscious citizens.
The school facility should be made more student-friendly. Schools must be a place that students want to attend and the secondary schools in particular should be designed or retrofitted so that they address the academic needs of the students, while also providing an environment where they can develop their psycho-social skills and any emotional needs can be attended to.
A Focus on Early Childhood Development
There should be a focus on achieving universal early childhood education, with every child guaranteed a place in an accredited early childhood learning centre. Assistance should be provided to parents who are unable to enrol their children in early childhood development institutions.
Support should also be provided for parental skills training, with models such as the Parent Support Program of the Roving Caregivers Program used to provide training and mentoring to eligible parents.
Remediation is Important
At the primary education level, emphasis should be placed on remediation activities to assist children to address and overcome learning challenges before they become more problematic and entrenched.
Specific attention should be paid to ensure that children acquire basic levels of literacy and numeracy skills at the primary and secondary levels of the education system.
The secondary school curriculum should be adjusted to create another education option that aligns with the Caribbean Vocational Qualifications (CVQs).
Skills training programs and institutions providing this training should be integrated into the formal education system. This will help to improve the quality of the training provided and raise it to international standards, thereby allowing the trainees to obtain employment in and out of Saint Lucia.
Role of the Private Sector
The Private Sector should be encouraged to invest in the development of its work force, through tax rebates that are linked to the direct support provided for employee training.
Private Institutions that focus on providing second chance opportunities to children who have prematurely exited the formal education system should be encouraged. Similarly, support should be given to institutions and individuals that provide or facilitate after-school or second-chance learning opportunities in high risk areas.


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Last month I wrote an article that asked if we should stop assessing artwork. I argued that a holistic form of assessment should be used in our classrooms and that we should be evaluating students in the four areas laid out by the National Standards: Creating, Presenting, Responding, and Connecting. “Okay,” you said, “but how do I do that?” Today I’m going to tell you.
From the National Standards to Studio Habits of Mind, contemporary art education pedagogy touts the importance of what students learn and think during the creative process. The question many educators have is how to assess it. You can’t see what kids are thinking, which makes evaluating it difficult.
The key is finding ways to make what’s going on in students’ heads more transparent.
One way to do this is to create a checklist in order to pinpoint what you’re looking for.
Assessing process is all about the decisions that students make as they create. It can’t be assessed unless students are making some artistic decisions independently. Plan a lesson that incorporates at least a moderate level of student choice in the areas of media, process, or interpretation.
Another must is developing a learning goal that captures what students should be able to do in the area you’re evaluating. Like all learning goals, this should be specific to the age and ability level of your students.
What are some ways that you foresee students demonstrating the behaviors you’ve selected to evaluate? What will you be able to see in their artwork? What questions can you ask as they work that will help make their thinking visible?
Use your answers to these questions as a guide to spell out what evidence of learning you’re looking for. Have a copy of the list you’ve developed ready to use as you evaluate. Then, as students create, observe and question to assess, noting on your checklist when students meet your objectives.
The content of your checklist will depend on the age group you teach, the learning goal you create, and the lesson that supports your instruction. There is no “right way” to do this. You can download one example below.
Finding the time to talk to and observe each student can seem like a huge challenge. Pre-planning is essential. Another helpful tip is to observe over a few class periods. The days where you plan to observe can be grouped together as part of a unit about process or interspersed throughout the year. Also, the type of lesson you plan plays a huge part in how much time you have to assess. If you pick a familiar media and spend a few minutes at the start of class discussing a drawing prompt, then you can step back and let kids work independently. As you circulate, you should have a big chunk of time to observe.
Checklists are useful tools for assessing process. To create one, develop a process-centered learning goal, create a lesson with a moderate level of choice, and pre-plan what behaviors you’re looking for.
Are you looking for even more ways to implement meaningful grading methods into your art courses? Register for the Winter 2016 Online Conference to watch Jean Barnett clarify how her grading process has helped provide a more holistic form of assessment in her high school classroom.
Do you think process is important to evaluate?
How do you assess process?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.


What better way to make learning fun than with crafts? Studies show that hands-on activities help children retain the information they have learned. It makes sense to put learning and crafting together. Here are some educational crafts for you to try.
Fun With Fractions
You can introduce new fractions or review what they have already learned with this fun activity.
- Minimum of 3 white paper plates
- Markers and/or crayons
- A variety of “friends”, such as dolls, action figures, stuffed animals, etc.
Have the children decorate the paper plates with the crayons or markers. Let them decide if they want it to look like a pizza or a cookie. Then cut one plate in half, one in thirds, one in fourths, etc. Let the child decide which cookie/pizza would best work for the number of toy guests. Next, you can make up a story about the guests and have them either increase or decrease in number in order to create different fractions.
Bridge engineering and construction is an exact science. Introduce this concept to your child with this bridge-building craft.
- Mini marshmallows
Have the children look at age-appropriate books on bridges and their construction. This will assist you in getting an idea for your bridge design. Next, let the children construct their bridge using the toothpicks and marshmallows. Be ready to help if needed.
The toothpicks are to be stuck into the marshmallows to create the bridge. The marshmallows work to join the toothpicks. Several toothpicks can be stuck into the same marshmallow. Help the children solve design problems and use the opportunity to explain why certain designs won’t work.
For fun bridge facts and information for kids on the different types of bridges, see Easy Science For Kids’ post, Facts About Bridges for Kids.
Brown Bag Books
This craft uses brown paper bags to create a descriptive book. Here’s how to do it:
- Brown paper bag
- Paint, markers, crayons, etc.
- White and colored paper or card stock
- Hole punch
Have the child decorate one side of the bag using the markers, crayons, etc. This is where you will put the book title. (example: “Greg’s Color Book”)
Keeping with the color book theme, using several pieces of white paper that are cut to a size that fits on the bag. Next, write the name of a different color on each page. Have the children come up with 3 or 4 objects that would represent each color. Write down their objects on the correct color page. On the blue page write down the blue items and so forth.
Now staple together these pages to create the book’s pages or you can also use a hole punch and bind the pages together with yarn. Glue this to the back of the bag. Your child can then dump out and sort the bag’s contents according to the book’s pages.
Any time that you spend with your children working on their math or creating a unique craft item, is time well spent. When you combine the two you’re on your way to helping them learn better while creating special memories doing educational crafts. For more crafting fun for kids see our previous post, Kids Paper Crafts.


Blocks have been described as the tool you can’t teach without. This statement is true given the fact block play readily supports children’s development in all areas. Not only does it enhance growth in oral language, social and emotional learning, and gross and fine motor skills, it specifically supports development as it relates to STEAM, which is the integration of science, technology, engineering, art and math.
First, block play allows for the development of many foundational science concepts that support engineering, problem solving and creativity. As children build and construct, they are experiencing and experimenting with basic scientific concepts such as gravity, force, balance, stability, and cause and effect. They are also exploring the physical world, such as the properties of matter, as block play affords them the opportunity to interact with colors, shapes, textures and weight. As they work with blocks made of wood, foam or cardboard, they’re using their five senses to learn about each block’s physical characteristics. Imagine the inherent learning children glean when a car will not move on a ramp because the ramp is lying flat. By raising the ramp, the child gets the car to roll and experiences a law of physics and cause and effect via their actions. No teacher is giving a lesson on gravity, but rather the activity itself is doing the teaching.
The ramp example provides a natural venue for children to work their way through steps of the engineering process. As children play with blocks, we may see them go through sequences similar to those used by engineers. They may identify a problem or ask a question. In the ramp example, they may wonder how to make a car go down a ramp or move faster down a ramp. They may need to do some research by gathering information on the problem. We may see them trying different cars, different types of ramps, or different ramp heights. Next, children could begin to hypothesize what will happen if they lift the ramp higher or use a smaller vehicle. This could lead to testing out the hypothesis. Then, they may analyze the results of varying ramp heights or car sizes. Finally, presenting a conclusion could come in the form of a verbal report uttered to a teacher or a picture drawn in their daily journal.
The arts can readily be integrated into STEAM activities as children use their creativity to combine open-ended blocks in countless ways. They may notice colors, shapes, patterns, and textures. Working with blocks is perfect for self-expression and appreciation for the artistry of a block play creation.
There are also many foundational mathematical skills that can be learned and practiced as children work with blocks. Number sense can be developed as children use blocks to count, seriate, add and take away. Other math skills are honed such as geometry and spatial sense as children use blocks of different shapes, work on spatial configurations, and create constructions with symmetry. Measurement skills are important in the early years and include comparing size, volume, area and weight – activities easily done using blocks. Finally, classification and pattern are practiced as young learners notice similarities and differences, sort blocks, or use them to create patterns. All of these mathematical interactions with blocks are crucial in laying the foundation for later math skills. Studies even show block play is fundamental for later cognitive success in learning math, numbers and algebra, thus helping children do better in math in their later school years.
The one area of STEAM we have not yet mentioned is technology. While most think of technology as tablets, laptops and smart phones, the true definition is anything that helps us do work. Therefore, integrating technology into block play can be as easy as adding accessories that help children create structures to solve a problem. Items can range from craft sticks and tape measures to masking tape and wooden spools.
Ensuring a well-stocked block area with a wide variety of open-ended materials is an easy way to support STEAM skills. Giving children the time and space to solve problems as they integrate science, technology, engineering, arts and math is a simple task for any teacher. So, while block play may already exist as a popular learning area of your classroom, embrace it as a garden for growing our future engineers, scientists and STEAM experts.
Jennifer has over 30 years of experience in education. She has degrees in Elementary Education, Spanish, and Bilingual Education and holds teaching licenses in Texas and Minnesota. She has taught PreK-2nd grade in general and bilingual settings. She served as a professional learning specialist for seven years and currently presents at state and national conferences.
Read more by Jennifer Fernandez–>


Educational benefits of rainbow stacking toys
Stacking toys help improve your baby’s fine and gross motor abilities as well as their eye-hand coordination. Additionally, they assist infants in learning about shapes and spatial relationships (such as beneath and on). Overall, they’re a fantastic teaching resource and we can highlight a few of the primary advantages that these toys have for kids right below.
When stacking the pieces on top of one another, your child is building a connection between their arms, hands, and fingers and their ability to set the piece down.
Problem solving skill
This activity is versatile in that it teaches your child about the size of pieces that can be stacked on top of one another, how safer it is to put smaller pieces on larger ones, and how to make sure their creation can expand.
There are many different colors of these toys. You can give your child stacking toys made of wood in various colors, which help him get to know more colors. Your youngster will pick things up fast because these are beautiful and eye-catching toys.
Gross motor skill development
Imagine you are building up your creation and the pieces are scattered around, getting your child to reach, walk, or crawl to the piece they need next can help with gross motor development.
Fine motor skill development
Stacking toys provide several opportunities to improve this ability because twisting small pieces in your fingers and gently setting them in position demands certain motor abilities.
Cause and effect understanding
Understanding cause and effect is essential for improving experimenting skills. What would happen if I do this? ” and similar queries should be able to be answered by your youngster when playing with stacking toys.
Rainbow stacker – The best stacking toy
What is a rainbow stacker?
A rainbow stacker is a standing wooden rainbow built of at least six wooden arches stacked on top of one another in order of decreasing size. The ones that come in rainbow colors, from red to purple, are the most popular, and they are also set in natural wood, pastel colors, and other types.
These open-ended toys are common in Montessori playrooms and always “on top” of hot products at Melli’s Kids store. There is no restriction on the number of ways you can stack them right out of the box. Additionally, rainbow stackers go well with other toys and furniture. Every time is a different experience.
A lot of fantastic ideas lie ahead!
Play ideas with rainbow stacker
Discover and start with simple stacking (For babies)
This rainbow stacking toy is ideal for infants to explore just by holding the bows in their hands, feeling them, dropping something, then picking it back up again. Of course, part of finding this rainbow stacker out also includes collaborating with parents to build up easy structures just by putting one above another.
2D Stacking (For toddlers)
Making an animal, character or object is also a good play idea with rainbow stackers. With stacking toys, the 2D creations you and your child construct are entirely up to you. You should set your sights on whatever takes your interest.
Which animal is your child’s favorite? African elephant “Deep-sea octopus” or “Farmhouse rooster”? Try making it!
3D Stacking (For preschoolers)
For preschoolers, you can make construction more challenging with 3D stacking.
Practice literacy (For older kids, adults)
A structure’s completion is a noteworthy accomplishment! It’s also a great chance to hear what your kids have to say about it. Encourage your child to express their ideas verbally or in writing.
- Create a poem or a little story about your artistic achievement.
- Play a spelling game with each of the building’s colors.
- Indicate the order of the colors alphabetically, from least to most favorite, or from bottom to top
- Connect the colors to other worldly objects. “As yellow as a banana” or “As blue as a bluejay”
Rainbow stacker challenge for adults
Make stacking more challenging with complicated structure
It’s the greatest choice to purchase wooden rainbow stacking toys for your children. Toy stacking has a number of advantages. They help your child communicate and adapt better. Additionally, wooden stacking toys give your child the confidence to accept failure. Your child is doing fantastic as long as he is ready to try stacking the pieces once more after failing.
Why then the delay? Get these vibrant, alluring, and top-quality wooden rainbow stacking toy from Melli’s Kids right away. We are pleased to offer you super deals of the Christmas season, with only from $79, you will get your kids these beautiful rainbow stackers. Check it out!


Science through Engineering in Elementary School: Comparing Three Enactments of an Engineering-Design-Based Curriculum on the Science of Sound.
Abstract: This research illustrates how varying enactments of an
engineering-design-based science curriculum shaped the development of students'
domain-specific scientific ideas and practices. In this comparative case study rooted in
the analytical perspectives of activity theory and learning environments, student and
teacher participants in three elementary-school classrooms enacted the
... read moreengineering-design-based science curriculum Design a Musical Instrument: The Science of
Sound. From each classroom's curriculum enactment, multiple sources of evidence were
collected, including written work, design constructions, teacher artifacts, lesson video
recordings, and interviews with selected students. Coding and constant comparative analysis
of these data were used to characterize the learning outcomes and learning environment in
each classroom. Cross-case analyses were then conducted to compare the distinct types of
changes in students' ideas and practices related to the science of sound and the distinct
ways in which teachers and students enacted the curriculum. Analysis of pre/post student
interviews revealed that overall, the students' ideas about sound shifted significantly
toward reasoning about the causal mechanisms underlying sound production, sound
transmission, and pitch. Additionally, the students improved at the scientific inquiry
practices of controlling variables, making observations explicit, and reporting empirical
regularities. They also exhibited the engineering practices of design functionality, design
parsimony, and design explanation. Despite these achievements of the overall group, across
the three classrooms there were significant differences in student achievement in
reasoning, inquiry, and design. Via cross-case analyses of the three science learning
environments, 11 patterns of interaction were identified as being related to more positive
student outcomes. These patterns of interaction were observed more often in the two
classrooms with greater student achievement than they were observed in the third classroom.
These interaction patterns served four purposes that supported student reasoning: (a)
extended discourse by individual students about scientific ideas, (b) scaffolded
inscription of those ideas, (c) assistance meeting design requirements, and (d)
specification of intellectual and social roles for students. Overall, the findings of this
study suggest that third- and fourth-grade students can successfully engage in engineering
design while at the same time making gains in reasoning about scientific mechanisms and
conducting scientific inquiry. However, these student outcomes may be related to particular
patterns of curriculum enactment.
Thesis (Ph.D.)--Tufts University, 2011.
Submitted to the Dept. of Education.
Advisor: Hee-Sun Lee.
Committee: Barbara Brizuela, Janet Kolodner, and Chris Rogers.
Keywords: Science Education, Elementary Education, and Instructional Design.read less
- Component ID:
- To Cite:
- TARC Citation Guide EndNote


The other night, my husband and I were in a local restaurant. In a high chair nearby was an adorable one-year-old girl, be-bopping to the music on the PA system. Her hands were raised high, her feet were going a hundred miles an hour, and the biggest grin I’d ever seen on a child was spread from ear to ear. My heart instantly swelled, as I thought to myself, “That little one has rhythm in her bones!” At least half of my time waiting for the food was spent just watching her rock and roll.
Almost all children love music and so it is important to know when to start music lessons. Studies have shown that music education enhances a child’s comprehension abilities, helps them with math concepts, assists in the development of fine motor skills, and helps to build self-confidence. Many children with special needs have been known to excel at music even though they are unable to communicate or participate in regular structured activities. In general, music enhances the lives of many children and adults as well. But, when to start music lessons? Full story.
Cherylann Bellavia (Children’s Music Workshop)
Weblink : http://www.childrensmusicworkshop.com/
Photo credit : http://musicworx.co.za/


Fetal alcohol spectrum disorders (FASDs) are the leading known cause of mental retardation, and they are entirely preventable. This audio conference discusses the chance Early Head Start staff working with expectant families have to help prevent FASDs. Panelists share insights and strategies about approaching this sensitive topic. They also give guidance on supporting families in making informed, healthy choices around alcohol use during pregnancy.
Source: Early Childhood Learning and Knowledge Center
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/assessment/SensitivityScre.htm


Welcome to Mrs. McMann's 7th Grade Science Class!
Name: Buffy McMann
Classes: 7th Grade Science
Clemson University Bachelor of Arts in Elementary Education
Highly Qualified Middle Level Science
Converse College GT Certification
Read To Succeed Certification
Advanced Training in AVID
- Students should have their Science Interactive Notebooks in Class Daily
- Daily Assignments are in Google Classroom (organized by Date). Parents should have their students log in to Google Classroom EVERY Day in order to know what we have covered in class and the assignments the students had to complete during class that day.There will, also, be announcements about upcoming quizzes, tests,homework, or special activities to be aware of. EVERYTHING YOUR CHILD SHOULD BE SHARING WITH YOU CAN BE FOUND IN GOOGLE CLASSROOM!
- All Students will have access to our Science Textbook online.
- Students should be reviewing all Science work EVERY day in order to recall information previously learned (due to the every other day schedule, they seem to forget easily)


Last April, an application was submitted for the educational innovation ‘Integrating arts-science-society connections in a curriculum-broad educational track’. Part of this innovation project consists of workshops called ‘What’s art got to do with it?’, an important medium through which we attempt to explore the connections between art, science and society. Initiators Anke Tonnaer, Tine Davids, Catrien Notermans and Anick Vollebergh combined their energy, interest and curiosity for the role of arts-based methods in education and research, as they found that artistic methods were increasingly being experimented with in areas such as writing and data collection. The innovation ties in with the field of Cultural Anthropology and Development Studies (CAOS). The art of storytelling and highlighting different perspectives on the world is something typical of the discipline. Anke: "The intention is to have a mixed audience. The workshops are meant for ALL audiences, meaning teachers, students but also other interested people from outside, certainly also outside of CAOS." The first workshop took place on 1 December 2022. In this workshop, John Johnston, Associate Professor of socially engaged art education and head of Master Artists Educators (IMAE) at ArtEZ art academy in Arnhem, kicked the project off nicely by showing how art and education can be connected.
The workshops also include a student panel in which students, spread across the study years of CAOS, evaluate the workshop together. "We discuss what we think of the workshop, what we can do with it and what we would like to hear more about in the future," said Willem Bennenbroek, a member of the student panel. "I am a musician and I am very serious about it. I think it is incredibly interesting that I can now bring these two worlds together." Ultimately, the intention is to work together with the student panel to see what lessons from the workshops can be used in the programme. "It can also mean a lot for the faculty," said Tine. "We can use this as a basis for developing more different workshops, which in turn can be offered to other departments within our faculty."
Tine and Anke are enthusiastic. Tine: "It's really great to be involved in this project, especially because we are not artists ourselves. It's a big challenge. How do you work together with someone who is? That exchange is very innovative." Anke: "Art as something groundbreaking is something we can learn a lot from, without having to become artists ourselves. We think there is a future in it, because the future calls for boundaries to be pushed."
The initiators are enthusiastic and are looking forward to the next workshop on Wednesday morning, 8 February. In that workshop, Noortje van Amsterdam (UU) will talk more about how art can be used as an educational method.


Arts & Crafts : Kids Art Instruction, Craft Projects, Learning Activities
Kids Art, Craft & Writing FUN ;-)
Art Instruction, Craft Projects & Creative Learning Activities for Growing Imaginations
"Remember, in art, there are no mistakes
Welcome kids, parents, teachers, and creative fun-loving people! Whether you're looking for imagination-inducing projects for yourself or for someone else, you'll enjoy Creativity Portal's own projects geared towards fostering creativity and encouraging creative expression in growing imaginations through art activities, craft projects, and writing fun and other resources with kid-friendly creativity.
Featured Kids Stuff
See our Project Playground and Be Creative! Activities
Creative Play with Sidewalk Chalk!
Kids love the free-ative, playful doodling nature of sidewalk chalk art. Make the most of this chalky medium!
Maria Chatzi's Art and Craft Projects
Fun kid- and adult-friendly projects includes easy jewelry making, painting on pebbles, writing, collage, and more!
More Kids Art, Craft & Activity Sources
Twisty Noodle has thousands of free printable coloring pages and worksheets. Their coloring pages and worksheets can be customized by changing the font and text. Kids love to personalize their
pages! Teachers and parents love it. Twisty Noodle is easy to use, and great for ages 3-8!
Kid at Art
Marilyn Brackney's resourceful site full of craft projects and ideas using recycled and free materials. Many seasonal, holiday, and special event projects, including Flat Stanley.
First Palette offers free creative kids' crafts, printable crafts and
templates, and art lesson plans for kids of all ages. Crafting categories by theme, season, occasion, age, and diorama.
Kids crafts should be simple, fun, high-quality and free. Enjoy our printable games and activities for birthday parties, lesson plans or at home with infants, toddlers and preschoolers.
Scout Crafts for Kids
Simple "outdoor" crafts made from leather, wood, clay, and more. Features ample instruction, pictures, and illustrations for a variety of projects including leather pouches, wood whittling, and fiber art.
Marcel's Kids Crafts
Want to learn how to make handmade kid crafts? Marcel shows you the way! Includes instructions for windowcolor, stamping, stenciling, basketry, symbols, and soapmaking.
KinderArt Art Education
Art lessons, art education, and free ideas and projects online. Art lessons in architecture, artists and art history, sculpture and collage, drawing, folk art, multicultural, painting, printmaking, recycling, seasonal, sculpture, and textiles.
Animal Crafts from Danielle's Place
Free ideas and patterns to download for many animal-related activities. Sheep, squirrel with a cup of acorn nuts, and environmental learning activities for kids.
Art Activities for Children
The fun-filled world of process art! Crayons, clay, finger paints, cookie sheets, milk cartons, and music are among the many ingredients that go into these imaginative art activities for children.
Art Teacher on the Net
Free art projects and ideas for teachers, parents, and group leaders. Includes art education, history, recycled art ideas, and other fun ways to awaken creativity in children.
"Cool crafts for kewl kids." For ages 2-15. Good for parents, teachers, scout leaders, and kids. Jewelry making, yarn crafts, downloadable paper dolls, Bible crafts, sand art, wearable art and crafts, decorations, gifts, and fun.
DLTK's Printable Crafts for Kids
"A variety of fun, printable children's crafts, coloring pages, and more including projects for holidays, and educational themes and cartoon characters." Animal crafts, Bible crafts, countries and cultures. Downloadable printable greeting cards, doorknob hangers, awards, bookmarks, gift tags, and writing paper.
Enchanted Learning Crafts for Kids
Contains an extensive project list for many categories and crafts including: African, dioramas, handprint, memory, vegetable, holiday, preschool, paper, balloon, patriotic, spring, summer, fall, winter, family tree, earth day, fruit, Mexican, money, and mobiles.
Making Friends Paper Dolls
Children and paper doll enthusiasts will love these free printable paper dolls from Making Friends. Site allows you to create cultural dolls with a variety of skin tones, features, and themes.


How do you assess blogs?
What is your purpose?
That is the question.
DigiLit Sunday is a Sunday post on literacy, an invitation by Margaret Simon, to share literacy strategies and tools for the classroom. This week’s list of bloggers: Sunday, September 14, 2014.
This week’s DigiLit Sunday is a follow-up to Margaret’s question last week: How do I turn this activity into data?
How do you assess blogs?
What is your purpose?
That is the question, and that determines the data.
For some, the purpose may be writing fluency. Then assessment would be to provide feedback on the increased number and length of posts. [ CCSS: 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ]
As students develop fluency, suggest organization of paragraphs — not the five-sentence paragraph, but the idea of topic and support. [CCSS: 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ]
Next, add in conventions — sentence structure, grammar, punctuation, spelling, etc.
If fluency and foundational skills are not the focus, then consider:
- design — the theme, layout, widgets, links, focus, invitation to participate, categories, tags [CCSS: 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.]
- content — topic, support details, vocabulary, questions, style [ CCSS: 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ]
Perhaps the focus is writing:
- [CCSS: 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ]
- word choice
- sentence fluency
- [CCSS: 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ]
Perhaps the focus is collaboration:
- [CCSS: 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ]
- [CCSS Speaking and Listening
Comprehension and Collaboration 1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas 4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.]
For a thorough review of blogging with students, see Silvia Tolisano’s work at Langwitches:
- Blogging with Students Wiki
- Learning About: Blogs for Quality [includes rubrics]
- Blogging Framework [use to develop goals with students]
- Blogging Unit
I especially like this rubric she created [click to enlarge]:
My hope is my “assessment” is a conversation with students and students with each other, so that the learning is a growth goal of which reflection inspires improvement. Therefore, an ongoing component of blogging would be a reflection by the student of the growth their blog demonstrates. If I must give score from a rubric, the important part is still the conversation, goal-setting, and reflection!
What are your thoughts about assessing blogs and gathering data?
Wow! Look at you and all those CCSSs! I know they are all there. Thanks for this thinking through what I know but have trouble assessing. The rubric is a great resource. You have set me on the right path.


Babies start learning from the moment they are born and some of the things they learn in the first months of their lives are foundational skills and concepts that will be directly taught to them years later. Interacting with infants and toddlers about the world around them, including book reading and storytelling, are the best way to build foundations for reading. The ideas children form in the course of these interactions and the new words they learn will later help them make connections when learning new concepts such as the key ideas in science and social studies.
Learning to write involves children’s ability to control writing instruments. This ability is an outgrowth of the years of development of fine motor skills that begins in infancy. Providing infants with various materials to manipulate helps them develop hand-eye coordination and control of their hands and fingers. An especially valuable activity to prepare toddlers for writing is drawing—it provides yet another opportunity to develop fine motor skills and helps children connect symbolic marks on paper with spoken words or messages.
Engaging in make-believe play experiences is a developmentally appropriate way for children to learn. During play, they can use all of their senses to try out new things, make predictions, and solve problems. Play allows children to practice early math and language skills in a meaningful context. Another way to help children build their emerging understanding of mathematics is for caregivers frequently use math-related concepts in their interactions with babies and toddlers. Long before babies learn number words they demonstrate an ability to discriminate between quantities and notice when a new object is larger or smaller than the familiar one. These early ideas about number and size lay the foundation for understanding more advanced mathematical concepts. Adults can guide infants and toddlers in their mathematics learning by engaging them in exploration of objects that differ in size, shape, and quantity. Learning to discriminate between objects based on their different attributes is also critical for developing logic and reasoning. Early development of logical reasoning and other essential cognitive processes not only contribute to children’s future mastery of school subjects, but also help them solve problems across a variety of contexts.


An innovative approach to music teaching based on the Kodály Concept of Music Education. The first in a series of guidebooks for music teachers and musicians. By Sr Karol O’Connell OSB MA – Kylemore Abbey
Lesson Plans for Workbook No 1
A book of lesson plans to complement Music Is Fun Workbook No.1
Lesson Plans for Workbook No 2
A book of lesson plans to complement Music Is Fun Workbook No.2
Workbook No 1
Music Workbook for Junior and Senior Infants. An introduction to rhythm, pitch, melody and composition.
Workbook No 2
This workbook, No 2 in the series, is a direct continuation of the first Workbook for Junior and Senior Infants.
Workbook No 3
This workbook for 2nd class, No 3 in the series, is designed to provide a clear introduction to many musical concepts.
Workbook No 4
This workbook, No 4 in the series, is a workbook for 3rd class – a direct continuation of Workbook No 3.
Workbook No 5
The fifth in the series – an introduction to new rhythms, pitch development, melody, composition and more…


A primary school is an institution in which children receive the first stage of compulsory education known as primary or elementary education. Primary school is the preferred term in the United Kingdom and many Commonwealth Nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization. read more
Important pages are Calendar Dates, Non-Pupil Day and About Us. In the following table you'll find the 10 most important pages of Oldwayschool.co.uk:
|#||Description||URL of the website|
|5.||Riviera Education Trust||/riviera-education-trust/|
|10.||Photo Gallery Archive 2018-2019||/photo-gallery-archive-2018-2019/|
The HTML pages were created with the latest standard HTML 5. The website does not specify details about the inclusion of its content in search engines. For this reason the content will be included by search engines.
|Number of websites:||about 100 - more websites using this IP address|
|Best-known websites:||Oldhonitonians.com (little known), Georgewhitejunior.co.uk (little known), Pirbrightvillageprimaryschool.com (little known)|
|Language distribution:||100% of the websites are english|
|Load time:||0.22 seconds (faster than 89 % of all websites)|
|HTML version:||HTML 5|
|Filesize:||270.01 KB (4650 recognized words in text)|
The website doesn't contain questionable content. It can be used by kids and is safe for work.
Safe for children
Safe for work
|USA, Kansas City|


A bead string with red and white beads in groups of 5 or 10.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Use the bead string to support numeracy and display numbers in sets of 5 and 10 using red and white beads. It is an essential tool for mathematics and helps with automaticity of numbers.
You can drag the beads to move them around. If you select a specific bead, its number is displayed. Select again and the number disappears.
In the Settings menu, you can modify the bead string to meet your students' needs.
You can choose between 2 kinds of bead strings: a single long string (straight) or a bead string that is divided into multiple rows (winding). You can select how many beads you want to be displayed on the string and if they are split into groups of 5 or 10.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


A PowerPoint template that you can adapt for use when making a presentation on the value of choral singing.
This annotated and linked bibliography for Making the Case for Your School Choir provides data from more than 40 different studies, advocacy guides, and publications at your fingertips.
The top 10 reasons why choral singing is a great activity!
Chorus America’s member choruses all across North America are leading the way in working with school music programs to support, revive, or expand choral
music education. Here are some examples of how our members are creatively partnering with schools.
A list of useful quotes from influential leaders in support of the arts and choral music.
The goal of this supplemental guide is to specifically help parents build a solid case for having choral music as part of the school curriculum. Working with your child’s teacher and other partners, use this information to encourage school boards and administrators to begin, revive, or expand your child’s school choral program.
In the 21st century, America’s manufacturing-driven economy is being replaced by a creative economy. President Obama is calling for a “complete and competitive education” to ensure our place in the global economy. How do the arts—and choral music specifically—help prepare our students to meet these challenges?
A question-and-answer worksheet to help you expand your network of choral music supporters.
Use this matrix as a worksheet to help formulate an action plan to support choral music in schools.
A comprehensive evaluation tool for choruses that addresses nine areas: organizational purpose, programs & evaluation, governance, planning, fundraising, financial stability & transparency, marketing & public relations, human resources, and operations & facilities. Each section's questions are organized from legal minimums to best practices.
In a series of video lessons, soprano soloist and voice teacher Shauna Fallihee guides you in the essential steps to freeing your natural voice and singing with ease.
Are you tired of the same rehearsal warm-ups every week? Do you want to try some different exercises for a change? Sing along with the San Francisco Festival Chorale.


Moscow may be Russia's largest city, but St. Petersburg is a close second. St. Petersburg owes much of its success to its location as a port along the Baltic Sea. Today it is known as the cultural center of Russia, and was its capital until Moscow took over in 1918. International trade and the many big-name companies with offices in St. Petersburg makes this city among the most consistently growing in Russia.
The last census in St. Petersburg was carried out in 2015. According to that census, the total population was 5,208,690. The growth rate for the period between 1996 and 2015 was .91% annually. When compared to global populations, St. Petersburg is ranked as the 50th most populated city in the world. Growth in the city is not just due to more people moving to the city, but also because the fertility rate in St. Petersburg is on the rise. The average woman in 1997 had .9 children, but a new study in 2016 showed that this had increased to 1.6 children for every woman.
The education of students has not always been the focus of the Russian government, but thankfully in recent years education in St. Petersburg has become a priority. Only 1% of the population does not have some form of education. 8% have an elementary education and 26% have completed their full secondary education. At 47%, the largest section of the population has had vocational training or higher education of some form, and 18% have studied beyond that standard to acquire a full degree. The rate of uneducated individuals continues to fall with every passing year.
The state of many economies throughout the world is quite disturbing. Unemployment rates have reached into double digit numbers in many places. Ingushetia, Russia has among the highest unemployment rate in the world at 46.9%. Luckily, for those in St. Petersburg, the rates are substantially lower. Due to an increase of job opportunities and the fact that companies regularly make their home base in the city, St. Petersburg enjoys an unemployment rate of just 1.1%. Salaries in the city range from 40,000 RUB up to 400,000 RUB, with the average salary in St. Petersburg reaching 102,500 RUB.
As a historical city, St. Petersburg is very important to life in Russia. But one aspect of the city that keeps people coming back year after year is the fact that the city has on average 21 white nights each year. A white night in St. Petersburg happens during the months of June and July. During a white night, the sun does not set the way it normally does. As a result, the night sky has a blue hue and it does not get fully dark. These nights are among the largest attractions for the city of St. Petersburg.


I can make a connection between two ideas.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Making comparisons helps us analyze information. Identifying contrasts between two objects or ideas is also important.
Cause and effect is also a concept that helps students organize information. These concepts are reinforced with pictures and quick activities.
Students will be able to make connections between two different ideas.
The first slide has a fun Spin-the-wheel activity in which students are asked to think about the similarities and differences between two objects.
What is a connection? Students will discuss what they were doing when they thought about similarities and differences between those objects.
Students will drag similar objects into baskets. They will then discuss what they noticed about the objects with a partner. They will also read through different scenarios and make connections to different ideas that were mentioned in them.
Students will then review what it means to compare and contrast, as well as the definitions of cause and effect. They will then read some more scenarios and tell the cause and effect of them.
Students are given ten questions in which they determine what connects two ideas, and what it means to compare/contrast as well as what cause/effect are.
Review the definitions of inference, compare/contrast, and cause/effect. Students will complete an exit ticket by reading a passage about a dog and writing about the similarities and differences of the characters.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


26 SEPTEMBER - DAY 24
- Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- Parents have a prior right to choose the kind of education that shall be given to their children.
Für den Inhalt verantwortlich:
camp Nu – Verein zur Förderung von Theater-, Kunst- und Performanceprojekten


What You Should Know About This Degree
Elementary education generally requires a bachelor’s degree, and a master’s is required only to teach at public schools in three states (Connecticut, Maryland, and New York). If you’re not in these states or take a position at a private school, a master’s degree is likely unnecessary but could help you earn a higher salary.
To teach in any state, you’ll have to earn a state-issued license or certification. This requires obtaining an academic degree (usually a bachelor’s), paying a fee, and passing an exam. Certification isn’t required if you want to teach in private schools or help children in non-school settings.
The master’s in elementary education programs that are available can be categorized into two groups. Some are intended for students who already have a teaching credential, while others are designed for students who need a master’s degree to earn a teaching credential. Choose a program that’s appropriate for your situation when applying.
Most of these programs have an in-person experiential component, such as a student teaching stint. This is generally true of on-campus programs as well as online ones. Make sure any such requirement fits your schedule.
Ask these questions to help you further evaluate master’s in elementary education degree programs:
- How long does it take to complete this online degree? Most of these programs are 30 to 45 credits, which typically takes about two years to complete if you enroll full-time. Attending part-time will extend the length of a program.
- What licensing or certifications are required? To work in public schools, you’ll have to obtain a state-issued teaching credential from the state where you wish to work. This normally requires a bachelor’s degree, but three states require a master’s. You’ll also have to pass a licensing or certification exam and pay a fee.
When you’ve identified good potential programs, find out what the application process entails. You can contact a program directly or check its website to learn about application materials and submission deadlines.
Also think about how you’ll cover the cost of tuition. Speak with program administrators about scholarships, grants, and need-based financial aid, and check with your employer to see if it offers tuition reimbursement.


The Art syllabus is a journey of discovery where students test new concepts, translate ideas, thoughts and feelings through visual and tactile forms. The aims of the art education are to enable every child to be visually literate and to appreciate art. With this framework in mind, the school‘s Art programme will help students develop competency in these areas using art and design principles, materials and processes to broaden their engagement in the visual art.
Our focus is therefore to provide opportunities for students to see, express and appreciate the learning of art through
- observing their environment
- generating ideas
- creating artwork
- discussing about art/artwork
In the process of learning, students will be increasingly challenged to explore and enjoy art. Students will learn the skills of handling different media and explore materials, which can be used to express and represent their ideas.
Exhibitions and Competitions: The programme constantly stretches the artistic imagination and experience of our students and their abilities. Every student will have a chance to exhibit their artwork in school and take part in school-based or national/international art competitions. The school actively sources for external opportunities for our students, not only to sharpen their skills but also to foster self-confidence and a sense of achievement through their artwork.
For more information, do refer to the following links:


The object of this game is to swing the ball into the cup. It’s harder than it looks!
Wooden Toy Museum: Games Collection: Ball and Cup Game
Why Do Children Need Toys?
Children are never too young to become interested in math and science. In fact, young children are natural scientists and mathematicians. They are curious. They ask questions all the time. They like to explore and experiment. When you encourage their questions and help them explore and find out the answers, you are building their interest in math and science. And children who have such experiences when they are very young develop an enjoyment and confidence in math and science that pay off when they’re older.
As many parents have discovered, the toys we buy for our kids are not always what they enjoy playing with. How many parents have bought their toddler a cool toy only to have that cast aside while the toddler bangs on a pot with a wooden spoon?
Kids are full of boundless curiosity and what they need is something (toy or not) that will help them explore their senses or the world around them. What we think are simple things are amazing discoveries to a child. A tiny baby is fascinated by his fingers and what they do. A toddler is interested in the sound that things make when they hit the floor. A small child bouncing a ball can play for hours.
Anyway, I guess we don’t really *need* toys. My kids can have just as much fun playing outside and running around and drawing or coloring etc. Children have always had toys throughout history, granted they were not always as flashy as they are today. Toys comfort them and help development.
Ask the kids what’s tops on their Christmas lists and you’ll likely hear gaming systems, DVDs, cell phones, and iPods. Ask some adults what should top the kids’ Christmas lists and you’re likely to hear books, toys that teach, toys that foster imaginative play, and sporting equipment — reinforcing the idea that children learn best through play.
“For older kids, a lot of electronic stuff is true, but you need to think about how to balance that out. If you do the electronic things, you balance it by giving them some things that are going to be activating and other things that will stimulate creative thinking,” said Rebecca Isbell, director of the Centre for Early Childhood Learning and Development at East Tennessee State University.
Playing is important to children. It is the way they practice growing up. Toys are the tools children use in play. Toys can be purchased, or they may be as simple as kitchen pan lids or paper sack puppets. Anything children can play with safely can be a toy. In fact, you may have watched infants open presents and noticed that they spent more time playing with the ribbon and wrapping than with the toy inside.
Try to remember two or three of your favorite toys. Were they the ones you created yourself or ones someone made for you? All children are natural learners; constantly absorbing new experiences in their everyday lives. Therefore the toys they play with play an integral part in this learning process.
All children develop at different rates, while some may be walking at 10 months others are still toddling and falling at 15 months. Some children have strong abilities in one field while others are adept at another field. Therefore developmental guidelines should be used as a general rule of thumb.
Some of the most educational toys out there are simple alphabet blocks and magnetic letters. You and your child can make words with them, sort them into groups, or just review what sound each letter makes as you place it on a tower or shape. You can count them and add or subtract from the piles. Starting this process very early can lead to big rewards when your child is ready to start reading and it can be a great deal of fun, too. Colouring books, simple mazes, and empty notebooks to fill with their own creations can encourage your child to exercise the small muscles in their hands so that, when it comes time to start writing, they can control the pencils and crayons to make letters and numbers that they (and their teachers) can read.
Children do not “need” educational toys. Children don’t need any particular kind of toy. They can take rocks and twigs from the yard and play quite happily! What they do need is you – to invest your time playing with them and to teach them the basics yourself. While there are hundreds of toys out there that purport to teach the alphabet, phonics, numbers, basic math, and reading, the number one thing that helps your child learn all of these is you. The toys will help give you visual and audio support, but they are not needed. Learn More Here Now.
==>Next Wooden Toy Idea ==>
⚡⚡⚡ Want To See More Educational Wooden Toys For Toddlers & Kids Development? ==> Click The Images Below To Explore!


Easy to Recite and Learn Rhymes For LKG Classes
Ever wondered why a child performs better when asked to recite rhymes? A child studying in LKG class begins to learn any language with the help of rhymes. We have spent our childhood singing “Twinkle Twinkle Little Star…” Children love reciting and singing rhymes. They learn to read and speak faster when it comes to pronouncing similar sounding words.
LKG rhymes in English help the child to grasp the simple words and spell them correctly. Reading Eggs with Ratna Sagar provides a variety of read-aloud rhymes for LKG classes. Covering the complex concepts in simplest rhymes, poems for LKG in English are proven to be effective in teaching children. Poems for LKG instil confidence in the child and bring his communication skill in a positive light. Other life skills and soft skills begin to develop in the child at this age.
While some LKG poems in English teach moral values to the child, others introduce the child to new concepts. There are rhymes available for every subject. This is due to the fact that the child memorises the poem and the topic in one go. Also, rhymes are fun, right?
Let’s walk to the wonderland where the children sing the songs of happiness!
Old MacDonald Poem with Actions – English Nursery Rhymes & Songs for Children
Twinkle Twinkle Little Star Rhymes For LKG Kids with lyrics & Kids Songs
Baa Baa Black Sheep Rhymes For LKG Classes Kids
Reasons Why Children Should Practice rhymes:
- Rhymes give an understanding to the children of the functioning of the language. Reading Eggs included rhymes in the English language which strengthen the child’s ability to observe and recognise sounds within words.
- Rhymes help the child to experience the rhythm of language. They start to develop the expression and tone in the language.
- Rhymes boost a child’s imagination. Reading Eggs’ rhymes are available in various animated videos.
- Rhymes play a crucial role in improving the writing skills of the child. It can assist the child in learning words that share similar sounds like cat, rat, bat, and so on.
- Poems for LKG classes are fun and leave no space for boredom in the process of learning.
Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.
- Mem Fox, Reading Magic.
Simple LKG rhymes unlock immense learning opportunities for children and develop creative skills in them. They are resourceful and a significant educational tool in enhancing literacy, numeracy, and connecting dots with the impressions of language. LKG rhymes are amazing vocabulary power boosters. Moreover, familiarity with counting rhymes lays the foundation for pivotal numeracy skills and awareness. They contribute to growing phonological awareness and the overall development of the child.
LKG Online Class For English Phonics & Maths
Where I can find Activity Books for Children Online


The state of California has adopted Common Core State Standards. Scotts Valley Unified School District has taken the charge very seriously. This page will give you information about Common Core, provide links to articles and videos, and announce parent education nights. (Much of this information has been taken from the California Frameworks put out by the California Department of Education.)
English language arts and math were the subjects chosen for the Common Core State Standards because they are areas upon which students build skill sets which are used in other subjects. They are also the subjects most frequently assessed for accountability purposes. The federal government was not involved in the development of the standards.
The 4 C’s of 21st Century Education
READING STANDARDS K-5
There are reading standards in literature as well as informational text that provide students exposure to a wide range of texts and tasks. Rigor is infused through the requirement that students read increasingly complex texts through the grades. Foundational skills foster student understanding and a working knowledge of concepts of print. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
WRITING AND LANGUAGE STANDARDS K-5
Students are expected to gain mastery in a variety of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.
MATH STANDARDS K-5
The Math standards are based on evidence of the skills and knowledge needed for college and career readiness and an expectation that students be able to both know and do mathematics by solving a range of problems and engaging in key mathematical practices. They include two types of standards: Eight Mathematical Practice Standards (the same at each grade level) and Mathematical Content Standards (different at each grade level). Together these standards address both “habits of mind” that students should develop to foster mathematical understanding and expertise and skills and knowledge – what students need to know and be able to do. The mathematical content standards were built on progressions of topics across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics.
There are numerous ways that students will be assessed in Common Core. Each teacher has formative assessments that help to guide instruction. Trimester report card data is based on summative assessments and district benchmarks. The state of California implements the CAASPP online computer assessment for students in 3rd - 5th grade.
Curriculum Standards are determined by California Department of Education and are the foundation of our education program. Electronic versions are available for the following content areas:


Think back to your favorite class in school. How would that class be different if it took place today? My favorite was a 7th grade art class. While it’s hard to imagine Mrs. Vincent in a modern classroom with a tablet or smartphone, I know she would be on the cutting edge of art education.
The dynamics of what a traditional classroom looks like have evolved from the old chalkboard and teacher-centered classrooms into connected technology hubs, with online lesson plans, virtual fieldtrips, flipped classrooms and MOOCs. As technology advances, it is changing the way students learn and access education.
In his recent blog post, Dave Evans examines what the future of education looks like through the lens of of the Internet of Everything (IoE). Students will experience a rich virtual classroom—attending lectures, asking questions, participating in real-time discussions with instructors anywhere in the world. Dave points out that in the future, due to the availability of information, it’s possible that formal education will become less about attaining knowledge, and more about how to analyze, evaluate, and use the unlimited information readily available.
I’m sure Mrs. Vincent would be thrilled at the possibilities technology brings to learning today. While the in-person, face-to-face aspect of learning will always be crucial, using technology to make it happen opens up a whole new world of teaching and learning.
Great article, I think Internet is the best source for learning anything. It will surely replace the traditional teaching in upcoming years:)
Thanks for the comment Rohit. While I don’t think the internet will completely replace the traditional classroom, the Internet of Everything is definitely going to expand our options!
Just joined a discussion about graduation rates in the context of MOOCs
Here is my view on this
Online (which I prefer) or not online, in my view students need
“great deal of personal attention and hand-holding”
In a world that is becoming more complex every minute, students want and need orientation, structure and a mentor who helps them understand.
In this world I myself would greatly appreciate to have someone like that … so I am not doubting this need of students.
How can this be delivered?
f2f, blended and online – costs accordingly.
I think that the Internet of Everything could be a great help delivering help, answers to questions and motivation to keep on learning if dosed correctly for each type of learner.
Absolutely agree, Jutta. With the options that the Internet of Everything will open up to us, we can customize learning based on the specific needs of the learner.
Even as an adult, I’m constantly learning, and I spend a lot of time online learning jewelry making techniques, etc. I love the fact that I can learn almost anything online. However, I still have the need for face-to-face and personal interaction to really get the finer points and nuances that are often very important.
I would definitely say that we can not apply a one-size-fits-all approach anymore, but we now have options for almost any type of learner – it’s just a matter of figuring out what works best.
seriously now a days internet is a basic need..
Comments are closed.


What Do You Need To Know About
The Selective School Test?
February 14, 2023
Teachers have had great impact on the personal, social, and intellectual development of individuals; they have influenced a great amount for the awakening of a student’s new manner of thinking. The professional skills they possess have motivated students and inspire trust and confidence in them. Teachers have become a part of the molders and mentors of successful individuals and students and they have had a great influence in their choice of careers as well. Many students have chosen the same path of becoming one of their many respected teachers.
Students who earn a Bachelor’s degree in Education practice a career in teaching. However, it is not only a teaching career that awaits Education major graduates but other various career opportunities as well. Aside from teaching in pre-school, elementary, middle school, or secondary, teachers can also take on the administration side of the school such as principalship and superintendency. Though, obtaining a master’s degree is a requirement for certain positions such as those.
Acquiring a master’s degree in areas that education graduates wants to become a specialist in, can also open up other education career alternatives such as guidance counseling, school psychology, school social work, occupational and physical therapy, audiology and speech pathology, library/information services, special education, curriculum supervision, and subject area supervision.
For the higher education field of education career alternatives, earning a PH.D in higher education administration or a master’s in student personnel or student development or master’s in library/information sciences will give great opportunities for positions in research, administration, student affairs, and information/library services.
In the area of adult and continuing education, attaining a master’s or Ph.D. degree in adult education or a graduate degree in a subject or specialized area as well as gaining reputation expertise and experience in a profession, subject, art, craft or trade with certification or accreditation will open the doors to education career alternatives such as inservice education, staff development, professional development, leisure-oriented education, GED preparation, literacy development, and English as a Second Language.
Education majors also have education career alternatives in the business and industry arena. Jobs such as training and development, human resources, sales, customer service, publishing and technical writing, and consulting are some of the possible jobs that they may pursue. Taking some general business and computer courses, or gaining experience in organizational development or marketing, becoming current with the business and industry literature and news, or learning desktop publishing and other software packages will be a good asset for applying in those jobs.
The government is another education career alternative for education majors, jobs in administration, planning, evaluation, management, research and writing, teaching, and social work are some of the slots opened in this field. Learning federal, state, and local job application procedures as well as gaining experience and advance degree such as Ph.D. is essential for these types of position in the government.
TAGS : Education Alternatives


States must be more inclusive in the treatment and use of minority and indigenous languages, the UN Special Rapporteur on minority issues, Fernand de Varennes, said today ahead of International Mother Language Day. He issued the following statement:
“Languages are essential tools to communicate and share knowledge, memory, and history, but they are also key to full and equal participation. One of the most effective ways of empowering minorities and indigenous peoples is to guarantee the use of their language in education – particularly as medium of instruction – as long as it is practical, and to provide public services and employments opportunities in these languages.
Language rights are also important human rights matters for both minorities and indigenous peoples. Special Rapporteurs, including my own mandate, have already been critical of the reduction, and in some cases exclusion, of education in minority and indigenous languages which are discriminatory and thinly disguised efforts to assimilate minorities and indigenous peoples.
Rather than reducing or even eliminating the use of minority and indigenous languages in education, States should invest in the development of teaching materials, the training of teachers and the promotion of mother tongue as a medium of instruction – where feasible – to ensure that minority and indigenous children are provided with the literacy and numeracy skills that will be most useful in learning other languages, including official languages. This is the most effective way of guaranteeing equality and non-discrimination with respect to international law.
In celebrating the richness and beauty of the global linguistic tapestry, it is essential to move away from new forms of nationalist majoritarianism that assume that societies and states should have only one language to the exclusion of all others. This is inconsistent with inclusive societies that are respectful of the human rights of linguistic minorities and indigenous peoples. International Mother Language Day and the International Decade of Indigenous Languages are opportunities to promote and celebrate the world’s linguistic and cultural diversity – and to fully recognise and protect equally the human rights of minorities and indigenous peoples and their languages.”
Dr Fernand de Varennes, the UN Special Rapporteur on minority issues, is Adjunct Professor at the Irish Centre for Human Rights at the National University of Ireland-Galway, and Visiting Professor at the Université catholique de Lyon, France and Vytautus Magnus University in Kaunas, Lithuania. He is one of the world’s leading experts on minority rights in international law, with more than 200 publications in some 30 languages.


Children at A Child’s Place are talked to, read to, listened to, and encouraged to express themselves with words; this makes up the four components of literacy. They are encouraged to create their own stories and communicate their perceptions of the world. Children are also guided towards a conceptual understanding of written language and reading. Various signs and messages are used in the classroom at an early age by the teachers and the children, such as Open/Closed; Stop, etc. As our students are exposed to the power of the written word and encouraged to write by themselves, they become eager and interested in gaining new skills in order to read. When children are ready, we encourage them to use their knowledge of print to write according to their individual stages of development. This is an important phase in the child’s literacy development and helps each student build a sense of competency. Whatever the child needs to move them towards literacy is available and offered according to their own timetable. This will include opportunity to hear and see written language, to dictate language, to gain mastery of drawing and writing tools, and in time to write on their own.
At A Child’s Place children will have the opportunity to analyze and explore print and letter-sound relationships in a meaningful way and to enjoy the pleasures of literature. This sequence applies to all ages and in greater depth in our Primary Class. Children participate in Literacy Workshop and Writer’s Workshop where they engage in print in a plethora of ways that include small group and individual instruction.


Lower Division : Toddler – Grade 5
The Lower Division at Avenues connects children around the globe so they develop an authentic sense of engagement with the world around them and a sense of agency to build a better future.
Great Works is an interdisciplinary, project-based curriculum that pulls students away from screens to engage in hands-on learning. Students complete projects that combine reading, social studies, science, math, and art and inspire them to make connections to their community and environment, wherever they may be in the world. Developmentally appropriate texts — picture books for emerging readers and chapter books for experienced ones — complement each project. These “great books” place projects in global context and fuel a love of reading.
Units encourage curiosity and creativity while paying rigorous attention to building foundational skills. Focused instruction takes place in literacy with targeted practice in reading, writing, and phonics. A problem-based math curriculum develops sophisticated numeracy skills through lessons and problems that highlight the presence of math in daily life.
Beginning in grade 3, students select from 50 world languages and complete a task-based curriculum which accelerates learning by emphasizing functional fluency. Physical education sessions round out student schedules.
Students dedicate 4 – 6 hours per day on focused school work. This includes about two hours per day in synchronous sessions with teachers and classmates. These sessions are active and participatory to support the development of academic and social skills and to build relationships with teachers and peers.
Students build relationships with their classmates in daily cohort meetings and participate in teacher-facilitated activities like clubs, "hang out" spaces, and lunch groups to socialize and make friends. Weekly community meetings showcase student talents, organize service projects, and host celebrations that nurture a sense of belonging.
Welcome, Safety, Respect
Our student body represents a wide range of cultures, ethnicities, and backgrounds. We encourage students to discover commonalities with their classmates and celebrate the differences that make our community diverse and unique. Our core values of Welcome, Safety, Respect are the foundation of our school culture and guide how we treat each other as a community.
Lower Division and @Home
ELC and @Home
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